Embed Size (px)
Citation preview
Discipline as Self Control Thomas Gordon Sarah Chamberlin-‐English Education Kirstin Stangel-‐ Music Education
My dream vacation would be…
photography.nationalgeographic.com
www.tenontours.com
* Gordon developed the discipline as self control model * There are three types of models: * Parent Effectiveness Training * Teacher Effectiveness Training * Leadership Effectiveness Training * Recommends plan be followed at home and at school * Emphasizes use of I-‐messages, no lose conflict resolution, and the 6 step problem solving process
Introduction
Gordontraining.com
* We use I-‐messages to express how the speaker feels about a problem without placing blame. * Emphasizes no loss conflict resolution. This means that both sides walk away feeling like “winners.” * Teachers should always engage in active listening.
Big Ideas
www.examiner.com
* Emphasizes ways to modify the classroom environment to enhance student learning. “This means confronting the physical and psychological characteristics of the classroom, rather than the student” (Gordon 156). * Students learn how to resolve
their own conflicts, and are a part of the conflict resolution process.
Big Ideas
Wilsonsd.org
Empathicteacher.com
Gordon, Thomas, and Noel Burch. T.E.T., Teacher Effectiveness Training. New York: P.H. Wyden, 1974. Print.
* You teach 4 year old kindergarten. Mira and Kelly are girls in your class. You have a box of small rewards on your desk, including candy, stickers, and colorful erasers. While you're across the room helping Kelly, you see Mira take something from the box. What do you do?
Practice Challenge 2
* This version of classroom management would not use rewards. * Gordon feels rewards undermine the causes of good behavior, and students focus on the reward. Taking away rewards causes further misbehavior.
How Gordon Would Respond
* Teacher would take Mira aside. * 1. Ask Mira why she did what she did.
Using active listening and repeating back Mira’s response. Then teacher explains, using I-‐messages, why they are upset.
* 2. Ask Mira generate possible solutions, teacher also includes any they may have.
* 3. Together evaluate the possible solutions.
* 4. Decide on the best solution together
* 5. Decide how to implement that solution.
* 6. Then assess how the solution solved the problem.
Use the 6 Step Process
�blog.vikaskhanna.me
* You teach 9th grade math. Brayden is a boy in your class. You've provided time in class for students to work on an assignment from the book. While you're walking around, you see Brayden using his cellphone in his lap, under his desk. What do you do?
Practice Challenge 4
* First, follow the six step process with Brayden as modeled in the previous situation. * Then we would address the problem as a class, to prevent further issues.
How to handle…
�greatblackinnovators.blogspot.com
* 1. Teacher explains to the class how students using time dedicated to working on assignment inappropriately makes them feel. * 2. Teacher offers possible solutions
to the problem and writes them on the board. Then asks students for their recommendations for resolution. * 3. Teacher eliminates solutions that
they do not feel will work. Then discusses pros and cons of other solutions with class.
Use the 6 Step Process
�www.springerimages.com
* 4. As a class decide on the best solution to solve any future instances of this problem. * 5. Decide on the best way to implement the solution. * 6. Later, assess how well the solution is working, and if it is not, repeat the 6 step process to develop a new solution.
Use the 6 Step Process
�nlyfs2007.co
* Active Listening * 6 Step Problem Solving Process * Always use I-‐messages * No loss solutions * Use at home and school
Takeaways
www.gordontraining.com
* When one person tries to control another, you can always expect some kind of reaction from the controlee. The use of power involves two people in a special kind of relationship -‐ one wielding power, and the other reacting to it.
Quote From Gordon’s Essay on “How Children Really React to Control”
http://www.naturalchild.org/guest/thomas_gordon.html www.nea.org
* Go to: www.gordontraining.com * Gordon, Thomas, and Noel Burch. T.E.T., Teacher
Effectiveness Training. New York: P.H. Wyden, 1974. Print.
For More Information…
