Haim Ginott:

Discipline through
Congruent
Communication

Jillian Holst
Haim Ginott

 1922-1973
 Clinical psychologist, child therapist,
parent educator, and author.
 Elementary school teacher in Israel in
1947
 Immigrated to the United States – doctoral
degree in clinical psychology in 1952 at
Columbia University.
Teacher and Child (1971)

 Ginott highlighted the critical role of

communication in discipline
 Ginott is known for setting the personal,
caring tone that prevails in today’s
systems of discipline.
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.

 He believed in harmonious communication

-Communication that is harmonious with students
feelings about situations and themselves.
Congruent Communication
 Congruent Communication - addresses
situations, not students’ character or personality.

 Ginott emphasized that teachers at their best,

using congruent communication
 do not preach, moralize, impose guilt, or demand
promises.
 they confer dignity on their students by treating them as
social equals capable of making good decisions.
Effective teachers:

 Effective teachers invite cooperation from

their students
describing the situation and indicating what
needs to be done.

 They do not dictate to students or boss

them around
which are acts that provoke resistance.
I- Message / You- Message
 Teachers should use I-messages rather
than you-messages.

 I-message, example: “I am very upset”.

 You-message, example: “You are being
very rude.”

 Use laconic language- Laconic means

short and to the point.
Praise
 Evaluative praise, example: “Good boy
for raising your hand”.

 Teachers should use appreciative praise

when responding to effort or improvement,
- This is praise in which the teacher
shows appreciation for what the student
has done, 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.
Teacher and Child
 “As a teacher I have come to the frightening
conclusion that I am the decisive element in the
classroom. It is my personal approach that
creates the climate. 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. I can be a tool of torture or
an instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations it is my
response that decides whether a crisis will be
escalated or de-escalated, and a child
humanized or dehumanized.” (pg.13)