Discipline as Self-Control Thomas Gordon Philosophy of Discipline

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.

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

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

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

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”

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

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

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

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

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

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

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

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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