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Discipline As Self Control

Thomas Gordon believed that effective discipline comes from internal self-control developed in students, not external control by teachers. Gordon's discipline as self-control approach requires teachers to give up controlling authority and instead exert persuasive influence to help students develop self-control. The key elements of Gordon's approach include using influence rather than control, preventive skills like collaborative rule-setting, determining who owns the problem being addressed, confrontive skills if the teacher owns the problem, and helping skills if the student owns the problem. The goal is to give students responsibility, share power in the classroom, and help students make decisions and learn from their successes and mistakes.

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2K views2 pages

Discipline As Self Control

Thomas Gordon believed that effective discipline comes from internal self-control developed in students, not external control by teachers. Gordon's discipline as self-control approach requires teachers to give up controlling authority and instead exert persuasive influence to help students develop self-control. The key elements of Gordon's approach include using influence rather than control, preventive skills like collaborative rule-setting, determining who owns the problem being addressed, confrontive skills if the teacher owns the problem, and helping skills if the student owns the problem. The goal is to give students responsibility, share power in the classroom, and help students make decisions and learn from their successes and mistakes.

Uploaded by

Izat Umayrah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Discipline As Self-Control

Description of Disciplinary Approach

 Thomas Gordon, colleague of Carl Rogers, believed that only truly effective discipline is
self-control, developed internally in each student. Discipline As Self-Control is based on
the idea that teachers must give up their power (controlling) authority and replace it with
influence or persuasive authority in an effort to help students develop self control.

Based on These Beliefs

 Students are worth all the time, energy and effort it takes to help them become
resourceful, responsible, resilient, compassionate human beings.
 Golden Rule: Treat children as adults.
 Punitive actions are ineffective and harmful.
 Effective discipline develops within the character of each child.
 Children can make positive decisions, be self-reliant, and control their own
behavior.
 Reasonable consequences can be negotiated by students and educators.

Power is Perceived As

 Student-centered.
 Teachers must trust students with this responsibility and power.
 Teachers must give up control and replace it with persuasive authority.

Contributions

 Championed participative management, where teachers and students share decision


making.
 Popularized the no-lose method of conflict resolution, which preserves self-esteem.
 Identified roadblocks to communication that suppress student’s willingness to discuss
problems.
 Demonstrated how to clarify problems, determine ownership, and deal with the
problems.
 Delineates three types of misbehavior: mischief, mistakes and mayhem.
 Clarifies the differential effects of consequences, rewards, bribes and punishment.

Advantage Disadvantag

 Helps students become self-reliant and responsible.  Takes


 Share power in classroom.  Discip
 Gives students a sense of positive power over their lives.  Will no
 Gives students opportunity to make decisions and learn from their successes and proble
mistakes.
 Looks at power relationships through ownership of problem.
Gordon's Plan includes 6 major elements

1. Influence Rather than Control

The more a person tries to control, the less positive influence can be exerted.

Influence instead of control can avoid the coping mechanisms of fighting, taking flight and
submitting.

2. Preventive Skills

Preventive I-Messages, Collaborative Rule Setting, & Participatory Classroom Management


(rules, room arrangement, seating, preferred activities...

3. Determining Who Owns the Problem

Often problems in a classroom are owned by the teacher because the consequence is
undesirable for the teacher. Solutions can only be found once it is identified on who owns the
problem.

4. Confrontive Skills

Modifying the environment, I-messages. Shifting gears to listen/understand

5. Helping Skills

Listening and avoiding communication problems

6. No-Lose Conflict Resolution - Often called Win-Win Conflict Resolution

Educators asks for a solution that allows each side to preserve their egos and their relationship.

Problem Ownership in Discipline As Self-Control Approach

Student’s behavior is causing problem for Student only – Student owns problem – Employ
Helpings Skills Strategy

Student’s behavior not causing problem for Student or Teacher – No problem – Employ
Preventive Skills Strategy

Student’s behavior causing problem for Teacher – Teacher owns problem – Employ Confrontive
Skills Strategy

Below Attached Reading from:

Charles, C.M. (2007). Building Classroom Management, 9th ed., Pearson: New York, NY.

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