Ginott’s Model

Ross Fry, Alex Gardner,

Andrew Grant, Josh
Jaynes, Tyler Kuder, Dj
Walker
Dr. Haim Ginott Background
Born in 1922 in Tel Aviv, Israel. Ginott began his educational career in 1947 in Israel
as a school teacher until 1952 when he emigrated to the U.S. to receive his
doctorate in clinical psychology from Columbia University. While in the U.S. he
wrote a book called, “Between Parent and Child.”

Ginott approach to psychology greatly involves proper communication towards

children whether they are students or your own child. His teachings and his
research pioneered a new era of proper ways to talk to children where they do not
feel defensive, rather they feel calm in the situation they are being put in.
Between Parent and Child
His book reviews how to converse with children in parent child relationships and
even student teacher relationships.
Basic Overview of the Ginott Model
The Ginott Model is primarily focused on being an effective communicator in
whatever profession you decide. To be effective in your communication you need
to first understand what you are saying and also think about how the person
receiving the information will interpret what you are saying. Making sure you are
using the correct language in the appropriate situation given.

In the Ginott Model, verbal and non-verbal communication will be discussed and
the importance of making sure they are used correctly and as always making sure
the situation is appropriate for verbal or non-verbal communication

Throughout the presentation specific techniques within the Ginott Model will be
discussed and the proper situations to use them in.
Congruent Communication
What is it?
--Harmonious communication about how students feel about situations AND themselves
--Example: Billy is riding around the classroom with a broom pretending is a pony. The teacher would say in
response “Billy, the broom belongs in the closet.”

How does Ginott implement it?

--Used as a way to interact with students exhibiting inappropriate behaviors
--Teachers must intervene in more age-appropriate ways
--Teachers are also urged to use sane messages
Teachers at Their Best and Worst
Teachers at Their Best:
--DO treat students with the dignity and respect and deserve to make good decisions
--DO NOT preach, moralize, impose guilt, or demand promises

Response to Billy and the broom horse: “Billy, would you help out by putting the broom back in the
closet?”

Teachers at Their Worst:

--DO label, belittle students
--Denigrate their character

Response to Billy and the broom horse: “Billy, you are disturbing the class again. I’ve had enough of your
rudeness.”
Evaluative Praise
Praise that expresses judgement about students’ character or quality of work.

Example: “You are a good student for turning your work in on time.”

Evaluative praise is considered too general in focusing on the character and

personality of the student instead of their effort and accomplishments.

Ginott and other authorities consider it to be detrimental to students because

it tends to build a reliance on external praise instead of self praise.
Appreciative Praise
Praise that expresses gratitude or admiration for effort.

Example: Thank you for Coming into class quietly, I especially like the way you
put your things away before you sat down.

Appreciative praise allows the teacher to acknowledge the wanted behavior

and allows the student to be reflective on what the did.
Sane Messages

- Messages that address the situation, and not the student’s personality.

Example: A student will not allow others to share opinions and keeps
interrupting. The teacher asks the whole class to allow everyone to share
and get involved so we can learn from others.

Sane messages provide a way to keep focus on what needs to be

addressed without attacking a learner’s character or personality.
Frame of Reference
- A structure of concepts, values, customs, views, etc., by means of which an
individual or group perceives or evaluates data, communicates ideas, and
regulates behavior.

Example: A teacher goes over the setting and details of a book before
they read it as a class, making sure the students understand the
frame of reference.

Frame of reference can be accessed and used by teachers to get all

the students on the same page. Specifically, letting the teacher know
what the students understand and what they need to be taught.
I-Messages
- Teachers’ expressing their personal feelings and reactions to situations without
addressing student behavior or character.
- Example’s:
- “I have trouble teaching when there is so much noise in the room.”
- “I’m worried about the way this disruption is affecting our class.”
- These are the types of messages that we as future educators or counselors
should use all the time. While it is expressing frustration, it puts no one to
blame and can not be seen as negative or derogatory all the time.
You-Messages
- Teacher messages that attack student’ character. These messages are put-
downs that can convey heavy blame and guilt.
- Example’s:
- “You are acting like barbarians.”
- “Johnny, you are being rude and disruptive.”
- These types of messages are things that us as future educators, and also
future counselors need to avoid. They can be perceived as negative and
derogatory and can not be helpful at all.
Laconic Language
- Brevity of teachers comments about misbehavior.
- Example’s:
- “This is work time.”
- “Michael, the broom belongs in the closet.”
- Using this type of language in the classroom helps the students know exactly
what they are suppose to be doing, or that they know what they need to stop
doing. This type of language leaves nothing to chance or misinterpretation.
 Behavior of Students

● Correcting Students Behavior

○ Teaching students how to behave properly, and possibly having to

reteach student(s) two to three times.

○ Process will take time, but it will not lead to a negative or hostile

reaction from the student.

○ Avoid “why” questions, as they almost always make students feel

guilty and put them on the defensive.

○ Example: “Why in the world can’t follow instructions?”

 Teachers First-Hand Experience
● Comments from teachers about avoiding different types of questions

when it comes to behavior questions.

○ Younger students may not know what is the true cause of

misbehavior.

○ Teachers can ask students about their behavior, just be careful.

○ Most teachers realize that they have the power to make a

students life good or bad, so they need to make sure that they

lean towards good and not bad.

Questions or Comments?
Citations
Ancient Face Staff. (2019). Haim Ginott (1922-1973). Ancient Faces. Retrieved November 11, 2020,
from:
https://www.ancientfaces.com/person/haim-ginott-birth-1922-death-1973/10493891
Charles, C.M. & Cole, K. (2019). Building Classroom Management Methods and
Models (12 ed.). New Jersey: Pearson Education, Inc. Pages 21-23, 81-83
Manning, M., & Bucher, K. (2001). Revisiting Ginott's Congruent Communication after Thirty Years. The
Clearing House, 74(4), 215-218. Retrieved November 5, 2020, from
http://www.jstor.org/stable/30189664