Introduction I know we are all a little overwhelmed about the idea of how we are going to manage a classroom with

as many as 32 students at one time. The research on the internet is nearly endless and can alleviate some of these anxieties. I chose to look at Thomas Gordons approach because it is aligned with the constructivist approach that I more closely identify with. I like the progressive approach to education that was initially created by John Locke and Jean-Jacques Rousseau. Both progressive and constructivist approaches stresses the importance of learning by doing. Throughout my life and schooling I have come to accept that this is my preferred way of learning. Although my views may not be shared by everyone taking this type of approach seems to be more of the approach students would like to see happen more often, according to my observations in 2011-2012. I am not saying that any approach is a one size fits all, but I at least wanted to give each of you the opportunity to learn about Thomas Gordon to find out if his methods may be right for you and your classroom. Questions To Think About... These questions are important to read prior to looking at the research. They will be useful to reflect upon as you read the following research. There really is no right or wrong answer when it comes to any of these questions. Please respond to at least two of these questions following the reading. I hope to have the question numbers located on the discussion board. I would like each of you to respond underneath the number you chose to answer. Please use a separate post for each of your responses. This is in an attempt to streamline the information for the entire class. Thank you and enjoy! Why do you think his methods are more effective than possibly some other classroom management strategies? If this seems to be more or less common sense concepts why is it not being done within every classroom? What would you change about the methods he has created (likes/ dislikes)? Have you seen this method in action (please describe) if not what methods have you seen? Do you think that learning this method is something every teacher could do? Why or why not? What would you say if a parent voiced opposition to this type of classroom management technique? What is the biggest challenge you foresee in adopting this method? Who Was Thomas Gordon? He was a clinical psychologist that lived from 1918- 2002. He had created innovative new conflict resolution methods and communication skills, both of which can be used for any relationship imaginable, especially the student- teacher relationship. He has been considered one of the best and most influential classroom management theorists that had ever lived. He established Gordon Training International in 1974 and they continue his work to this day. What Types Of Trainings Did He Create? Parent Effectiveness Training (P.E.T.) Created in 1970. He wrote a book giving more parents access to these new parenting philosophies. Word spread and soon other countries wanted to have this program available as well.

The book is published in thirty three different languages. Over five million copies of the book have been sold world wise. Over one million people have participated in his trainings throughout t forty five different countries. Teacher Effectiveness Training (T.E.T.) Teachers wanted to learn the same skills as were taught to parents. In 1974 he developed this training and wrote the T.E.T. book. This course has also been taught around the world. Eliminates authoritarian teaching. Eliminates punitive discipline within the classroom. Leader Effectiveness Training (L.E.T.) First created in the 1950's Became more popular in the 1970's Growing acceptance of participative management. Taught to hundreds of companies. Many fortune 500 companies. Emphasizes both democratic and collaborative leadership. Focuses on effective communication skills. Family Effectiveness Training (F.E.T.) What Is The Gordon Method? It is a comprehensive model he created that both establishes and maintains successful relationships. He fully believed that when people use authoritative forms of power it damages relationships, but when he coached them the people skills that will lead to better communication and conflict resolution they established more positive relationships. This training really has been successful in improving peoples relationships. This was created over a length of time with a lot of research and observations. Ultimately he noticed that when someone listens to another showing acceptance and trust, healthier relationships are formed. With healthier relationships problems can be solved much easier. The core message of his model is that everyone needs equal consideration. This model focuses on character building and training and not rewards and punishments. The focus is on creating an environment of mutual respect. Equality for all is the common theme throughout his method.

What Skills Did He Teach? Active Listening- the practice of paying close attention to a speaker and asking questions to ensure full comprehension. (Encarta) It is a method of listening where one person reflects back their understanding of what a person had just said. Confirms whether or not a message was understood. Allows speaker to correct what they had said if the message was misunderstood. Ultimately it really does show an acceptance of one another's thoughts and emotions. Active listening I-Messages/ statements- tell other people how you feel about their behavior. Instead of blaming another person, which generally leads to negative emotions such as anger, guilt, and hurt feelings, you focus on a particular behavior and how it makes you feel. (encyclo) This is a device used for impelling others to change their behaviors because of its effect on your ability to meet your needs. This is an alternative to way to let others know about a behavior being unacceptable that doesnt point a finger and blame each other. It concentrates on how it affects and makes you feel. This allows people to peacefully confront someone without the other person feeling like they are being attacked. Makes people much more willing to change their behaviors versus other forms of persuasion. No-Lose Conflict Resolution- Which means that both parties win and it is not a win-lose situation. This is a six-step method for settling conflicts so that everyone is content with the provided solution. This is most effective when everyone participates because the solutions then become higher quality. More often than not, when everyone agrees the new pan becomes regimen. The effectiveness of this can be more easily explained by the common sense Principle of Participation: People are more motivated to comply with decisions which they had a part in reaching. (McLeod, 2007) Recognition of Behavior Windows- Recognizing that all relationships have problems at some point and defining these problems accurately is of key importance in order to take responsibility for the issue and solve it. Can help people determine which communication skill is the correct one to use, how to use it and when to use it. Understanding this helps prevent disciplinary action.

Eliminate the requirement to understand each individuals personality type. We are familiar with these skills today, but they were not always known. Thanks to Thomas Gordon these skills are known and used throughout the world! What Synonyms Or Organizational Terms Are Used For The Gordon Method? Participative management. Student-centered teaching. Democratic leadership. Group-centered leadership model. Why Is This Good For A Classroom Setting? His methods focus on assisting students in taking control of their own behavior. If used correctly these tools will become instinctual to students and are a benefit to them because of the lifelong implications these skills have. It allows us as teachers to influence our students' behaviors within the classroom. This allows teachers to spend more time teaching and students to learn. In turn we as teachers learn how to manage our classrooms in better ways that also encourage student cooperation and participation. Students will learn the skills to deal with conflicts throughout their day and even lives, whether it is with peers, teachers and/ or parents. They will carry these skills throughout their lives and can adapt them to every relationship they have. Teachers become equals with their students. Asks teachers to throw out class rules. Use I-Messages when problems arise. What Do I Have To Do To Use This Method In A Classroom? In the beginning of every school year, semester or quarter we as teachers need to talk with the students about our expectations and what we hope to accomplish with them. A behavioral agreement can be made at this time and as a group the class should come up with several statements about the expectations of behavior in the classroom. This needs to be on display where everyone can see it and lead by example. Do not be surprised if each class has slightly different behavioral agreements. This is OK because we need to find what works best for everyone involved. Lead by example through the use of I-messages when problems arise within the classroom. This will allow students to learn how to take ownership over issues or problems. The owner of the problem is the person who is affected by the behavior. (KIMBER W. MALMGREN)

When this involves two or more students that are in an argument the owner of the problem is usually just one of the students. When this type of student behavior interferes with class, it is the teacher who owns the problem. Whoever is the owner of the problem then needs to use an I-message to let the other person know how the behavior makes them feel. Example When you take my lunch, I have nothing left to eat so I will be hungry later. I wont like that very much.

As teacher we need to know how to solve problems through modeling problem-solving methods. We cannot rely on the notion that students will know how to do this alone.

Identify the problem. The I-message helps identify the problem. Present solutions (All students involved in the problem should present solutions) Allow students to choose a solution they all agree upon. Implement the solution. Determine if the solution worked.

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What Are The Steps In Developing Problem Solving Skills?

Identify the problem. Identify multiple solutions to the problem. Choose a mutually agreeable solution for all who are involved Implement the solution. Determine if the solution was successful.

What Do I Have To Do To Be Able To Develop These Skills In Order To Adopt This Method?

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First, a paradigm shift has to take place otherwise a teacher cannot be successful.

Redefine what misbehavior is. It typically is an adult concept not a childs. Used to denote a childs action that produces disagreeable outcomes for the adult.

Understand the concept who owns a problem. If the only person who is affected by the behavior is the student, then it is the students problem and they need to own the problem. If the same student is interfering with the class, then the teacher owns the problem.

Find a mutual ground to try and change the behavior.

Second, Learn to apply three skills in dealing with students

Confrontive skills = teacher owns the problem Apply in both a positive and non- confrontational manner. Modifying the Environment and not the student. (Minimizes or eliminates problem behaviors.) enrich the learning and/ or environment limit distractions Identify and Respond to Ones Own Primary Feelings. Understand that when undesirable behaviors occur, it is human nature to have the feelings of: fear, worry, disappointment and/ or guilt. Most often we revert to our secondary feelings when this occurs, like anger. We cannot allow this secondary feeling to surface! Send I-Messages Regularly. As a teacher own the problem immediately with I-messages. This communicates: the problem behavior the teachers feeling about the behavior why said behavior is causing a problem. Shifting Gears When the I-messages incites a defensive response. Listen with sensitivity to the conflict. Shift from a firm posture to a more understanding posture. Use a No-Lose Method of Conflict Resolution Allows for everyone to find a mutually acceptable solution to the problem.

Helping skills = Student owns the problem.

Use Listening Skills and dont try to solve the students problem. Passive listening = posture, proximity, eye contact, alertness. Acknowledgement responses = nods, smiles, frowns, body language. Door openers = invites a student to talk about their problem. Steer clear from Communication Roadblocks. Ex: giving orders, warning and preaching. Instead use open and non-judgmental interactions.

Preventive skills = When neither the student nor the teacher own the problem. Preventive I-Messages have an influence on students future actions thus circumventing problems from arising in the future. Setting Goals Together allows everyone to share in creating the expectations of the classroom learning environment. Meets everyones needs. Participative Classroom Management includes everyone making mutual decisions on such things as room arrangement, seating and desired activities. Problem solving that work with the preventive skills: Identify the problem. Define the problem. Generate alternatives. Evaluate alternative suggestions. Make a decision. Carry out the solution and/ or decision. Perform a follow-up evaluation.

Third, Identify student behaviors. Assist learning. Hinder learning.

Fourth, Hold discussions where the teacher voices concerns.

Fifth,Teachers have to assist students in learning ways to follow through with class agreements.

Sixth,Help students in becoming more resourceful decision makers that make choices to control their own behaviors.

How Is This Different Than Other Classroom Management Techniques?

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Teachers are the ones promoting change in their students behaviors. No rewards or punishments. I-Messages are used by the person who has the problem to effectively explain how they feel about the problem. Teachers have to use active listening skills in order to communicate their understanding to students. Teachers have to model and teach problem-solving skills to students in order for them to know how to deal with issues that may arise with their relationships especially with peers. No class rules. This is effective because students are working together to create their agreement instead of the teacher telling them what the rules are, as they are most often used to. Calling these rules agreements puts a different notion in the students heads. Especially those who are more often driven to push or break the rules, to instead, follow them. In the end rules or agreements, no matter what they are called, in essence are the same thing. Entire class makes a behavioral agreement that determines how they need to act and interact during the school day. Everyone in the classroom are equals.

Excellent leaders are not bossy instead they come from an angle that encourages mutual respect. Thus eliminating power struggles. Try and ensure mutual understanding. Everyones thoughts matter. In the adult work world we all know that we get along better with those who do not dictate, this is no different except they are not yet adults. No one likes to be dictated to. The decision making parts in our students brains are not fully developed, making it imperative to model and help learn effective decision making skills.

external image BeEffective.jpg Is His Method Effective?

Partly we can see the effectiveness of this model through the popularity of his training sessions. Even though he has died, he still is alive through his teachings across the US today. His teachings have evolved and are being adapted to our societys needs. The parents from his P.E.T thought that his techniques were so effective that they had urged him to create programs for the schools as well. They wanted their children to have the same structure, environment and experiences that were used within the home at school. Because of this he began formulating the T.E.T model. Because of the success of these two programs he then created the Leaders Effectiveness Training (L.E.T.) and the Family Effectiveness Training (F.E.T.).

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What Do Critics Say About His Method?

Often times they criticize his model because: They state that the training takes too long.

 The information given during these training are too intensive for some to remember in order to use it effectively and recall all of the necessary information. It takes time to master these methods and some want to be able to master it immediately. Teachers have to go through failures in order to get successes. They question his motives and state that he was only in it for the money.

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Other Helpful Links:

the-power-of-the-language-of-acceptance natural child project Children Dont Misbehave The Gordon Model Thomas Gordon (Critique) Gordon Training International (the official website) Models of Classroom Using the Thomas Gordon Classroom Management Method

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Free Resources:

Teachers are Human, Too Teacher-Student Conflict Resolution What Every Teacher Should Know (PDF Only) Tips for Student Discipline Find classroom management strategies, creative discipline ideas and more. Tips and Tricks for New Teachers New to the classroom? Find out what strategies work. A Critique of the Thomas Gordon Method A look at some of the benefits and drawbacks of Thomas Gordon's classroom management method.

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Videos To Aid In Understanding:

Old Fashioned Psychology and Emotion in Education: Snap Out of It! Emotional School Daze: A product of Thomas Gordon Gordon Model vs. Individual Modules for Leadership Training F.E.T. and the Gordon Model Five Criteria for Positive Discipline With Parenting Expert Dr. Jane Nelsen

external image publications.jpg Publications/ Books:

Group-Centered Leadership Parent Effectiveness Training (P.E.T.) Leader Effectiveness Training (L.E.T.) Teacher Effectiveness Training (T.E.T.) Parent Effectiveness Training in Action, Discipline That Works Sales Effectiveness Training (co-authored with Carl Zaiss) Making The Patient Your Partner (co-authored with W. Sterling Edwards, M.D.) Good Relationships; What Makes Them, What Breaks Them (co-authored with Noel Burch)

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Some Online Articles:

Children Don't Misbehave by Thomas Gordon, Ph.D. The Power of the Language of Acceptance by Thomas Gordon, Ph.D. How Children Really React to Controlby Thomas Gordon, Ph.D.

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Affiliations/ Awards:

American Psychological Association Division of Peace Psychology National Peace Foundation Association of Humanistic Psychology President of the California Psychological Association. Career Achievement Award from the National Parenting Instructors Association. (He was the first to receive this award.) 1970 White House Conference on Children (Consultant) Nobel Peace Prize nominations in 1997, 1998 and 1999 Enduring Contribution to Psychology in the Public Interest award from the American Psychological Foundation's 1999 Gold Medal Award. 2000 Lifetime Achievement Award from the California Psychological Association.(First person to receive this award)