1. Discipline as Self-Control
Thomas Gordon Philosophy of Discipline

2. 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’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’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’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’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’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’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. 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. 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. 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’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. 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. 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. Assignment
See Blackboard for this week’s assignment. Please make sure you submit your answers via the digital drop box