Thomas GordonInner Self-Control

Whitney WhitehairAllison Moore

October 14, 2009EDUC 360

Thomas Gordon

About Thomas…Clinical psychologistHead of the Gordon Training International

Largest human relations training organization in the world

www.gordontraining.comTwo million people have used his training

programWrote a number of booksReceived the American Psychological

Foundation’s Gold Metal Award for Enduring Contributions to Psychology in the Public Interest

Gordon’s Plan for DisciplineThere are six major elements:

Influence Rather than ControlPreventative SkillsDiscipline and Who Owns the ProblemConfrontive SkillsHelping SkillsNo-Lose Conflict Resolution

Influence Rather than ControlControl students coping mechanisms

Fighting (combating the person with whom they have the conflict)

Taking flight (trying to escape the situation)Submitting (giving into the other person)

Cut off communication and willingness to cooperate

Preventative SkillsThree things to prevent problems:

Use I-Messages These influence students’ future actions.

Set rules together with students Setting rules together with students allows time for

discussion and working together to collaborate an effective means.

Use participative management Sharing power with students with different types of

assessment, rules, preferred activities, etc. This motivates students and gives them confidence.

Discipline and Who Owns the ProblemGordon explains that misbehavior is behavior

that“..produces undesirable consequences for the

adult”(p. 81).When the class is uncontrolled, the teacher is

said to own the problem. But at times, the student may own the problem.

With confrontive skills and helping skills, this will solve the problem and who owns it.

Confrontive SkillsWhen the teacher owns the problem, one of

these discipline steps should be taken:Modifying the physical environment (rather

than the student) Provide music or minimize distractions

Sending I-Messages regularly Instead of scolding, work on I-Messages throughout the day to keep them constant with everyday teaching

Shifting gears If this does not work, listen to the student’s side of the story and continue with another I-Message (show sensitivity!)

Helping SkillsWhen students own the problem, teachers use two

main helping skillsListening and avoiding communication roadblocks

Four kinds of listeningPassive Listening little more than attentive silence,

but is enough to encourage students to talk.Acknowledgment responses verbal and nonverbal

cues that demonstrate teacher’s interest.Door opens invitation for students to discuss their

problems. Active Listening Mirroring back what students say.

Helping Skills Continued…Avoiding communication roadblocks

Examples: giving orders, warning, preaching, advising, lecturing, criticizing, name calling, analyzing, praising, reassuring, questioning, withdrawing.

Turn your book to pages 82-83

No-Lose Conflict ResolutionReach agreements and find a solution that

satisfies both partiesEgos are preserved and relations remain

undamagedEx. “I wonder what we might do so you boys

won’t feel like fighting anymore.”Prevents either boy from feeling that he has

“lost” the dispute.

What Every Teacher Should Know

How teachers can bring out the best in their students!

Referenceshttp://www.etia.org/uploadedImages/gordon.j

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