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Haim Ginott: Discipline through Congruent Communication

Jillian Holst

Haim Ginott  1922-1973  Clinical psychologist. . and author. parent educator. child therapist.  Elementary school teacher in Israel in 1947  Immigrated to the United States – doctoral degree in clinical psychology in 1952 at Columbia University.

caring tone that prevails in today’s systems of discipline.Teacher and Child (1971)  Ginott highlighted the critical role of communication in discipline  Ginott is known for setting the personal. .

 He believed in harmonious communication -Communication that is harmonious with students feelings about situations and themselves.Ginott’s Teachings  He reminded teachers that learning always takes place in the present tense. -Teachers must not prejudge students or hold grudges  He pointed out that learning is always a personal matter to the student. .

moralize. or demand promises.addresses situations. using congruent communication  do not preach. not students’ character or personality.  they confer dignity on their students by treating them as social equals capable of making good decisions. . impose guilt.Congruent Communication  Congruent Communication .  Ginott emphasized that teachers at their best.

 They do not dictate to students or boss them around which are acts that provoke resistance. .Effective teachers:  Effective teachers invite cooperation from their students describing the situation and indicating what needs to be done.

 I-message.”  Use laconic language. example: “You are being very rude.  You-message.Laconic means short and to the point. example: “I am very upset”.I.Message  Teachers should use I-messages rather than you-messages. .Message / You.

.This is praise in which the teacher shows appreciation for what the student has done. example: “Good boy for raising your hand”. .  Teachers should use appreciative praise when responding to effort or improvement.Praise  Evaluative praise. without directly evaluating the student’s character or talent.

.Why Questions  Teachers should avoid asking why questions when discussing behavior.Why questions make students feel guilty and defensive. .

.Sane Messages  Sane messages – Messages that focus calmly on what needs to be corrected without attacking the student’s character or personality.

In all situations it is my response that decides whether a crisis will be escalated or de-escalated.Teacher and Child  “As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom.” (pg. hurt or heal.13) . It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. and a child humanized or dehumanized. It is my personal approach that creates the climate. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor.