Thomas Gordon
Discipline As Self-Control
Overview of Gordon's Model
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Students share in decision making.
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Use authority to influence- not control.
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Discipline comes from students’ inner self-control
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Focus on communication skills and conflict resolution.
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No-lose method of conflict resolution preserves self esteem
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Participative management contributes to student self-control.
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Traditional power-based methods of discipline are ineffective.
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Real-world Interpretation of the Golden Rule. Do unto others as you would
have them do unto you.
Instructional Implications
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Teachers should not use punishment or rewards
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Disputes should be solved in a way that everyone wins
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Teachers guide students to make decisions for themselves
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Teachers empower students by allowing them to make decisions
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Create a community by having students help create classroom expectations
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Determining problem ownership is essential to effectively dealing with
problems
Misbehavior is seen as child’s actions create undesirable consequence
for the adult.
Teacher's Role
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Discuss concerns with the class
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Participative classroom management
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Use I-messages to correct misbehavior
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Identify problems that will hinder learning
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No-Lose conflict resolution to solve problems
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Teachers acquire positive influence with students
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Involve students with decision making and problem solving
Key Vocabulary Terms in Gordon's Model
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Behavior Window: A graphic tool that evaluates the situation, student behavior,
and problem ownership.
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I-messages: Statements in which people tell what they are personally, thinking,
or feeling about another’s behavior and its consequences. I am having trouble
working because of all the talking.
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No-lose conflict resolution: End a dispute with both sides being winners
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Confrontive Skills: Used when the teacher owns the problem to help meet
the needs of the teacher.
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Helping Skills: Used when the student owns the problem to assist students
in meeting their needs.
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Preventive Skills: Used to avoid problems and ensure satisfaction for both
the students and the teacher.
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Communication Roadblocks: Giving orders, warning, preaching, advising,
lecturing, criticizing, name-calling, praising, reassuring, questioning,
and withdrawing.
Strengths
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Time Feasible
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Polite System
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Empowers Children
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Creates Community
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Models Expected "Worldly Behavior"
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Develops Self-Control
Possible Weaknesses
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Teachers must give up some control
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Must continually model procedures
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Students may not always be well intentioned
References
Charles, C.M. (1999). Building Classroom Discipline. New York: Addison
Wesley Longman, Inc.
Gordon, T. Discipline that Works. NY, Plume. 1991.
Gordon Training International Homepage
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