Thomas Gordon

Classroom discipline occurs best when children are able to use their inner sense of self control.

Thomas Gordons focus for success in classroom management revolves around the idea of helping students to become self-reliant avoid methods that involve coercion, reward or punishment 3 steps to implement this skills
1.
2. 3.

they should identify student behaviors that will assist and those that may hinder learning. a discussion should ensue with students in which a teachers concerns are voiced. teachers should assist students in learning to function in a way that aligns with the class agreements.

Skills
There
i. ii. iii.

are 3 skills that can be use when dealing with pupils

Confrontive [teachers own the problem] Helping [pupils own the problem] Preventive [prevent possible problem]

Confrontive Skills
should

be applied when the teacher owns the problem applied in a positive and nonadversarial manner There are five types of this skills

Modifying the Environment (rather than the student) teachers limit its distractions, which may aid in the elimination or minimization of problem behaviors. teachers should Identify and Respond to Ones Own Primary Feelings. When an intense situation occurs, a person (teacher) often feels fear, disappointment or guilt. Sometimes these primary feelings result in a secondary feeling, often anger. teachers should Send I-Messages Regularly. When a teacher owns a problem they should express their feelings through I -messages, which communicate three things: the problem behavior, what the teacher is feeling about the behavior, and why the behavior is causing a problem. Shifting Gears should be used as a tactic when I-messages prompt a defensive response. It is imperative for teachers to listen with sensitivity to the resistance and subsequently shift from a sending/assertive posture to a listening/understanding posture. Using a No-Lose Method of Conflict Resolution enables both teacher and student to find a mutually acceptable solution to a given problem.

Helping Skills

applied when the student owns the problem Using Listening Skills is essential. Gordon emphasizes that teachers should not attempt to solve a students problem. There are three types of listening skills: passive listening, acknowledgement responses, door openers (invitations to students to discuss their problems). Avoiding Communication Roadblocks, such as giving orders, warning, and lecturing, and replacing them with open and judgementfree interactions.

Preventive Skills

to maintain an effective learning environment, when there is no problem for the student or teacher Using Preventive I-Messages influences students future actions thereby avoiding future problems. Setting Rules Collaboratively allows both teachers and students to share in the creation of a learning environment which meets the needs of everyone. Using Participative Classroom Management includes teachers and students making joint decisions about class rules, room arrangement, seating and preferred activities. Gordon also includes a system of problem solving in his preventive skill cluster. The steps are as follows: identify and define the problem, generate alternatives, evaluate alternative suggestions, make a decision, implement the solution/decision, and conduct a follow-up evaluation.

Strenghts
Does

not force students to comply with rules, but promotes self-control. Gives strategies for teachers to give students control over their own behavior. Shuns behavior based on reward and punishment.

Weaknesses

usage of I-messages

Instead of using I-messages, Bluestein argues that it is important to set boundaries. If a child is misbehaving, an adult should step in and be assertive with the child. Misbehaviors should not be supported or condoned, and the child who is misbehaving should not have to feel responsible for how another person is feeling about their behavior. That child should take responsibility for his or her own actions without feeling blamed by another.