Dr Marvin Marshall, Stress Management, Teaching, & Parenting

Dr Marvin Marshall – Stress Management for Living, Teaching, & Parenting

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Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting
Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting

Biography – Dr Marvin Marshall

Dr. Marvin Marshall is one of America’s leading experts in reducing stress that is so prevalent in work relationships, schools, and homes. He is an author, educator, and international professional speaker (25 countries on 5 continents). He demonstrates how to use authority without coercion so relationships are not adversely affected.

His without stress approach is totally noncoercive—but never permissive. He is the author of a number of landmark and award-winning books.
His approach is transformational — as he shares many commonly used counterproductive and ineffective practices—and then replaces them with more effective approaches.

He has founded a charity to supply his teaching book and staff development at no charge to any school in the U.S.A. that commits to using his program for one year. His approach promotes responsible behavior and reduces apathy towers learning.

He was a full-time lecturer for over three years at California State University, Los Angeles and has lectured at numerous universities across the United States. He has taught primary and upper grade and every grade 7-12 in a variety of subjects in urban and suburban schools and communities. He has served as an instructional leader, athletic director, counselor, guidance department chair, high school assistant principal of supervision and control, high school assistant principal of curriculum and instruction—as well as an elementary, middle, and high school principal and district director of education.

He is certified by the William Glasser Institute on Choice Theory, Reality Therapy, and Quality Management.

His academic history includes being chosen outstanding male student upon receiving his Bachelor’s in Language Arts froDr. Marvin Marshall is one of America’s leading experts in reducing stress that is so prevalent in work relationships, schools, and homes. He is an author, educator, and international professional speaker (25 countries on 5 continents). He demonstrates how to use authority without coercion so relationships are not adversely affected.

His without stress approach is totally noncoercive—but never permissive. He is the author of a number of landmark and award-winning books.

His approach is transformational — as he shares many commonly used counterproductive and ineffective practices—and then replaces them with more effective approaches.

He has founded a charity to supply his teaching book and staff development at no charge to any school in the U.S.A. that commits to using his program for one year. His approach promotes responsible behavior and reduces apathy towers learning.

He was a full-time lecturer for over three years at California State University, Los Angeles and has lectured at numerous universities across the United States.

He has taught primary and upper grade and every grade 7-12 in a variety of subjects in urban and suburban schools and communities. He has served as an instructional leader, athletic director, counselor, guidance department chair, high school assistant principal of supervision and control, high school assistant principal of curriculum and instruction—as well as an elementary, middle, and high school principal and district director of education.

He is certified by the William Glasser Institute on Choice Theory, Reality Therapy, and Quality Management.

His academic history includes being chosen outstanding male student upon receiving his Bachelor’s in Language Arts from California State University, Los Angeles. His Masters in Business Administration was earned at the same university. He was awarded a Doctorate in Education from the University of Southern California and is one of only a handful of California educators who holds a Standard Administration Credential, which required a doctorate and an academic major. His major was economics. m California State University, Los Angeles. His Masters in Business Administration was earned at the same university. He was awarded a Doctorate in Education from the University of Southern California and is one of only a handful of California educators who holds a Standard Administration Credential, which required a doctorate and an academic major. His major was economics.

Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting
Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting

Topics – Dr Marvin Marshall

Classroom Management

Women in classroom

Stress Management Advice for New Teachers

Stress management is key for all aspects of life. However, I find that new teachers feel an enormous amount of stress as they enter the profession. That’s why one of my overarching goals is to help teachers gain some stress management techniques that will make their new profession much more enjoyable.

The philosophy behind my book Discipline Without Stress includes three objectives: 1) Empower students by communicating to them in positive ways, 2) Reduce coercion by offering choices, and 3) Have them improve by asking reflective questions. This same message comes through in my other books, Parenting Without Stress and Live Without Stress.

Unfortunately, too many teachers—new and seasoned alike—do not realize that they are in the relationship, marketing, and motivation profession. Here are some points to consider that will aid in your stress management in relation to teaching.

Relationship and Stress Management:
Students will not learn from someone they do not like. Especially with people in poverty, relationships are their most prized possession. This carries over into the classroom. The aphorism is true: People don’t care how much you know until they know that you care.

Marketing and Stress Management:
Today’s students have so many diversions that they do not come to school, sit at the teacher’s feet, and say, “Teach me.” Successful teachers create curiosity. They make learning meaningful, enjoyable, and challenging. And they motivate students to learn. In essence, teachers market the information that they would like students to learn.

Motivation and Stress Management:
Just the other day a teacher wrote, “I am in the motivation business.” She is. All teachers are, and the sooner you realize this the more you will invest your efforts into motivating your students to put forth effort in their learning. A simple way to do this—in addition to the techniques in the above paragraph—is to reflect on the reason that something is being taught. Then share that with students.

Keep these stress management ideas in mind as you embark on your career. And remember: You are joining a marvelous profession. Welcome aboard!

“LIVE WITHOUT STRESS: HOW TO ENJOY THE JOURNEY”

Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting
Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting

Since we have the power to change our thinking, we also have the ability to alter our emotions.

Stress is largely a person’s own creation. Most of the stress we encounter is prompted by challenges in relationships, in situations, and in how we handle our own thoughts. Thinking (cognition) significantly affects feelings (emotions), which in turn impacts stress levels.

Depending on our perspective, situations can present problems or challenges, which can prompt or relieve stress. Being mindful of our thinking can alter our emotions and stress levels. Dr. Marvin Marshall will show you how to use simple strategies to
significantly reduce stress, promote responsibility, increase effectiveness, and improve relationships—regardless if the stress stems from work, parenting, teaching, relationships, or any other situation. You will learn how to live a happier and more enjoyable life.

Suggested Questions:

What is the one (1) phrase that can immediately reduce your stress?
What are the three (3) essential procedures for stress management?
How does the language you choose shape your thinking and feelings?
What are some simple strategies to significantly reduce stress?
What one (1) skill can anyone learn to reduce anxiety and stress?

Talking Points:

  • You cannot stop emotions; however, by changing your thinking you can redirect emotions and reduce stress.
  • Learn how to avoid being a victim regarding any situation, stimulation, or urge.
  • Self-talk creates your reality and has a direct bearing on your feelings and stress levels.
  • Choice ends when life ends. You are constantly making choices—both consciously and non-consciously. Being mindful of choices significantly reduces stress.
  • You can control other people but you cannot change anyone but yourself. Learn how to influence people so they will change themselves to do what you want them to do.
  • Influencing rather than aiming to control is more effective and reduces stress levels.
  • Discover how aiming at obedience and perfection are pathways to stress.
  • Problems and challenges can be easily resolved with solving circles

“PARENTING WITHOUT STRESS: HOW TO RAISE RESPONSIBLE KIDS WHILE KEEPING A LIFE OF YOUR OWN”

Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting
Dr Marvin Marshall, Stress Management for Living, Teaching, & Parenting

Parenting should be a joy. Unfortunately, many parents do not know how use authority without resorting to bribes threats, or imposed punishments.

This multiple award-winning book—written for anyone working with young people—is transformational.

Dr. Marvin Marshall shows how to have young people influence themselves to become more responsible by implementing three practices and by using the Raise Responsibility System. By showing how to promote responsibility—rather than aiming at obedience—you become more effective, improve relationships, promote responsibility, and reduce stress for all family members.

Dr. Marshall shows parents, grandparents, foster parents, and anyone working with young people how to reduce stress and have young people WANT to do what adults would like them to do. His approach is unique because it is totally noncoercive, yet not permissive. People who use his unique approach reduce stress for all involved and continually find working with young people a joy. Disagreements are easily handled, impulsive behavior is eliminated, and conflicts even between siblings are significantly reduced.

Suggested Questions:

What is the your approach that is so different from others?
What are the three (3) procedures for having people do what you want them to do?
How does the language you choose shape your thinking and feelings?
What are some simple strategies to significantly become more effective?
What do young people want but rarely receive from adults?

Talking Points:

  • You cannot stop emotions; however, by changing your thinking you can redirect emotions.
  • Learn how to avoid victimhood thinking in any situation, stimulation, or urge.
  • Self-talk creates reality and has a direct bearing on feelings.
  • Choice ends when life ends. You are constantly making choices—both consciously and non-consciously. Being mindful of choices significantly improves self-esteem.
  • You can control other people but you cannot change anyone but yourself. Learn how to influence people so they will change themselves to do what you want them to do.
  • Learn how influencing rather than aiming to control is more effective.
  • Discover how aiming at obedience and perfection are devastating with young people.
  • Problems and challenges can be easily resolved with solving circles.

Testimonials

“Your work cements your position as today’s preeminent authority on teaching and working productively with students of all ages. You are the best thing going in discipline.”

—C.M. Charles, BUILDING CLASSROOM DISCIPLINE (Widely used book for teacher education)

Discipline Without Stress Testimonials
“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.”

—Phelps Wilkins, Principal, Eisenhower Elementary School, Mesa, Arizona

Discipline Without Stress Testimonials
“This approach really clarifies the concepts of internal and external motivation. It applies to adults as well. It goes way beyond the classroom. I tell my high school students that that to succeed in college, they must have motivation on Level D. Their motivation must come from within.

I use an alarm clock analogy to drive home Dr. Marvin Marshall’s system. This teaches the importance of establishing a procedure to get to school on time:

LEVEL D – You set your alarm clock, wake up, and get to school on time.
LEVEL C – You depend on your parents to wake you up to get to school on time.
LEVEL B – You ignore your alarm clock and come to school late.
LEVEL A – You don’t even set your alarm clock because you are only interested in what you want and do not consider how your actions affect others.”
—Jim Mann, High School Physics Teacher

“I would like to thank Dr. Marvin Marshall who changed the way I teach, the way I use management and discipline in my classroom, and the way I look at life.“
—Tanis Carter, Surrey, British Columbia, Canada

Discipline Without Stress Testimonials
“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 the Discipline Without Stress Model.”

—Brianna Siderio, Glendora, New Jersey

Discipline Without Stress Testimonials
“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.”

—Esther Severy, Principal, McFadden Intermediate School, Santa Ana, California

Discipline Without Stress Testimonials
“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.”
—Beth Harris, De Anza Middle School, Ventura, California

Discipline Without Stress Testimonials
“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.”

—Gretchen Fleming, Principal, High Pattonville High School, Maryland Heights, Missouri

Discipline Without Stress Testimonials
“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.”

—Wendi Hall, Teacher and Parent, Vestavia Hills, Alabam

Discipline Without Stress Testimonials
“Your approach is truly inspiring. I’m using it with my 10 and 12-year old children. It’s awesome!”

—Connie Fletcher, Spokane, Washington

Discipline Without Stress Testimonials
“Your ideas really help: avoiding negative language, expecting the good, and asking reflective questions. Some ideas seem too easy, but they work.”
—Lena Lilja Hallnisa, Leksand, Sweden

Discipline Without Stress Testimonials
“Your presentation inspired motivated and sent 800 teachers off with practical and easy strategies that will make a difference!”

—Karen Boyes, CEO of Spectrum Education, Wellington, New Zealand

Discipline Without Stress Testimonials
“I love the system because I get on with the important things and not spend time with discipline.”

—Brenda Zebrynski, Winnipeg, Canada

Discipline Without Stress Testimonials
“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 now have very stress-free lives.”

—Heather Dyksma, Christchurch, New Zealand

Discipline Without Stress Testimonials
“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.”
—Karen McCormick, Norco, California

“You did an in-service for my school district a while ago. I went to the early session and came back for the second session and you asked me why I chose you instead of going to something else for the second session. I told you that it was because I loved what you said and wanted to hear it again. I also told you that you had great ideas I wanted to implement in my classroom.”
—Jon Jay Ward

“I am a big fan of your book, Discipline Without Stress. I use the principles very effectively in my class.”
—John J. Bullock, Aoba-Japan International School, Tokyo, Japan

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