HAIM GINOTT

Nur Amelia bt Mohd Nadzrin Nurshafiqah bt Abd Azimi Faizun Nisaq bt Sulman Nur Auliya bt Mohd Azmi

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.

CAMBRIDGE ADVANCE LEARNERS DICTIONARY (3RD EDITION)

describes a shape in mathematics that has the same shape and size as another.

to talk about your thoughts and feelings, and help other people to understand them. to share information with others by speaking, writing, moving your body or using other signals

CONGRUENT COMMUNICATION
Congruent

Communication - addresses situations, not students character or personality. 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.

Ginott

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 todays systems of discipline.

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.

Use congruent communication

Promote self-discipline for both teachers and students

Avoid evaluative praise, and use appreciative praise

Accept and acknowledge students and their actions without belittling the individual

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

ABSTRACT

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 childs 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)

He reminded teachers that learning always takes place in the present tense.

- Teachers must not prejudge students or hold grudges

To convey messages about the power of communication. He emphasized on congruent communication

CONGRUENT COMMUNICATION
Communication that is harmonious with students feelings about situations and themselves.

He used the term SANE MESSAGES to refer to communication that addresses situations, rather than the students character or past behaviour.

SANE MESSAGES
Messages that focus calmly on what needs to be corrected without attacking the students character or personality.

Do not Preach Moralize Impose guilt Demand promises

confer dignity on their students by treating them as social equals capable of making decisions.

INVITE COOPERATION
Describing the situation when a problem occurs and indicating what needs to be done.

Do not dictate to students or boss them around

Always ask yourself, How can I be most helpful to my students right now?

EXPRESSING FEELINGS
Be open with all emotions Express your anger and all feelings appropriately.
-

Use I-messages, rather than You-messages

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

-Comments on students character -Eg : Good boy for raising your hand

-responding to effort or improvement - teacher shows appreciation for what the student has done, without directly evaluating the students character or talent.

Appreciati ve praise

WHY QUESTIONS
Teachers should avoid asking why questions when discussing behavior.
- Why

questions make students feel guilty and defensive. Avoid any sarcasm or punishment - Produces hostility, rancor, vengefulness - Never makes students really want to improve

advises simply teaching students how to behave properly in appropriate ways.

STRIVE FOR SELF-DISCIPLINE

Must be careful not to display behaviors you are trying to eradicate in students
Strive for brevity when disciplining students.

Show good examples and behaviour to the students.

HOW TO APPLY

CONGRUENT COMMUNICATION
IN PRIMARY ESL CLASSROOM?

1) Refrain from using punishment

Using means of discipline other than punishment, the teacher can encourage self autonomy and self discipline among students.

2) Use clear communication

Express expectations in a manner that helps students feel accepted even if they make mistakes.
Open communication that will help students have more autonomy in their actions.

3) Teacher would be more of a facilitator for conversations that include every member of the class and address all the important issues.
Important to value the contributions and to listen to everyones ideas.

4) Teachers should always strive to guide students to acceptable behavior rather than criticize.
If a student drops a book on the floor while you are teaching, what will you say?

5) There should always be respect for students.

6) Ignoring disruptive behavior until the teacher can speak to the student about it positively and privately.