Theories of Congruent Communication (Haim Ginott)

Congruent Communication
Congruent communication is:
Open
Harmonious with students feelings about
themselves and their situations
Without sarcasm
Congruent communication sends sane
messages about the situation, not the

Promote self-discipline for both teachers

and students.
Believe that the essence of discipline is

Teachers Role

Use positive, effective communication.

Provide a classroom environment that
encourages good behavior.
Model behaviors that invite
cooperation and positive behavior.
Avoid autocratic behaviors.
Seek alternatives to punishment.
Remain sensitive to the needs of
students.
Promote cooperation with students and
harmony in the classroom.

finding effective alternatives to

discipline (Ginott, 1972a , p. 147).
Accept and acknowledge students
without labeling, arguing, disputing, or
belittling the individual.
Avoid evaluative praise and use
appreciative praise .
Avoid sending you messages and use
I messages.
Demonstrate their best behaviors.
Invite rather than demand student
cooperation.

Evaluative praise (destructive)

Example: Samal, you did a good job with
the reading test. I like having you in my
class.
Appreciative praise (productive)

Theories of Instructional Management (Jacob Kounin)

Kounins Key Concept
o Teacher Behaviour
o Movement Management
o Group Focus
Avoiding Overdwelling

Journal writing
Free choice reading from
the classroom book
collection
school library
Doing homework
Prepared mini-lessons that take 10
minutes or less
Teacher reads aloud
a poem
short story

Dangle Starting an activity and then

leaving it and beginning another activity.
Later, resuming the original activity.
Truncation The same as a dangle, except
not resuming the initiated, then dropped,
activity.

Slowdown

Overdwelling dwelling on corrective

behavior longer than needed or on a
lesson longer than required.
Fragmentation breaking an activity
or behavior into subparts although
the activity could be performed easily
as a single unit or an uninterrupted
sequence.

Establish clear procedures.

Develop lessons on appropriate level.
Focus on the entire class.
Do not dwell too long on one or two
students.
Pace instruction to maintain student
interest.
Provide curricular content and instructional
methods that interest and challenge
learners.
Demonstrate appropriate instructional
behaviors:
withitness
group alerting
Avoid dangles, fragmentation, and satiation.

Theories of Democratic Teaching (Rudolf Dreikurs)

Key Concepts of Dreikurss
Theory
Mistaken goals
Attention-getting
Power-seeking
Revenge
Helplessness (feelings of inadequacy)
(Dreikurs, 1968; 1971)
Democratic (not permissive or autocratic)
teaching

Encouragement rather than praise

Logical consequences
Classroom rules
Implement logical consequences rather
than punishments.
Use punishment only when all logical
consequences have been exhausted
Identifying logical
Consequences

What consequences might be logical for

these behaviors?
A student intentionally throws his books to
the floor in a fit of anger.
A student calls another student a racial

Logical Consequences

Behavior
A student
writes on a
school desk.
A student
destroys
anothers
property.
A student
refuses to
complete assig
nments during

Logical
Consequence
The student
must clean
the desk.
The student
(not the
parent) must
pay for the
property.
The student
does the work

Praise: Youre a fine student! You

finished your math in record time.
Encouragement: I can tell youve
been practicing your math drills and I
hope you will continue.
Praise: Youre a whiz with that
computer program.
Encouragement: I can tell you
enjoy the challenges of learning to
use a new computer program.

Theories of Assertive Tactics (Lee Canter and Marlene Canter)

Key Concepts of Assertive
Discipline
Rewards and punishments are effective.
Both teachers and students have rights.
Teachers create an optimal learning environment.
Teachers apply rules and enforce consequences consistently without bias or
discrimination.
Teachers use a discipline hierarchy with the consequences appropriate for the grade level.
Teachers are assertive, not nonassertive or hostile.
Response Styles
Nonassertive - Ive
asked you repeatedly to
stop talking, and you
continue to do it. Please
stop.
Assertive - Justin, that
is your warning for
leaning back in the
chair. Put the chair down
now or you will face a
loss of classroom
privileges.
Hostile - Put that
comic book away or
youll wish you had!

Different types of
rewards

Social reinforcers
Words Smiles
Gestures
Graphic
reinforcers
Star Sticker
Checkmark
Activity
reinforcers
Free time
Special game
Tangible
reinforcers
Treat Pencils
and other
supplies

Basic rights for

students
Students have the right to:
Have an optimal learning
environment
Have teachers who help them
reduce inappropriate behavior
Have teachers who provide
appropriate support for
appropriate behavior
Have teachers who do not
violate the students best
interests
Choose how to behave with
the advance knowledge of the
consequences that will
consistently follow

Basic rights for

Teachers
Teachers have the right to:
Maintain an optimal
learning environment
Expect appropriate
behavior
Expect help from
administrators and
parents
Ensure students rights
and responsibilities are
met by a discipline plan
that:
Clearly states
expectations
Consistently applies the
consequences

Building the Foundation (Skinner, Glasser and Gordon)

Building the
Foundation
Supporting Self-Control

Teachers can improve student

behavior by:
Using student
ideas in
instruction
Using more
discussions and
dialogue
Praising students
when appropriate
Tailoring
instruction to
individual students
Placing emphasis
on productivity

Use signals:
Catching the eye
of the student

Five Basic Psychological

Needs Glasser

Need for survival

Need to belong

Need for power

Frowning or
smiling

Need for freedom

Shaking the head

Need for fun

Stand near a student and

use proximity.
Use humor, not sarcasm.
Show interest in student
work.
Ignore minor
misbehaviors.