Lect 14 &15 Thomas Gordon
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7/5/2009
Teacher Effectiveness Training Model By Thomas Gordon
Thomas Gordon’s approach encourages the creation of warm supportive relationship between teacher and student where the teacher is sensitive, accepting and noncritical. Gordon’s approach stresses that the teacher uses minimal control and seeks to understand the students and the source of their problem.
Gordon emphasizes that rewards and punishments are ineffective in achieving a positive influence on students. Gordon indicates having influence on children is very much different from controlling them.
Influencing may require teachers to use power in different ways that promote resistance, rebellion and blaming.
Rather Gordon emphasizes self regulating, self-control and self-discipline.
Problem ownership Identifying students needs Making a trade Modifying the environment Active listening Sending confronting I-message Shifting gears to reducing resistance Problem solving When values collide
In order to help children solve the difficulties they encounter in the classroom, it is essential to first identify who owns the problem. Teachers commonly try to force changes in students regarding problems owned by students and consequently block the flow of communication needed to help students solve their problems and teachers block effective communication between them and their students. Some of the unacceptable ways of responding to students are: Ordering, commanding, directing, warning threatening.
1
7/5/2009
Teachers have to understand the needs of students in order to tackle the discipline problems so teachers need to be listeners. One important aspect in this situation is accept students (mis)behaviour as an attempt to satisfy needs instead of categorizing it as misbehaviour. Teachers have to realize that children’s (mis)behaviour has a reason behind it.
Exchanging
unacceptable behaviour for one that is acceptable to you. For example ;……………………..
• •
Changing or modifying the classroom environment. ‘Rich’ vs ‘improvised’ materials
A method of listening where you reflect back your understanding of what a person says to you. This is meant to confirm to them that you understood their message, and to give them a chance to correct you if you don’t. More importantly, however, this communicates your acceptance of the person’s thoughts and emotions.
This approach to solving problems provide a release of distressful feelings and emotions as well as allowing them person who owns the problem to solve it.
In addition, listening provides the teacher with a format for showing willingness to help and communicate an acceptance of students despite their troubles.
An I-Message is a tool for influencing others to change behavior that somehow interferes with your ability to meet your needs. It's a non-blameful, non-judgmental description of the unacceptable behavior, how it affects you and how it makes you feel. They are so effective because you are confronting someone else's behavior and not attacking the person. As a result, other people will be much more likely to change their unacceptable behavior.
2
7/5/2009
In listening, it mainly solves students needs/problems. Teachers need to send ‘Imessages’ in order to restore and maintain order and discipline in the classroom in situations where students are not in a position to give excuses or explanations in forms of excuses.
Examples of ‘I’ Messages " When you do (nonblameful description of other's behavior) such and such . . . " The tangible effect on me (now or in the future) is . . . " That makes me feel (name the feeling) . . .
In managing discipline problems in classrooms, both the parties need to initiate mutual problem solving. It involves the following steps.
Conflicts usually involve cherished beliefs, values, personal preferences, personal tastes, lifestyles, ideas..
Define the problem Generate possible solutions Evaluate each solution Make a decision Determine how to implement the decision. Assess the success of the decision.
They may involve things like gang membership, religion, drug use, manners, moral behaviour, justice, honesty, sexual behaviour and fashion.
Shifting gears mostly causes and immediate reduction in students’ resistance. It could be understandable that responses from Imessages may sometimes be provoked, given the fact that I-messages confront students with the prospect of having to change their unacceptable behaviour. When students feelings are acknowledged despite what teachers may wish, students are much more willing to modify their behaviour appropriately.
A common sense principle that underlies the foundation of the Gordon model. Simply stated, the principle holds that people who are invited to participate in making decisions or setting up rules that affect them somehow are more willing to abide by them or keep to their part of an agreement. We all like feeling that our views are being represented.
3
7/5/2009
Promote autonomy and self-regulation for students Promotes good student-teacher relationship. Allows students to deal with personal problems and feelings. More than a 2 way communication.
Teachers may find difficult to change their role from directing and controlling students to actively listening. Difference between beliefs of two groups. Difficulties in imposing i-messages.
Edwards, pp. 145-171 & McInerney; p 218220.
4
Teacher Effectiveness Training Model By Thomas Gordon
Thomas Gordon’s approach encourages the creation of warm supportive relationship between teacher and student where the teacher is sensitive, accepting and noncritical. Gordon’s approach stresses that the teacher uses minimal control and seeks to understand the students and the source of their problem.
Gordon emphasizes that rewards and punishments are ineffective in achieving a positive influence on students. Gordon indicates having influence on children is very much different from controlling them.
Influencing may require teachers to use power in different ways that promote resistance, rebellion and blaming.
Rather Gordon emphasizes self regulating, self-control and self-discipline.
Problem ownership Identifying students needs Making a trade Modifying the environment Active listening Sending confronting I-message Shifting gears to reducing resistance Problem solving When values collide
In order to help children solve the difficulties they encounter in the classroom, it is essential to first identify who owns the problem. Teachers commonly try to force changes in students regarding problems owned by students and consequently block the flow of communication needed to help students solve their problems and teachers block effective communication between them and their students. Some of the unacceptable ways of responding to students are: Ordering, commanding, directing, warning threatening.
1
7/5/2009
Teachers have to understand the needs of students in order to tackle the discipline problems so teachers need to be listeners. One important aspect in this situation is accept students (mis)behaviour as an attempt to satisfy needs instead of categorizing it as misbehaviour. Teachers have to realize that children’s (mis)behaviour has a reason behind it.
Exchanging
unacceptable behaviour for one that is acceptable to you. For example ;……………………..
• •
Changing or modifying the classroom environment. ‘Rich’ vs ‘improvised’ materials
A method of listening where you reflect back your understanding of what a person says to you. This is meant to confirm to them that you understood their message, and to give them a chance to correct you if you don’t. More importantly, however, this communicates your acceptance of the person’s thoughts and emotions.
This approach to solving problems provide a release of distressful feelings and emotions as well as allowing them person who owns the problem to solve it.
In addition, listening provides the teacher with a format for showing willingness to help and communicate an acceptance of students despite their troubles.
An I-Message is a tool for influencing others to change behavior that somehow interferes with your ability to meet your needs. It's a non-blameful, non-judgmental description of the unacceptable behavior, how it affects you and how it makes you feel. They are so effective because you are confronting someone else's behavior and not attacking the person. As a result, other people will be much more likely to change their unacceptable behavior.
2
7/5/2009
In listening, it mainly solves students needs/problems. Teachers need to send ‘Imessages’ in order to restore and maintain order and discipline in the classroom in situations where students are not in a position to give excuses or explanations in forms of excuses.
Examples of ‘I’ Messages " When you do (nonblameful description of other's behavior) such and such . . . " The tangible effect on me (now or in the future) is . . . " That makes me feel (name the feeling) . . .
In managing discipline problems in classrooms, both the parties need to initiate mutual problem solving. It involves the following steps.
Conflicts usually involve cherished beliefs, values, personal preferences, personal tastes, lifestyles, ideas..
Define the problem Generate possible solutions Evaluate each solution Make a decision Determine how to implement the decision. Assess the success of the decision.
They may involve things like gang membership, religion, drug use, manners, moral behaviour, justice, honesty, sexual behaviour and fashion.
Shifting gears mostly causes and immediate reduction in students’ resistance. It could be understandable that responses from Imessages may sometimes be provoked, given the fact that I-messages confront students with the prospect of having to change their unacceptable behaviour. When students feelings are acknowledged despite what teachers may wish, students are much more willing to modify their behaviour appropriately.
A common sense principle that underlies the foundation of the Gordon model. Simply stated, the principle holds that people who are invited to participate in making decisions or setting up rules that affect them somehow are more willing to abide by them or keep to their part of an agreement. We all like feeling that our views are being represented.
3
7/5/2009
Promote autonomy and self-regulation for students Promotes good student-teacher relationship. Allows students to deal with personal problems and feelings. More than a 2 way communication.
Teachers may find difficult to change their role from directing and controlling students to actively listening. Difference between beliefs of two groups. Difficulties in imposing i-messages.
Edwards, pp. 145-171 & McInerney; p 218220.
4
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