Discipline as Self-Control

Thomas Gordon Philosophy of Discipline

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Gordon’s View of Discipline

The only truly effective discipline is self-control, developed internally in each student. To develop student self-control, teachers must give up their power (controlling) authority and replace it with influence or persuasive authority.

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Gordon’s Philosophy

Noncontolling methods of behavior change are available for teachers to use in influencing students to behave properly

A problem is a condition,event, or situation that troubles someone, and exists only when someone is troubled

When an individual is troubled by a condition, event, or situation, that individual is said to “own” the problem

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Gordon’s Philosophy

I-message are statements in which people tell how they personally think or feel about another’s behavior and its consequences

You-messages are statements of blame leveled a someone’s behavior. They should not be used when attempting to influence others

Confrontive I-messages are messages that attempt to influence another to cease an unacceptable behavior

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Gordon’s Philosophy

Preventive I-messages attempt to forestall future actions that may later constitute a problem

Preventive you-message (to be avoided) are used to scold students for past behavior

Shifting gears is a tactic that involves changing from a confrontive to a listening posture

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Gordon’s Philosophy

Students’ coping mechanisms are strategies that students use when confronted with coercive power

Win-lose conflict resolution is a way of ending disputes (temporarily) by producing a “winner” and a “loser”

No-lose conflict resolution is a way of ending disputes by enabling both sides to emerge as “winners”

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Gordon’s Philosophy

Use “door openers” and active listening, don’ use “communication roadblocks”

Participative classroom management permits students to share in problem solving and decision making concerning the classroom and class rules

Problem solving is a process that should be taught and practiced in all classrooms

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Gordon’s Contributions to Classroom Discipline

Advocated participative management, where teacher and students share in the decision making

Popularized the no-lose method of conflict resolution

Identified roadblocks to communication that suppress students’ willingness to discuss problems

Demonstrated how to clarify problems, determine ownership, and deal with problems

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Types of Authority

Authority E-is based on expertise, inherent in a person’s special knowledge, training, skills, wisdom, and education

Authority J comes with one’s job description

Authority C comes from the daily interactions and subsequent understandings, agreements, and contracts that people make

Authority P is evident in a person’s ability to control as opposed to influence others

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Why Rewards Don’t Work

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

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Why Punishments Do Not Work

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

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Gordon’s Behavior Window

Student’s behavior is causing a problem for the student only

• STUDENT OWNS THE PROBLEM Student’s behavior is not causing a problem

for either student or teacher • NO PROBLEM EXISTS

Student’s behavior is causing a problem for the teacher

• TEACHER OWNS THE PROBLEM

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Behavior Window Skills

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 you-messages

• Shift gears by attentive listening when students become defensive

• Use the no-lose method of conflict resolution

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Behavior Window Skills

Helping Skills- when the student owns the problem• Use listening skills-passive

listening, acknowledgement, door openers, active listening

• Avoid communication roadblocks Preventive Skills- when no

problem exists• Use preventive I-messages• Use participative management in

solving and making decisions

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Assignment

See Blackboard for this week’s assignment. Please make sure you submit your answers via the digital drop box