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Discipline as Self- Control Thomas Gordon Philosophy of Discipline.

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1 Discipline as Self- Control Thomas Gordon Philosophy of Discipline

2 Gordon-- Discipline as Self-Control 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.

3 Gordon-- Discipline as Self-Control 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

4 Gordon-- Discipline as Self-Control 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

5 Gordon-- Discipline as Self-Control 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

6 Gordon-- Discipline as Self-Control 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”

7 Gordon-- Discipline as Self-Control 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

8 Gordon-- Discipline as Self-Control 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

9 Gordon-- Discipline as Self-Control 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

10 Gordon-- Discipline as Self-Control 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

11 Gordon-- Discipline as Self-Control 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

12 Gordon-- Discipline as Self-Control 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

13 Gordon-- Discipline as Self-Control 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

14 Gordon-- Discipline as Self-Control 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

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


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