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Building The FoundationThomas Gordon

Presented by :

Jessica Jerin Surang

Nur Izati binti Kadir

Myra Anak Ungau

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Description

Approaches & Strategies

Practicality

Why does the model look appeal to us?

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The founder of Gordon

Training International.

Pioneering the teaching of

communication skills and

conflict resolution to parents,teachers, youth, and managers

of organizations.

His model is based onRogerian theory, which was

developed by Carl Rogers .

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Implementation of effectiveinstructional practices.

A goodclassroom

management :

Gordon (1989)Children willshow poor self-control oncethey are outside of the influenceof adults controllers.

Use of

coercivepower

damagesrelationships.

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A system of rewards andpunishmentsto beineffective.

Self-discipline isimportant;

Teachers must give up their

controlling power overstudents.

A

teacherspower;

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Thismodel isabout:

The idea of helpingstudents to become

self-reliant.

The effectivecommunication

and conflictresolutionusing

the win-win strategy

Creating amutual

respect inthe

classroom.

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A teacher will learn HOW;

To talkso that

students will listen

To avoid the problems ofpermissiveness & stillhave classrooms that

encourage studentparticipation.

To resolve conflicts sothat both you and the

students are satisfied withthe solutions

To handle discipline

problemswithout

damaging thestudents self-esteem

To set classroom

rules- less

enforcement isnecessary

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STRATEGY AND

APPROACHES

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Teacher needs to understand whoowns a problem.

How?

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Once a teacher understands the conceptof who owns the problem, they can

apply these skills in dealing students.

1) Confrontive skills

2) Helping skills

3) Preventive skills

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Confrontive skills

Should be applied when the teacherowns the problem, in a positive and no

adversarial manner

Confrontive skills

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a) Modifying the environment

Teacher

Enriches Limitlead to

Elimination or minimization of problembehaviour

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b) Identify and Respond to Ones

Own Primary Feelings

An intensesituation occurs

A teacher often feelsfear, worry,

disappointment or guilt

These feelings into secondaryfeeling, often anger

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c) Send I-Messages regularly

Communicates 3 things:- Behavioural problem

- The teachers feeling about the problem

- The consequences of the problem

Convey to children Let me tell you howam I feeling

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d) Shifting Gears

I-Messagesprompt a defensive

response

Teachers to listenwith sensitivity to theresistance

Subsequently shift from sending/assertiveposture to a listening/understanding posture

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d) Using a No-Lose Method ofConflict Resolution

Enables both teacher and student to find amutually acceptable solution to a givenproblem.

6steps to solve problems:

1. Identify & definethe problem

2. Generatealternatives

3. Evaluatealternatives

4. Decide on thebest solution

5. Determine howto implement the

decision

6. Assess how wellthe solution works

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Helping skills

Should be applied when the studentsowns the problem.

It gives the student an opportunity toexpress his feelings with the

knowledge that the teacher willunderstand and accept what hesfeeling and saying

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2Major helping skills

a. Using Listening Skills(active listening)

- Teachers should notattempt to solve astudents problem.

- 3types of listening

skills:1) Passive listening2) Acknowledgement

responses

3) Door openers

b.AvoidingCommunication

Roadblocks

- Such as orders,warning, andlecturing, and

replacing them withopen andjudgement-free

interactions.

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Preventive skills

To maintain an effective learning

environment

Three specific preventiveskills

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a. Using Preventive I-Messages= influencesstudents future actions thereby avoidingfuture problems

b.Setting Rules Collaboratively= both teacherand students to share in the creation of a

learning environment which meet the needs ofeveryone.

c. Using Participative Classroom Management=

teacher and students making joint decisionsabout class rules, room arrangement, seatingand preferred activities.

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STRENGTHS

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Does not force students to complywith rules, but promotes self-control

Proposes non-controlling alternativesfor influencing, not forcing, student

behavior

Teaches teachers to listen to students

and respond effectively.

Shuns behaviour based on rewardand punishment

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Gives strategies for teachers to give

students control over their own

behavior.

Helps to identify ones feelings (activelistening & i-message)

Allows the teacher to correct and

confront the students misbehavior

without affecting the students feeling

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Provides a win-win situation for

teacher and student

Disciplines the students withouthurting and threatening them

emotionally and physically

Gives the students an opportunity to

become more responsible towards

their behavior

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WEAKNESS

ES

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Gordons model of classroom

management has the potential to

make a lot of teachers verypermissive.

Gordon focuses mainly on resolving

conflict after it arises.

I-messages are ways in which to

control and manipulate others.

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I-messages can create an opposite

reaction than they are intended.

Children may become uncontrollable

without teachers guidance (self-regulation)

No-punishment concept may lead the

students to feel more free to

misbehave (every child is different)

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Malaysian context: We cannot just

modify the environment

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PRACTICALI

TY

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Gordons theory is practical

because:

Activeliste

ning

Using active listening,we are able to knowour students better

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Case 1: Demonstrating emphatic

understanding

During the first few weeks of school, one 6th-

grade teacher gives his students an interest

inventory, reviews their permanent records, talks

with their parents, and "interviews" each student.He learns as much as he can about his students

and looks for their challenges and potential

problems as well as strengths on which he can

build instruction. He has very few behaviorproblems. This is mainly due, he thinks, to his

students' recognition of their teacher's sense of

empathic understanding.

G d h i i l

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because:

ActiveListe

ning

Teacher can use activelistening method to allowthe students to express

their feelings and problems

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Case 2: Promote active listening

When one 7th-grade teacher saw Jermesha

enter the room one day, she could sense the

girl's anger and frustration. When the teacher

questioned Jermesha, the young womanresponded: "Nothing's wrong and I don't want to

talk about it." The teacher replied, "OK, but if you

feel you need an ear, I have a free period later

today." That afternoon, Jermesha did share her

feelings and the teacher was able to help

Jermesha find a way to solve her problem.

G

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because:

Avoidin

gyou-message

By using Gordons theory ofself-discipline, teacher will beable to correct their students

in a more emphatic way

C 3 A idi

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Case 3: Avoiding you

statements

An 8th-grade teacher encourages his

students to focus on sending I-messages,

which he tries to model in his owninteractions. For example, after he noticed

some students in his social studies class

picking on a special education student, he

approached the problem and began a

class discussion by saying: "I become

concerned and annoyed whenever I see

someone being bullied by others."

G d th i ti l

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because:

Self-discipline

Students learn to solve

their own problems

They able to express

their problems andfeelings openly

Wh t St d t S Ab t

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What Students Say About

Learning Through Gordons

Model:

Ive learned that communication and

talking out my problems is the bestway to solve conflicts in my life and inmy friends lives.

I feel more confident in solving myown problems and more skilled inhelping my friends with their

problems.

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WHY DOES THE

MODEL APPEAL TOUS?

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1. Problem solving is a process that should

be taught and practiced in all classrooms.

By helping children find their own solutions to

problems, it will foster more independence,

more control over their own destiny, and higher

self-esteem.

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2. Administrators and teachers can concentrate

more on education and less on discipline.

By involving children in their own learning

process & in the process of governing theirclassrooms and schools.

Teachers will make schooling far more

interesting, prevent disciplinary problems, and

foster higher achievement motivation.

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3. Increased responsibility and self-control

They will understand themselves and others

better. They will be able to control their behaviors.

They will develop skills that they can use in all

their relationships and throughout their lives.

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References List Bucher, K. T., & Manning, M. L. (2001, December 12). Childhoodeducation. Exploring the foundations of middle school classroom

management: the theoretical contributions of B. F. Skinner, Fritz

Redl and William Wattenberg, William Glasser, and Thomas Gordon

all have particular relevance for middle school educators, 78(2).

Retrieved from http://www.freepatentsonline.com/article/Childhood-

Education/81857965.html

321 Learn!. (n.d.).Critique of the Thomas Gordon method. Retrieved

from http://www.321learn.net/teaching-info/classroom-

management/critique-thomas-gordon-method/

Bluestein, J. (2007). Whats wrong with i-messages?Retrieved from

www.janebluestein.com/articles/whatswrong.html

Gordon, T. (1989). Discipline that works: promoting self-discipline in

children, New York: Penguin

Gordon, T. (1989). How children really react to control. Retrieved

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Tsl 3109 ppt