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Haim Ginott: Discipline through Congruent Communication

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

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Haim Ginott: Discipline through Congruent Communication

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  1. Haim Ginott: Discipline through Congruent Communication Jillian Holst

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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.

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

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

  11. 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)

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