Ginott Theory

1. Ginott Theory By: Susan Kirby Elizabeth (Shelbi) Tuttle Kori Robertson and Rachel Thompson

2. “I have come to a frightening conclusion. 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 de-humanized.” - HaimGinott

3. HaimGinott • Theories differ from foundational theorists • 3 degrees from Columbia University • Clinical psychologist, professor of psychology and psychotherapy • Books: Between Parent and Teenager (1969) and Teacher and Child (1972) • Ginott believes the teacher is the influential element in the classroom

4. Key Concepts • Use congruent communication • Promote self-discipline for both teachers and students • Accept and acknowledge students and their actions without belittling the individual • Avoid evaluative praise, and use appreciative praise • Avoid sending you messages and use I messages to describe how a behavior makes the someone feel • Demonstrate their best behaviors or those that contribute to a classroom environment

5. Application 1 • Teachers should use clear communication • Teachers clearly communicate their expectations in a manner that helps students feel accepted • This open communication promotes autonomy among the students

6. Application 2 • Teachers should use sane messages • Teachers should be in control of their emotions when addressing a discipline problem • Should not let the problem become a “teacher vs. student” situation

7. Application 3 • Teachers should refrain from using punishment • Punishment often relieves guilt too easily • Punishment rarely serves as a means of teaching discipline

8. Application 4 • Profanity should be ignored rather than addressed • Addressing the four-letter word can be more problematic, causing a major issue witnessed by other students • Teachers must follow school mandates dealing with the usage of profanity but should also try to follow Ginott’s advice

9. Application 5 • Teachers should use guidance instead of criticism • Negative criticism can lead to the lowering of a child’s self-esteem and increase self-doubt • Criticism should be used constructively for improvement • Negative remarks should not be made about a child’s personality (i.e. character should not be attacked, embarrassment should be avoided)

10. Application 6 • Everyone gets angry, even good teachers • No yelling, convey your feelings with a simple statement (i.e. “I feel annoyed.”) • Ginott suggests 3 steps to surviving anger: • Accept the fact that the actions of students will make us angry • Realize that we are entitled to our anger without guilt or shame • “Except for one safeguard, we are entitled to express what we feel. We can express our angry feelings provided we do not attack the child’s personality or character” (pp. 50-51).

11. Application 7 • Teachers should show acceptance and acknowledgement with uncritical messages • Uncritical messages encourage cooperation • Use I messages rather than You messages

12. Application 8 • Teachers should avoid name-calling and labeling students • Teachers should avoid diagnosis and prognosis • What a teacher says has serious consequences, such as: • Resentment • Students begin to believe what the teacher says is true

13. Application 9 • Teachers should avoid sarcasm and ridicule because these kinds of communication destroy self-confidence • May not affect all students, but may affect one

14. Application 10 • Teachers should strive for brevity when disciplining students • Correct the students and then move on

15. Application 11 • Avoid personal attacks • Use Imessages instead of Youmessages • Teacher says “I don’t like it when people run in our classroom because it is breaking our classroom rules.” • Rather than saying “Kori, stop running. You know it is classroom rules so don’t do it.” • Ask politely

16. Application 12 • Teachers should provide students with a face-saving exit • Teachers should not embarrass or humiliate students • Teachers should create an opportunity to agree to “not let it happen again”.

17. Application 13 • Teachers should respect students privacy • Avoid asking prying questions • Ask discretely and succinctly • Let students know you are concerned and ready to help

18. Application 14 • Use appreciative praise about effort and accomplishment; “I appreciate your good behavior today.” • Avoid evaluative praise about character and personality; “You are such a grown up young lady. Your parents would be proud of your good behavior.”

19. Conclusion Advantages Disadvantages • Fosters positive communication • Fosters positive behaviors • Fosters positive relationships • Absolutely does not work in violent situations • Theory not molded into a model of its own

20. credits • Manning, M. L., & Bucher, K. T. (2007). Classroom Management: Models, Applications, and Cases (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. • Image of Ginott from www. betweenparentandchild.com

21. Activity • Each table will be given a handout with scenarios. • Take a few minutes to plan your scene. • Discuss with the class how your table would handle the scenario using Ginott’s theory.