Discipline to Promote Responsibility & Learning

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Living is an Art

I came across the following advice that I shared in my newsletter over a decade ago. Its message is still applicable today. And while it requires much self-discipline to practice it, the rewards are worth it. Living is an art, and we have a responsibility to enjoy it. An artist cannot be continually wielding the… Read More »

How to Deal with Students Who Lie

Lying is a common source of discipline problems in schools. Often, students lie to protect/defend themselves. Regardless of the reason for the lying, teachers want to know how to stop it from occurring. A foundational characteristic of the Raise Responsibility System is that the deed is separated from the doer, the act from the actor,… Read More »

Making Change Less Difficult

When teachers and parents first learn about the Discipline Without Stress approach, they are eager to give it a try. But as with any change in life, they soon think that changing their teaching, parenting, or discipline style is too difficult. In reality, change of any type is not difficult; it just feels difficult because… Read More »

The Discipline of Happiness

Have you noticed that many parents, teachers, and students these days seem unhappy? Have you also noticed a rise in classroom discipline? Does unhappiness cause students to act out and adults to respond with traditional and ineffective discipline techniques? Well, I assert that we all have a moral responsibility to be happy. We owe it… Read More »

Classroom Discipline and Inappropriate Language

It seems that in today’s world, many classroom discipline issues revolve around students using foul language. If you’ve ever dealt with this problem, you have likely realized that traditional discipline techniques do virtually nothing to stop it from reoccurring. Therefore, here’s what I suggest teachers do. First, discuss the words “appropriate” and “inappropriate.” For example,… Read More »

Get Students Interested in Learning

One major source of classroom discipline is dealing with students who have no interest in learning. In their frustration, many teachers resort to implementing rewards (bribes) to gain students’ attention, or they use imposed punishments (detention, extra homework, etc.) in the hopes that the youth will take learning seriously. Here’s a better approach and one… Read More »

5 Tips for Improving Your Relationships

Here are five suggestions for improving relationships—with youth and adults alike. First, give affirmations. A simple acknowledgement can have dramatic results. This is especially important with young people. They want to assert their independence and autonomy. Just acknowledging that you have heard their point of view, regardless of agreement, can have a profound effect on… Read More »

Discipline and Toddlers

Many parents and caregivers who work with toddlers (children age two to three) often wonder how the Discipline Without Stress methodology can work for them. Since young children cannot understand the concept of internal motivation, which is key in the Discipline Without Stress approach, parents and caregivers think they have no choice but to resort… Read More »

“Not” Versus “No”

A parent contacted me, inquiring how she could tell her child “no” but still remain positive. As she explained, “I find that I am telling my youngster ‘no’ so often that it disturbs me. I want to be positive, but ‘no’ sounds so negative. What should I do?” I proceeded to tell her a short… Read More »

Labeling and Discipline

Many teachers and parents lament that disciplining children with Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) is difficult. Remember, though, that designations such as ADD and ADHD are just that—designations. People who display certain characteristics are labeled. For example if you display inattention, distractibility and/or impulsiveness, you could be labeled ADD. If… Read More »