Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


2 point o edit

An examination of the concepts created, used and promoted by Thomas Gordon detailing Classroom Management & Discipline.

Ewan A

on 2 May 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of 2 point o edit

Thomas G Gordon Spent more than 50 years teaching parents, teachers and leaders the model he developed for building effective relationships Active Listening, I-Messages and No-Lose Conflict Resolution Over 200 000 teachers have participated in the T.E.T. program Dr. Gordon was nominated for the Nobel Peace Prize in 1997, 1998 and 1999 Gordon Training International, the company he founded in 1974, continues his work One handsome devil! His model was based on a strong belief that the use of coercive poser damages relationships 1918 - 2002 widely known as an American Clinical Psychologist, and mainly for his contribution in teaching communication skills and conflict resolution methods and models for parents, teachers, youth organisation managers and employees. He is the author of nine books: Parent Effectiveness Training (P.E.T.), Leader Effectiveness Training (L.E.T.), Group-Centered Leadership,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.) and Good Relationships: What Makes Them, What Breaks Them (co-authored with Noel Burch), Teacher Effectiveness Training (T.E.T.). These books have been published in 28 languages and over 6 million copies have been sold all around the world. DEFICIENCIES AND DANGERS OF PUNISHMENT 1. For punishment to work, it must be severe, and yet when it is severe, youngsters look for all kinds of ways to avoid it, postpone it, weaken it, avert it, escape from it. They lie, put the blame on someone else, tattle, hide, plead for mercy and make promises to "never do it again."

2. Boys of 12 years of age whose parents scored high in restrictiveness and punishment showed strong tendencies toward self-punishment, accident proneness, and suicidal intentions (Sears, 1961).

3. The more corporal punishment a person has experienced, the more likely he or she is as an adult to: be depressed or suicidal, physically abuse his or her child or spouse, engage in other violent crime, have a drinking problem, be attracted to masochistic sex, and have difficulty attaining a high-level occupation and high income (Straus, 1994).
4.Mothers of children with low self-esteem were found to have used less reasoning and discussion and more arbitrary, punitive discipline (Coopersmith, 1967).

5.Children of punitive authoritarian parents tend to lack social competence with peers, to withdraw, to not take social initiative, to lack spontaneity (Baldwin, 1948).

6.Children of controlling (authoritarian) parents who valued obedience and respect for authority showed relatively little independence and social responsibility (Baumrind, 1971).
7.Less than 1 out of 400 children whose parents did not hit them were found to be violent toward their parents, as opposed to children who had been hit by their parents. Half of the latter group had hit their parents in the previous year (Straus et al., 1980).

8.Studies of the family backgrounds of both male and female juvenile delinquents consistently show a pattern of harsh, punitive, power-assertive parental punishment, in contrast to non-delinquent youngsters (Martin, 1975).

9.Schools using more physical punishment often have more vandalism, student violence, poor academic achievement, truancy, and higher drop out rates (National Coalition to Abolish Corporal Punishment in Schools, 2001). < 1943). (Watson, parents on dependence more and crying, unhappiness guilt, anxiety, worry, affairs, love unsatisfactory shyness, quarrels, classmates, with relationships poorer teachers, of rejection parents, toward hatred reported least, the received had who those compared as punishment, most to subjected been children students, graduate University Columbia 230 study a In>It is quite clear: Punitive discipline is hazardous to the mental health of children.
Training Principal Objectives (1) to show teachers and parents how their habitual ways of responding when children share their problems can act as communication-blockers and convey nonacceptance. We call these non-facilitative messages the "Twelve Roadblocks"-ordering, warning, moralizing (shoulds and oughts), giving solutions, teaching, evaluating negatively, evaluating positively, ridiculing, psychoanalyzing, reassuring (consoling), probing, and kidding (diverting); (2) to help teachers and parents reach a reasonable level of competence in responding to children with Active Listening, which conveys acceptance and shows accurate understanding; (3) to influence parents and teachers to have more trust in children's ability to solve problems themselves. Win - Win Method (No Lose)

a 6 Step Process Step I: defining the conflict in terms of needs

Step II: generating possible solutions

Step III: evaluating the possible solutions

Step IV: reaching an agreement on the best solution

Step V: determining what is required to implement the solution

Step VI: evaluating the effectiveness of the solution
I - Messages I-messages are actually "appeals for help," which partially accounts for their superior effectiveness in influencing children to change their behavior. In addition, they place full responsibility on the child for initiating the change, are less likely than You-messages to injure the relationship, and do not damage self-esteem. You Messages VS. I-Messages "You're acting like a first-grader!"
"You take your seat right away!"
"You ought to be ashamed of yourself!"
"You're driving me crazy!"
"You're being naughty!"
"When there is so much noise, I can't hear what anyone is saying."
"When the paints aren't put away, I have to take a lot of time to do it myself."
Implementation of Conflict Resolution Strategies Thomas Gordon’s theory of conflict resolution can be implemented through a “Peace Table,” which is permanently located in a section of each classroom. If a conflict among students occurs in a classroom setting, the students are required to sit at the “Peace Table” and discuss their individual feelings. The peace table is equipped with a graphic organizer, which lists the steps students are required to take in order to resolve the conflict. The steps are as follows: "Peace Table" how it works 1. Student A uses I-messages to explain how he/she feels about the present situation. 2. Student B practices active listening while Student A shares his/her feelings. 3. Student B uses I-messages to explain how he/she feels about the present situation. 4. Student A practices active listening while Student B shares his/her feelings. 5. Students A and B agree on a common solution after their discourse is complete. Active Listening Active listening requires the listener to understand, interpret, and evaluate what he or she heard. The ability to listen actively can improve personal relationships through reducing conflicts, strengthening cooperation and fostering understanding. How Can I Actively Listen? Repeating Percieving
Paying Attention
Repeating the message using exactly the same words by the speaker Paraphrasing Percieving
Paying Attention
Thinking and Reasoning
Render the message using similar words to that of the speaker Reflecting Percieving
Paying Attention
Thinking and Reasoning
Rendering the message using your own words & sentence structure The Coping Mechanisms Children Use 1. Resisting, defying, being negative
2. Rebelling, disobeying, being insubordinate, sassing
3. Retaliating, striking back, counterattacking, vandalizing
4. Hitting, being belligerent, combative
5. Breaking rules and laws
6. Throwing temper tantrums, getting angry
7. Lying, deceiving, hiding the truth
8. Blaming others, tattling, telling on others
9. Bossing or bullying others
10. Banding together, forming alliances, organizing against the adult
11. Apple-polishing, buttering up, soft-soaping, bootlicking, currying favor with adults
12. Withdrawing, fantasizing, daydreaming
13. Competing, needing to win, hating to lose, needing to look good, making others look bad
14. Giving up, feeling defeated, loafing, goofing off
15. Leaving, escaping, staying away from home, running away, quitting school, cutting classes
16. Not talking, ignoring, using the silent treatment, writing the adult off, keeping one's distance
17. crying, weeping; feeling depressed or hopeless
18. Becoming fearful, shy, timid, afraid to speak up, hesitant to try anything new
19. Needing reassurance, seeking constant approval, feeling insecure
20. Getting sick, developing psychosomatic ailments
21. Overeating, excessive dieting
22. Being submissive, conforming, complying; being dutiful, docile, apple-polishing, being a goddy-goody, teacher's pet
23. Drinking heavily, using drugs
24. Cheating in school, plagiarizing
Bibliography Rewards vs. Punishent Rewards Rewards are extremely complicated and time consuming ways to bring about small and simple changes -Rewards lose their value
-Negative behaviour gets rewarded
-Children/students can acquire rewards on their own
-When rewards are too hard to earn
-When good behaviour goes unrewarded
-When students work only for rewards
-Don’t get pleasure unless they are rewarded
-Absence of reward feels like punishment
-Heightens rivalry and competitiveness
-Stunts decision making
-It takes an expert to make punishment work
-Mild punishment is ineffective and severe punishment is cruel
-When the cat’s away
-Fosters aggression and violence
-Based on a want or on a deprivation
-Control demands power and power come at a price Control vs Influence Control Parent/teacher sets limits
-Give orders
-Send commands
-Is based on coercion
-Immediate response
-Un sustained
-Control is outside of individual
-No responsibility for actions
-Based on fear not on free will
-Removes power from individual
-Promotes obedience, submission and subservience
-lead to resistance, rebellion and lying
Influence -Intrinsic
-Natural consequences
-Based on learning and developing
-Sustained action
-Increases creativity
-Promotes self control
-Builds trust
-Child/student has say in limits
Both -Someone makes a choice
-An action is taken
-Child is emotionally imprinted
-Learning takes place
-Promotes results
-Involve limits
-Involve control
Gordon, T. (1991). Discipline that works. New York: Penguin Group.

Gordon, T. (n.d.). What Every Parent Should Know. Nospank. Retrieved April 20, 2010, from www.nospank.net/wepsk.pdf Gordon, T. (n.d.). What Every Teacher Should Know. Nospank. Retrieved April 20, 2010, from www.nospank.net/wepsk.pdf Gordon, T. (n.d.). THE CASE AGAINST DISCIPLINING CHILDREN AT HOME OR IN SCHOOL . Project NoSpank. Retrieved April 20, 2010, from http://www.nospank.net/gordon3. Gordon, D. T. (n.d.). How Children Really React to Control. Project NoSpank. Retrieved April 20, 2010, from http://www.nospank.net/gordon2
Full transcript