Classroom Management Main Page - EDEL 414 - EDSE 415

Thomas Gordon’s primary focus for success in classroom management revolves around the idea of helping students to become self-reliant. He urges educators to avoid methods that involve coercion, reward or punishment.

A paradigm shift must occur for Gordon’s method to function; educators must redefine the concept of misbehavior. Misbehavior is an adult concept in which a child’s action produces undesirable consequences for the adult. It is important for teachers to understand who “owns” a problem. If a student’s behavior causes a problem for the student only, then he/she owns the problem. At times, a student’s behavior does not cause a problem for the student or the teacher. If, however, a student displays behavior that interferes with the class, the teacher now owns the problem. In such a case, a teacher has to attempt to change the problem-causing behavior.

Once a teacher understands the concept of problem-ownership, they can apply three skills, discussed by Gordon, when dealing with students: Confrontive skills, Helping skills, and Preventive skills. Confrontive Skills should be applied when the teacher owns the problem; they should be applied in a positive and nonadversarial manner. There are five confrontive skills. First, by Modifying the Environment (rather than the student) teachers enrich it or limit its distractions, which may aid in the elimination or minimization of problem behaviors. Second, teachers should Identify and Respond to One’s Own Primary Feelings. When an intense situation occurs, a person (teacher) often feels fear, worry, disappointment or guilt. Sometimes these primary feelings result in a secondary feeling, often anger. Third, teachers should Send I-Messages Regularly. When a teacher owns a problem they should express their feelings through “I-messages,” which communicate three things: the problem behavior, what the teacher is feeling about the behavior, and why the behavior is causing a problem. Fourth, Shifting Gears should be used as a tactic when “I-messages” prompt a defensive response. It is imperative for teachers to listen with sensitivity to the resistance and subsequently shift from a sending/assertive posture to a listening/understanding posture. Last, Using a No-Lose Method of Conflict Resolution enables both teacher and student to find a mutually acceptable solution to a given problem.

Helping Skills should be applied when the student owns the problem. There are two major helping skills discussed by Gordon. First, Using Listening Skills is essential. Gordon emphasizes that teachers should not attempt to solve a student’s problem. There are three types of listening skills: passive listening (posture, proximity, eye contact, alertness), acknowledgement responses (nods, smiles and frowns, other body movements), door openers (invitations to students to discuss their problems). Second, Avoiding Communication Roadblocks, such as giving orders, warning, and lecturing, and replacing them with open and judgement-free interactions.

Gordon offers Preventive Skills to maintain an effective learning environment, when there is no problem for the student or teacher. There are three specific preventive skills discussed by Gordon. First, Using Preventive I-Messages influences students’ future actions thereby avoiding future problems. Second, Setting Rules Collaboratively allows both teachers and students to share in the creation of a learning environment which meets the needs of everyone. Third, Using Participative Classroom Management includes teachers and students making joint decisions about class rules, room arrangement, seating and preferred activities. Gordon also includes a system of problem solving in his preventive skill cluster. The steps are as follows: identify and define the problem, generate alternatives, evaluate alternative suggestions, make a decision, implement the solution/decision, and conduct a follow-up evaluation.

In order to put Gordon’s model in place, teachers need to follows three steps. First, they should identify student behaviors that will assist and those that may hinder learning. Second, a discussion should ensue with students in which a teacher’s concerns are voiced. Last, teachers should assist students in learning to function in a way that aligns with the class agreements.

Gordon’s method provides teachers with strategies for “helping students to become self-reliant decision makers who exercise control over their own behavior.” If implemented early, the long term effects will be a classroom that functions smoothly due to a common, vested interest. While Gordon realizes the difficulty inherent in the application of certain elements of his method, he believes the process to be essential. Increasingly, educators seem to agree with him.