THEORIES OF CONGRUENT

COMMUNICATION
-HAIM GINOTT-

DEFINATION
Harmonious communication between
a teacher and pupils.

Teacher
must
include
cooperativ
e learning

DESCRIPTI
ON OF
THEORIES

It is
important to
use
discipline in
place of
punishment

Teacher should
always be
respectful of
pupils needs.
Pupils should
never
experience any
teacher
belittling them

Teacher
must model
communicat
ion that is
congruent
with pupils
emotions
and
surrounding
s.

The Approaches
/Strategies
1.
Use sane message
Address a pupils behavior rather than the pupils
character
Use appropriate tone and show sincerity
Control your emotion, never let the problem
becomes a teacher versus pupils situation
2. Invite cooperation
Provide opportunities for pupils to experience
independence, accepting their capabilities
Give pupils a choice in matters that effect life in
the classroom ( seating arrangement, classroom
procedures )

3.
Accept and acknowledge pupils feeling
When a problem occurs, listen to pupils and
accept the feelings they are expressing as real
Serve as sounding board to help pupils clarify
their feelings and let them know their feelings are
common

4. Do not use sarcasm & Avoid labeling the

pupils
5 .Use direction as a means of correction
Instead of criticizing pupils when a problem
occur, teacher should describe the situation
to the pupils and offer guidance about what
they should be doing

6. Be brief when dealing with minor mishaps

Long logical explanations are not needed when
there is a lost assignment or broken supplies
Brief statements should be solution oriented

STRENGTH
Focus on positive treatment,
acceptance and
acknowledgement
Positive rapport enhance classroom
learning environment
Develop positive self esteem by
encouraging pupils to take responsibility
for their behavior

Lack
comprehensive
and cohesive
model

WEAKNESS
Less effective in
dealing with
severe behavior
infractions

The practically of the

theories in a local ESL
classroom
Ginott believe that the teachers personal approach
is the most influential element in creating the
climate that contributes to children behavior in the
classroom whether positive or negative
Teachers accept responsibility for creating the
climate for proper behavior.
If teachers demonstrate understanding when a
child makes a mistake, he or she will be more
willing to keep learning.
Encourages teachers to set clear boundaries for
behaviors while acknowledging and exploring
emotions.