By: Wesley Nelson & Carina Weidenbach

About Dr. Marvin Marshall...

- America’s leading expert in reducing stress
- Former teacher and assistant principal of
elementary/middle/high school grades
- Prior college lecturer of 3 years
- Author of 3 popular books
- International speaker, traveled to over 25
countries presenting his methods of relieving
stress
- California man - attended California State
University & USC, currently lives in Cypress,
CA
Discipline Without Stress
His book, Discipline Without Stress, includes
three objectives:

1) Empower students by communicating to

them in positive ways

2) Reduce coercion by offering choices

3) Have them improve by asking reflective

questions
 5 Classroom Tips from Marshall
1. Teach procedures, rather than rules
a. With people, rules result in adversel relationships because they require enforcement
b. Rules lead teachers down the path of the enforcer or cop, rather than mentor, this
leads to a power struggle between teacher and student
c. Rules are essentially procedures or expectations in the first place, just without a direct
consequence

2. Communicate in positive terms

a. When you tell a person what not to do, the
opposite results
b. Communicate in positive terms on what you
as the teacher want
c. Instead of saying “Don’t run” in the hallways,
say “We walk in the hallways at our school”
Marshall’s 5 Classroom Tips
3. Rather than aiming at obedience, promote
responsibility
a. Obedience does not not create desire
b. By promoting responsibility, obedience will
tend to follow
c. As long as the teacher does more asking than
telling, the teacher controls the conversation

4. Encourage reflection
a. Students cannot learn something once and be
expected to remember it long term
b. Having students share and reflect, reinforces
their learning
Marshall’s 5 Classroom Tips
5. Rather than impose, elicit
a. Elicit a consequence or procedure to
redirect impulses
b. This will allow for students to take
responsibility for their own actions
c. Ask them, “What procedure can we put
in place, so this won’t be problem in
the future?

BIG IDEA:
Students won’t want to learn from someone they don’t like. Showing the students
that you care about them will lead to a healthier classroom and better behavior.
Main Ideas...
- People learn better when they feel better, not when they feel
worse. >> Detention is ineffective.
- Teachers should promote responsibility rather than
obedience
- Communication and discipline should be
positive. >> Tell them what you want them to
do, rather than what NOT to do

- Motivate student through inspiring

curiosity, challenge, and relevance
Scenario 1...
Mary-Kate is a Caucasian, female student whose family has lived in the area for a few
generations and her parents attended the middle school. She is a good student and
completes
her assignments on time and with accuracy. She has excellent grades in all of her classes
and
is often considered a favorite by her teachers. Mary-Kate was named the head cheerleader
at
Super this year and her new role has brought much attention and a more social demeanor.
Her
teachers have begun to notice Mary-Kate distracted in their classrooms by social
interaction
with her peers, in addition to her talking louder and out of turn during class. Some
teachers
Draw/type a management style you would use following
Marshall’s theory...
Possible Solutions...
● Have Mary-Kate reflect on how her actions towards her fellow peers
may affect her relationship with those around her.
● Have a heart-to-heart conversation “Although it is wonderful that
you are becoming more outgoing, we do not talk over others in class.
It makes it difficult for students to focus on learning.”
Scenario 2...
David is very involved in sports. His main motivator is keeping his
grades up in order to stay academically eligible for sports. His grades
are mediocre at best. He tends to work very hard the week just before
grades are due. Once the grades are in, however, he loses interest for a
while, until just before the next reporting period comes to a close. David
is talkative. He loves to talk to his teammates and friends, but it is often
during instruction time. He is above average in intelligence and if he
applied himself, could earn A’s. However, his inconsistency means that
he gets C’s most of the time.
Draw/type a management style you would use following
Marshall’s theory...
Possible Solutions...
● Talk to David about the impact of his actions on his future. He is responsible
for his success in this class and his future endeavors.
● Have David reflect on why he chooses to do the bare minimum in this class,
create a game-plan together >> “What procedure can we put in place, so this
won’t be problem in the future?”
● Create open and positive communication of the work ethic that is expected for
this class.
 References
Marshall, M. (2008). “Five Classroom Tips.” Retrieved from
https://www.teachers.net/gazette/AUG08/marshall/

Marshall, M. (2019). “How to Discipline Without Stress, Punishment, or Rewards.”

Retreived from
https://www.thoughtco.com/discipline-without-stress-punishment-or-rewards
-3110686

Marshall, M. (2019). “Without Stress.” Retrieved from

https://marvinmarshall.com/