DISCIPLINE WITHOUT STRESS, INC.
A Nonprofit 501(c)(3) Charitable Education Organization
Assisting Schools with Low Economic Students
 PROMOTE RESPONSIBILITY & LEARNING

Any public elementary, middle level, or high school in the USA that has low economic students can qualify. Follow the application procedure described below to receive free  DISCIPLINE WITHOUT STRESS books and a free In-House Staff Development package.

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 Read how approaches commonly used in schools are counterproductive.

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Click on the link below to read about the book.
 As Laura Fair, science teacher at Kenowa Hills High School
 in Grand Rapids, Michigan wrote:
 "This is the best book I have read
on teaching in the classroom."

Click on the link below to read about the
 In-House Staff Development package

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"This discipline program clearly and concisely demonstrates how the external approaches of relying on rules, imposing consequences, rewarding students for appropriate behavior, and punishing students to make them obey are all counterproductive."
—Harry Wong, Author, "The First Days of Schools: How to Be An Effective Teacher"

"These strategies for developing humane, responsive classrooms are grounded in research AND good practice. They link to the fundamental issues of teaching, learning, and lasting motivation."
—Linda Darling-Hammond, Professor, Stanford University and Director, National Commission on Teaching & America's Future.

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"By using your methodology, we have a different school this year! Discipline referrals have been cut by more than half. We questioned how we were able to ever operate without your approach. Thanks for helping us change negatives to positives and for helping us to renew our dedication to teaching."
—Esther Severy, Principal (ret.), McFadden Intermediate School, Santa Ana, CA

View 5 minutes with this principal.

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The DISCIPLINE WITHOUT STRESS approach promotes social and personal responsibility and increases student achievement while reducing bullying, reducing negative peer influence, and reducing apathy toward learning.

INTERNAL MOTIVATION is actuated so that young people WANT to act responsibly, become self-discipline, and WANT to increase effort in their learning. Therefore, external manipulatives such as rewards for expected behaviors are not necessary.

NOTE: Teachers who are using token rewards can continue with their use. However, after students learn the differences between EXternal and INternal motivation, they quickly lose interest in manipulative approaches. See www.AboutDiscipline.com.

Letters from A Teacher

Last year I was my county’s “Teacher of the Year” and yet I was contemplating finding a different occupation. As I implemented your discipline system, misbehaviors stopped the instant that students reflected on their actions. Good students rose to even higher levels of maturity. Students told me they felt more relaxed and less in conflict with me. I am now less stressed and feel I am helping students make permanent changes, rather than temporary behavior modifications. I will not return to the “carrot and stick” approach that almost drove me from the profession that I love.

—William A. Funkhouser 2003-2004 Humboldt County Teacher of the Year

Johns Hopkins Educational Fellow

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Marv,

This year is a surprise for me. I thought I had my revelation last spring when I discovered your discipline approach. This year I implemented the system from the beginning and the painful revelation this year is just how wrong I have been over the last 13 years. It is almost painful to reflect on who I used to be. I was so caught up in getting students to obey that I lost sight of the humanity of this profession. I was overpowering them rather than being flexible, understanding and compassionate.

Here is an example. I have a student who doesn't do his homework and who struggles in the class. Last year he would have had several detentions from me and a failing grade. I would have forced him to come in to do his homework and we would have been in a power struggle. This year I purchased several school supplies for him and have always had a kind word for him. I recently found out he is actually homeless and that he and his dad are living in a cheap motel. Recently, he has started spending his break time in my class, by his own choosing, doing his math homework. He also drew me some pictures on binder paper that he wanted me to have. It breaks my heart to think of all the opportunities I have missed for this type of relationship with students.

Bill