Discipline as Self Control Thomas Gordon Philosophy of

Discipline as Self. Control Thomas Gordon Philosophy of Discipline

Gordon-- Discipline as Self-Control Gordon’s View of Discipline w The only truly effective discipline is self-control, developed internally in each student. To develop student selfcontrol, teachers must give up their power (controlling) authority and replace it with influence or persuasive authority.

Gordon-- Discipline as Self-Control Gordon’s Philosophy w Noncontolling methods of behavior change are available for teachers to use in influencing students to behave properly w A problem is a condition, event, or situation that troubles someone, and exists only when someone is troubled w When an individual is troubled by a condition, event, or situation, that individual is said to “own” the problem

Gordon-- Discipline as Self-Control Gordon’s Philosophy w I-message are statements in which people tell how they personally think or feel about another’s behavior and its consequences w You-messages are statements of blame leveled a someone’s behavior. They should not be used when attempting to influence others w Confrontive I-messages are messages that attempt to influence another to cease an unacceptable behavior

Gordon-- Discipline as Self-Control Gordon’s Philosophy w Preventive I-messages attempt to forestall future actions that may later constitute a problem w Preventive you-message (to be avoided) are used to scold students for past behavior w Shifting gears is a tactic that involves changing from a confrontive to a listening posture

Gordon-- Discipline as Self-Control Gordon’s Philosophy w Students’ coping mechanisms are strategies that students use when confronted with coercive power w Win-lose conflict resolution is a way of ending disputes (temporarily) by producing a “winner” and a “loser” w No-lose conflict resolution is a way of ending disputes by enabling both sides to emerge as “winners”

Gordon-- Discipline as Self-Control Gordon’s Philosophy w Use “door openers” and active listening, don’ use “communication roadblocks” w Participative classroom management permits students to share in problem solving and decision making concerning the classroom and class rules w Problem solving is a process that should be taught and practiced in all classrooms

Gordon-- Discipline as Self-Control Gordon’s Contributions to Classroom Discipline w Advocated participative management, where teacher and students share in the decision making w Popularized the no-lose method of conflict resolution w Identified roadblocks to communication that suppress students’ willingness to discuss problems w Demonstrated how to clarify problems, determine ownership, and deal with problems

Gordon-- Discipline as Self-Control Types of Authority w Authority E-is based on expertise, inherent in a person’s special knowledge, training, skills, wisdom, and education w Authority J comes with one’s job description w Authority C comes from the daily interactions and subsequent understandings, agreements, and contracts that people make w Authority P is evident in a person’s ability to control as opposed to influence others

Gordon-- Discipline as Self-Control Why Rewards Don’t Work w Rewards can be counterproductive because: • Students become concerned only with the reward, not with good behavior • When rewards are removed, students revert to improper behavior • When students accustomed to rewards do not receive them, they feel they are being punished

Gordon-- Discipline as Self-Control Why Punishments Do Not Work w Punishment is also ineffective because: • It makes students feel belittled, hostile, and angry • It decreases student desire to cooperate • It teaches that might makes right

Gordon-- Discipline as Self-Control Gordon’s Behavior Window w Student’s behavior is causing a problem for the student only • STUDENT OWNS THE PROBLEM w Student’s behavior is not causing a problem for either student or teacher • NO PROBLEM EXISTS w Student’s behavior is causing a problem for the teacher • TEACHER OWNS THE PROBLEM

Gordon-- Discipline as Self-Control Behavior Window Skills w Confrontive Skills- when teacher owns the problems • Modify the environment through • • enrichment or limiting distracters Identify and respond to teacher’s own primary feeling of worry, disappointment, or fear that may be bringing anger to the situation Send I-messages instead of youmessages Shift gears by attentive listening when students become defensive Use the no-lose method of conflict resolution

Gordon-- Discipline as Self-Control Behavior Window Skills w Helping Skills- when the student owns the problem • Use listening skills-passive listening, acknowledgement, door openers, active listening • Avoid communication roadblocks w Preventive Skills- when no problem exists • Use preventive I-messages • Use participative management in solving and making decisions

Gordon-- Discipline as Self-Control Assignment w See Blackboard for this week’s assignment. Please make sure you submit your answers via the digital drop box