This is the best year I have had in my 25 years of being a principal. Discipline has not been a problem this year. Students monitor their own behavior and make responsible choices without the use of punishments or rewards.
By using your methodology, we have transformed our school. Our discipline referrals have been cut by more than half from the year before. The climate is positive, of togetherness, and of cooperation. We are forever grateful for your insight in helping us to renew our dedication to teaching.
For the first time in many years, we had advice we could walk back into the classroom and actually use the next day. You helped us realize the importance of using discipline as a learning tool rather than as a purely punitive measure.
More important than the reduction in referrals is the understanding of our students that behavior is their responsibility. They have also come to understand that they have choices they can make when faced with real life situations. Our staff now feels they can spend more time on teaching and less time on discipline issues.
Your presentation is inspired, motivated and sent 800 teachers off with practical and easy strategies that will make a difference!
After using the Discipline without Stress® System in our home, life seems so much more enjoyable. The truth is that our children do know what is expected of them. Holding them to a higher level of responsibility has made all of our lives more peaceful. Thank you.
I completed all the modules and just loved them. I have a friend who keeps saying, “I hope you get a good group this year.” I keep telling her that it’s my responsibility to set up the classroom in the right way by separating classroom management from discipline and empowering my kids with the gift of responsibility. There is no more hoping that I magically get a good class. It’s all in the way I set up the classroom with this model.
Your program has been life changing for me, not only in my teaching but also at home. When I became familiar with your program, I was at the end of my most stressful teaching year. As I used your principles, I kept noticing changes in others. I use your approach with my own two children, then 12 and 13, the girl now 17 and boy 18. We have very stress-free lives.
I appreciated your differentiation between discipline and class management. After 35 years in the classroom, I see how often discipline problems are exacerbated by poor classroom management.
Your approach is truly inspiring. I’m using it with my 10 and 12-year old children. It’s awesome!
Your ideas really help: avoiding negative language, expecting the good, and asking reflective questions. Some ideas seem too easy, but they work.
I love the system because I get on with the important things and not spend time with discipline.
This is an amazing system. Research has linked relationships to school improvement for quite a while now.
I really liked the opportunity to reflect upon my methods. I feel like I have been using the wrong approach.
I have been struggling with my five-year-old who knows his own mind.Coercion was not working! I was at a complete loss until I tried your approach. Your methods have definitely improved our relationships.
Since you trained our staff, we are seeing enormous improvements in students’ behavior and in reduced teacher stress. Classroom management, discipline, and relationship with students have all significantly improved.
I have been reflecting on the fact that I have been following you for nearly 15 years, have met you twice at conferences, and often share your work with teachers and colleagues. Now that SEL (Social and Emotional Learning) and restorative practices have become the focus at a national level, I think to myself, “Marvin Marshall has been saying this for years” Thank you. You have had your finger on the pulse of dangers of stress, coercion, and competition way ahead of the rest of the educational community. The hierarchy is compelling and clear and relevant to the questions of student identity, choice, voice, and emotional well-being. I appreciate what you have been doing.
Although it seems that three-year-olds use their right side of the brain more often, it is evident that they love to take responsibility for their actions and love consistency of discipline without stress.I just want to thank you so much for all you provided our country in hopes that we don’t lose the ability to enable these children to take responsibility for themselves.
I am so happy to have the opportunity to take this course online! I have read the teaching and parenting books and used the system with much success . However, I have been teaching small group intervention for the last twelve years, with last year was my first year back with a standard classroom. Next year’s group of kids has a reputation as being a tough group, and I know they will benefit from Dr. Marshall’s strategies, and I will be less stressed too! It was time for a refresher course, and here it is! Thanks, too, Dr. Marshall, for taking the time to call me when I was having trouble accessing the course. You truly showed me your commitment to help teachers!