Without Stress Newsletter

In This Issue:

  1. Welcome
  2. Reducing Stress
  3. Promoting Responsibility
  4. Increasing Effectiveness
  5. Improving Relationships
  6. Promoting Learning
  7. Parenting Without Stress
  8. Discipline without Stress (DWS)
  9. What People Say

1. Welcome

A New Year, A New Look!

With this edition, the newsletter will be using a newer format than the simple text-based emails I have been using for the past 16 years. This will allow a more robust newsletter that I hope you will like.

YouTube Channel


After the USA Presidential Inauguration on January 20, I will be posting a number of very short videos, all under 3 minutes.

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Monthly Quote

Learning the difference between
switchtasking, multitasking, and singletasking can reduces stress.

My newest book, published on January 1, explains why this is true in Chapter 13. Read on.

The Trilogy Is Now Complete!

LIVE Without Stress has joined DISCIPLINE Without Stress, and PARENTING Without Stress.

The eBook, “LIVE WITHOUT STRESS: How to Enjoy the Journey,” is now available on Amazon’s Kindle eBook store for only $9.99.

Learn More

2. Reducing Stress

Tips on reducing stress are now available on short videos.

"3 Tips on How to Avoid Trump Election Stress"

Watch the Video Now

3. Promoting Responsibility

Responsibility can be assigned, but it will go nowhere until it is accepted. The effective leader—leader, parent, or teacher—will give responsibility in a way that it wants to be taken.

4. Increasing Effectiveness

When you find yourself taken over by what seems to be a terrible challenge, start by asking yourself a few questions, such as:

  • Is this situation worth upsetting my life?
  • Is this challenge worth upsetting others?
  • Is this problem that important?
  • Is this situation irreparable?
  • Is this really my problem?

5. Improving Relationships

This section usually starts with a positive. This month’s is different. It shares what NOT to do if you want to maintain good relationships.

If you have interuptaholic tendencies, recognize that it is not an endearing habit. People enjoy being cut off in mid air time and time again about as much as they care to see you take out your teeth.

6. Promoting Learning

I received the following:

The new vice-principal marked me down in behavior management because my students had to be reminded of things too many times. I researched and found that 5-year-olds need daily reminders and cues and this is age appropriate. The school uses the Danielson model. P.S My kids understand your system and love it, and many are motivated on Level D initiative and responsibility daily. Dr. Marv, I'm working in a school like many others which has so many challenges and is not truly nurturing the whole child, but that's what I try to do in my classroom.

My response:

I would not recommend using the model that the school has chosen. My motto: If it is not easy to implement, don’t use it. The assumption for using that model is that you can be impartial if you quantify, such as marking and ranking things on a rating sheet. As W. Edwards Deming admonished, you cannot quantify those things that are really important. Try quantifying love!

By the way, you have touched on a major problem with school administration. It’s called top down management, imposing one style on all students. At its core, the management is telling its teachers that they are not professional enough and that teachers must be told to follow what the administration imposes. The inference is that the administration knows what is best for each student in every classroom—rather than what the teachers know about each student.

Perhaps I should add this to my list of counterproductive approaches.

7. Parenting Without Stress

Notice the difference between how a consequence and a contingency are heard by the receiver. “If your work is not done, you’re not going,” (consequence, stated in the negative) vs. “As soon as you finish your work, you can go,” (contingency, stated in the positive). Notice, also, that the contingency places responsibility on the youngster and communicates a sense of trust and confidence.

8. Discipline Without Stress (DWS)

From a comment:

Regarding the Levels of Social Development, the goal is to get to Level C motivation. This system works because you don't get youngsters to do it; they do it themselves because they can and want to.

9. What People Say

Dr. Marshall,
Thanks so much for giving of your time. We are big fans of yours! Your willingness to connect with the students here at Arkansas Tech has really impacted us. We learned so much today.

Thanks again and best wishes,

Latasha Holt-Bocksnick, PhD
Division of Curriculum and Instruction
Arkansas Tech University
College of Education


I am available to have an Internet session with any group preparing to enter classroom teaching. Leave a message at 714.220.1882 with a name, phone number, and time zone.

My intent is to leave a lasting legacy for teacher improvement using brain-based knowledge, showing how to have young people want to put effort in their learning, improve teacher student relationship, show how to handle discipline problems simply and easily, and reduce stress for all involved.


Live Without Stress:

How to Enjoy the Journey

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Only $9.99



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Questions, Thoughts, or Comments?

Don't be shy, I'd love to hear from you! Feel free to contact me directly at marv@marvinmarshall.com

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Dr. Marvin Marshall

P.O. Box 2227
Los Alamitos, CA 90720

Phone: 1.714.220.1882
Website: WithoutStress.com