Thomas Gordon Thomas Gordon studied under Carl Rogers and similarly, sees relationships between people as being of central importance to human development. Gordon has taken the philosophies associated with Humanism and applied them to help train parents and teachers to more effectively foster confidence and autonomy in children.

Thomas Gordon “The central tenant of Thomas Gordon’s approach to classroom management is the importance of developing meaningful and mutually beneficial relationships. Dr. Gordon rejects traditional models of reward and punishment because they are based upon an assertion of power and foster no intrinsic motivation. Instead Dr. Gordon focuses on how student’s conflicts can be resolved in a way that will improve their relationships with their teacher and peers.” (http://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Thomas_Gordon)

Assumptions on motivation. The student is seen as motivated by the internal desire to be good. He or she is helped by a warm, accepting, non-judgemental relationship with another. The student is rational – capable of solving his or her own problems.

Communication is the Key Builds student teacher relationships. Helps us to decode student messages. Enables the student to arrive at their own solutions.

Where do we locate Thomas Gordon’s non-interventionist strategies on the teacher behaviour continuum ?

How do we Implement the Teacher Effectiveness Training Model ? We look to the effective training rectangle as a model that gives us practical tools to deal with problems arising in everyday school situations. The rectangle can be followed to establish who owns the problems and then what can be done to rectify them.

Thomas Gordon’s effective training rectangle can be logically followed to classify behaviours as either acceptable or unacceptable. Following from this classification the teacher can work out who owns the problem. If it is the student’s, it is detrimental to take ownership of the problem, instead active listening is employed (see next slide). When the teacher owns the problem i-messages are used (explained in subsequent slides). When the problem is shared the teacher and student can work on resolution of the conflict and an outcome where everyone wins.

Active Listening Acknowledges the speaker in a way that invites the communication to continue. Provides a limited but encouraging response, carrying the speaker’s idea one step forward. Takes information from students while remaining non-judgemental and empathetic. Source: www.beyondintractability.org/essay/active_listening .

Active Listening can… Help students deal with, and defuse, strong feelings that may be detrimental Help students own their emotions Facilitate problem solving Help students assume responsibility for analysing and solving problems Promote closer and more meaningful relationships between teachers and students. Source: Edwards, C. E., Watts, V. (2004) Classroom Discipline and Management, Australia, John Wiley and Sons LTD

Facilitating Active Listening Teachers must base their conversation on the following: A deep sense of trust in student’s abilities to ultimately solve their own problems. A genuine acceptance of the student and an acknowledgement of the feelings expressed by them. An understanding that feelings are quite transitory. A desire to help students with their problems. A goal to show empathy for student and yet maintain a separate identity. An understanding that students, initially, can seldom share their real problems. When possible, respect for the privacy and confidential nature of what students reveal about themselves and their problems. Source: Edwards, C. E., Watts, V. (2004) Classroom Discipline and Management, Australia, John Wiley and Sons LTD

I Messages ● Preventive I-messages ● Confrontational I-messages (Used when teachers desire future support and cooperation from their students.) ● Confrontational I-messages (Used in an attempt to get students to modify unacceptable behaviour that has already occurred)

Preventive I-Messages I’d like to discuss the ‘death star’ project you have been working on. I’m concerned such a device might only have applications for evil.

Confronting I-Messages When you destroy planets with your death star all of the inhabitants are killed, and I feel sad that so many lives are being destroyed.

Teacher Effectiveness Training Teacher effectiveness training is based on the principle that good teaching makes a connection between the teacher and the learner. The connection is based on good communication Teacher effectiveness training maintains that rewards and punishments are ineffective ways of achieving a positive influence on children. Teachers must differentiate between influence; helping students to become autonomous and giving them ownership of their problems and behaviour, and control; using power methods that promote resistance, rebellion and blaming. Teachers do not consider behaviour in terms of ‘good’ and ‘bad’ rather that it is consistent with students responding to their needs. Teacher effectiveness training is an holistic approach to students learning and the school environment and not merely concerned with the management of student’s behaviour. Source: Edwards, C. E., Watts, V. (2004) Classroom Discipline and Management, Australia, John Wiley and Sons LTD