1. Teacher Effectiveness Training by Rachel Goolsby, Tatum Berry, Victoria Becker, Mary Claire Hall

2. Philosophy The core values of Teacher Effectiveness Training includes a positive student-teacher relationship, established through open communication, allowing more teach-learn time.

3. Degree of Teacher Control LOW teacher control ●There is less enforcement necessary ●Works with students towards a mutual resolution of conflict

4. Degree of Student Control HIGH student control Students are held accountable for their actions and have control of the outcome More responsibility on students

5. Beliefs About Student Learning Children are able to be rational and are very capable Children’s actions are “need satisfying”, not good vs bad Rewards take away from a child’s intrinsic motivation

6. How Teachers Teach Teachers encourage student motivation Teachers are aware of individual student needs

7. Approaches Four Step Process 1.Structure: instructor presentations, in-class reading, audio- visual aids 2.Involvement: role-plays, workbook exercises, one-on-one skill practice 3.Process: Group discussions, one-on-one sharing and reflection to explore new learnings and insights 4.Application: Individual and group activities to consolidate learning and make specific action plans. Involves workbook and text reading and out-of-class skill practice assignment.

8. Approaches Active Listening: reflection of feelings, rephrasing and repeating what is said I-Messages: behavior, effect, feelings Door Openers: invitation to talk, for students Behavior-Window: “problem ownership”; communication between teacher and student, regarding acceptable and unacceptable behaviors

9. Example Cali is talking in class with her friends while Mrs. Smith is trying to teach a lesson. Scenario 1: Mrs. Smith calls Cali out in class for talking, using a condescending tone and clearly damages her self-esteem. Scenario 2: Mrs. Smith utilizes an i-Message, explaining to Cali how her actions impact the entire class as a whole; reiterating how she loves when Cali talks, but there are appropriate times to talk in class and times when talking is inappropriate.

10. Works Cited Gordon, T., & Burch, N. (2003). Teacher effectiveness training: The program proven to help teachers bring out the best in students of all ages. New York, New York: Three Rivers Press. Gordon, T. (n.d.). Origins of the Gordon Model. Retrieved August 30, 2015, from http://www.gordontraining.com/thomas-gordon/origins-of-the-gordon-model/#conflictresolution http://www.gordontraining.com/thomas-gordon/origins-of-the-gordon-model/#conflictresolution Gordon, T. (2011). T.E.T. Philosophy. Retrieved August 31, 2015, from http://www.gordontraining.com/school- programs/t-e-t-philosophy/http://www.gordontraining.com/school- programs/t-e-t-philosophy/ Gordon, Thomas. (2011). Origins of the Gordon Model: I-Messages, Method III Conflict Resolution and The Behavior Window. Retrieved August 30, 2015, from http://www.gordontraining.com/thomas-gordon/origins-of-the-gordon-model/#behaviorwindow Gordon, Thomas. (2011). Teacher Effectiveness Training (T.E.T.). Retrieved August 30, 2015, from http://www.gordontraining.com/school-programs/teacher-effectiveness-training-t-e-t/ Teacher Effectiveness Training. (n.d.) Retrieved August 30, 2015, from http://users.metu.edu.tr/e133376/project/tet.htm Teacher Effectiveness Training-Gordon. (n.d.). Retrieved August 31, 2015, from http://8models.wikispaces.comhttp://8models.wikispaces.com