Thomas Gordon’s "Discipline as Self-Control"

 

Kinds of Authority

•E: (expertise) is inherent in a person’s special knowledge, expertise, training, skill,

wisdom, and education

•J: (job) comes with one’s job description

•C: (commitments, agreements, or contracts) comes from the daily interactions,

agreements, and contracts people make

• P: (power) is evident in a person’s ability to control as opposed to influence others

The Behavior Window*

Behavior Window

Acceptability to Teacher

Skill Clusters

Student’s behavior causes a problem for the student. Student owns the problem.

Acceptable

Behavior

Helping Skills:

  1. Use listening skills

    2. -passive listening, acknowledgement, door openers, active listening

  2. Avoid roadblocks

-giving orders, warning, preaching, advising, lecturing, criticizing, name calling, questioning and withdrawing

Student’s behavior does not cause a problem for either the student or teacher.

No problem.

Acceptable

Behavior

Preventive Skills:

  1. Use preventative I-messages
  2. Set rules collaboratively
  3. Use participative class management

Student’s behavior causes a problem for the teacher. Teacher owns the problem.

Unacceptable

Behavior

Confrontive Skills:

  1. Modify the environment
  2. Identify/Respond to primary feelings
  3. Send regular I-messages
  4. Shifting gears
  5. Use No-Lose conflict resolution

 

Problem Solving Process
  1. Identify and define the problem or situation.
  2. Generate alternatives.
  3. Evaluate the alternative suggestions.
  4. Make the decision.
  5. Implement the solution or decision.
  6. Conduct a follow-up evaluation.

 

Created by: Aaron Hamann ©Copyright 2000

*adapted from Chapter 7 of Building Classroom Discipline by C.M. Charles

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