Brooke Lantz Forrest Gathercoal

FORREST
GATHERCOAL
By: Brooke Lantz
BACKGROUND INFO
Forrest Gathercoal was born in Chicago, Illinois on May 26,

1932.
He met his wife of 59 years, Joan Baines Gathercoal, at a
college dance while attending Oregon State College. He
taught law to educators at Oregon State University.
Before receiving his law degree, he already had experience as
a teacher, coach, and high school vice principal.
He is the author of Judicious Discipline and has led many
workshops on this throughout the nation.
Forrest passed away on August 9, 2012 at the age of 80 from
Myelodysplastic Syndrome, a rare blood disorder.
He is survived by his wife, his daughter Susie Thayer, his son
Bob Gathercoal, many grandchildren, and great grandchildren.
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest Gathercoal." Classroom
Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson /Merrill Prentice Hall, 2007. 179-95. Print
THEORY OF JUDICIOUS
DISCIPLINE
It is based on the U.S. Bill of Rights.

It is a classroom management style, and its main
components are professional ethics, effective
educational practices, and student constitutional
rights.
It requires students to accept responsibility for
their actions and it also calls for educators to
create a government that respects the
citizenship rights of students.
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest Gathercoal."
Classroom Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson /Merrill Prentice Hall,
2007. 179-95. Print
PHILOSOPHICAL AND
PSYCHOLOGICAL FOUNDATIONS
It is based on the rule that students are

allowed to do whatever they want until
their behavior interferes with the rights of
the other students.
By teaching this, the educators are
respecting the students rights to freedom
and this allows them to acknowledge the
individual differences of the students in
the classroom.
2007. 179-95. Print
PHILOSOPHICAL AND PSYCHOLOGICAL FOUNDATIONS

(CONT)
The values of freedom, justice, and equality

have formed the basis of our nations
constitution, and they also form the basis of
Judicious Discipline.
STUDENTS MAY HAVE FREEDOM, BUT IT
DOES NOT MEAN THAT THEY CAN DO
WHATEVER THEY WANT. IT MEANS THAT
THEY HAVE THE FREEDOM TO THINK AND
ACT ON BEHALF OF THEIR OWN SELFINTERESTS.
2007. 179-95. Print
JUSTICE AND EQUALITY
Justice is mainly concerned with basic

government fairness.
Students in school have the same right to rules
as citizens in the nation have to be ruled by fair
and reasonable laws.
Equality does not mean that all students have
the same abilities, but it means that each and
every student has the opportunity to succeed,
and this right must be given to all students.
2007. 179-95. Print
TEACHERS ROLES AND RESPONSIBILITIES
First, teachers have to introduce the rights in

the concepts of freedom, justice, and
equality.
The process involves creating a
DEMOCRATIC school in which each and
every person teaches and models those
values.
It is the teachers responsibility to create an
EQUAL learning environment where every
student has the chance to succeed.
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline:
Forrest Gathercoal." Classroom Management: Models, Applications, and Cases. Upper Saddle
River, NJ: Pearson /Merrill Prentice Hall, 2007. 179-95. Print
TEACHERS ROLES AND

RESPONSIBILITIES (CONT)
Educators need to teach students how to be leaders.

Student leadership is important for their experiences
and will lead to positive outcomes for not just the
individual student, but the class itself.
Teachers also have the responsibility to build a sense
of community and an environment in which the
students know their rights are safe.
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline: Forrest
Gathercoal." Classroom Management: Models, Applications, and Cases. Upper Saddle River, NJ: Pearson
/Merrill Prentice Hall, 2007. 179-95. Print
APPLYING JUDICIOUS
DISCIPLINE
Educators need to focus on professional ethics and the

development of a democratic school community.
It is important for teachers to realize that this theory is a frontloading framework. This means that educators develop and
teach rules and expectations for behavior through class
discussions, group activities that are designed to create rules
based on constitutional concepts, and class meetings in which
issues are solved in a peaceful manner.
Educators usually demonstrate their personal ethics in the
class. It is suggested that educators post their own code of
ethics. This allows students to see what rules and standards
the educator lives by.
CONSEQUENCES
1.
2.
.
.
1.
2.
3.
Judicious Discipline calls for educators to establish

judicious consequences, or consequences that see
eye to eye.
There are two important principles to follow:
The consequence should commensurate with the
violation.
The consequence MUST be compatible with the needs
and interests of that student.
An important thing for educators to do when a
misbehavior happens is ask questions. By avoiding
lectures and assumptions, teachers show that student
that they are trying to work with their best interests in
mind.
Educators should ask questions like:
Is there something I can do to help?
What happened?
Would you like to talk about it?
CLASS MEETINGS
Class meetings, as mentioned earlier, are proposed to give
students the opportunity to sit down and talk about conflict and
hopefully reach a peaceful resolution.
There are some general rules that should be followed during these
meetings:
1. Students should agree to not use names.
2. Teachers should run the meetings, but leave it mostly open to the
students.
3. Everyone should agree to stay on topic and not bring any outside
concerns, like family issues, into the discussion.
. These meetings provide students with a sense of purpose in
the decision-making process.
Manning, M. Lee., and Katherine Toth Bucher. "Exploring the Theories of Judicious Discipline:
Forrest Gathercoal." Classroom Management: Models, Applications, and Cases. Upper Saddle
River, NJ: Pearson /Merrill Prentice Hall, 2007. 179-95. Print
TEACHING TIPS/STRATEGIES
STUDENTS MAY EXPRESS TOO MUCH FREEDOM WHEN THEY TALK IN CLASS. AN
EDUCATOR SHOULD ALWAYS BE ABLE TO GRAB THEIR ATTENTION. HERE ARE SOME
WAYS:
1. Turn the lights on and off.
2. Turn the lights off and wait until the class is quiet before turning them on again.
3. Ring a bell or sound a gong. (Gongs are pretty cool)
4. Raise your hand and have students raise their hands as they become quiet. (????)
5. Count down from 5 to 1. The room should be quiet by 1.
WHILE DOING ANY PROCEDURE, IT IS IMPORTANT TO:
6. Explain the procedure. Ex: When I turn the lights off, I expect you to stop talking, face
me, give me your full attention, and wait until I give you instructions.
7. Demonstrate the procedure.
8. Practice the procedure until the students master it.
FINAL REMARKS
Judicious Discipline has the chance to complement other

classroom management models. This framework holds
STUDENTS accountable for their actions and holds the
EDUCATOR responsible for creating an environment that
respects the rights of the students.
Good
morning, Im Forrest Gathercoal, and I

am here to protect your human rights
2007. 179-95. Print
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Brooke Lantz Forrest Gathercoal

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FORREST

Forrest Gathercoal was born in Chicago, Illinois on May 26,

It is based on the U.S. Bill of Rights.

It is based on the rule that students are

PHILOSOPHICAL AND PSYCHOLOGICAL FOUNDATIONS

The values of freedom, justice, and equality

JUSTICE AND EQUALITY

Justice is mainly concerned with basic

TEACHERS ROLES AND RESPONSIBILITIES

First, teachers have to introduce the rights in

TEACHERS ROLES AND

Educators need to teach students how to be leaders.

Educators need to focus on professional ethics and the

Judicious Discipline calls for educators to establish

Judicious Discipline has the chance to complement other

morning, Im Forrest Gathercoal, and I

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