By:

NUR ALIYAZATON BINTI TON ZAILANI

NURUL SHUHADA BINTI MAT NOH

CLASSROOM MANAGEMENT

CONGRUENT COMMUNICATION (HAIM GINOTT)

&DEMOCRATIC THEORY(RUDOLF DREIKURS)

*Theory of Congruent Communication (Haim Ginott)

*DEFINITON

*Congruent : in agreement / harmony

*Communication: the successful conveying or sharing of ideas and feelings

*Congruent communication:-harmonious communication between a teacher and pupils.

*CONGRUENT COMMUNICATION *Saying things that are helpful to students while harmonious with their feelings about situation and themselves.

*Addresses misbehaviour and accidents WITHOUT embarrassing students or putting them on the defensive.

*WHAT IS THIS THEORY ABOUT?

• Teacher’s personal approach is the most influential element in creating the ‘climate’ that contributes to children’s behavior in the classroom.

“A style of speaking that does not attack others, but

instead remains harmonious with feelings

being experienced.”

*THE APPROACHES/STRATEGIES

1. Express anger appropriately

• Pupils can annoy and irritate teachers by making them angry.

• Teacher should express their anger in a reasonable way which will not affect the pupils self esteem.

*2. Use sane message

• Address pupils behavior rather than pupils character.

• Use appropriate tone and show sincerity.

*3. Promotes cooperative learning

• Provide opportunities for pupils to experience independence and accepting capabilities within themselves.

*4. Accept and acknowledge pupils feeling

• When a problem occurs, listen to pupils and accept the feelings which they are expressing as real. Also, let them know their feelings are common.

*5. Avoid labelling pupils

• Pupils who are labelled begin to feel resentment and to think that the teacher’s negative opinion is true.

*6. Use guidance as a means of correction

• Instead of criticizing pupils when a problem occur, teacher should describe the situation to the pupils and offer guidance about what they should be doing.

*7. Avoid harmful questions

• Avoid asking questions that might incite resentment. Point out that there is a problem and invite pupils to discuss ways to solve the problem.

*8. Accept pupils comments

• Pupils may ask questions and make statements that are unrelated to the topic but teachers must show their respect and give credit to the question.

*9. Do not use sarcasm

• It may leave pupils with hurt feelings and damaged their self esteem.

*10. Avoid hurried help

• In this way, teachers may provide pupils with an opportunity to acquire competence in themselves.

*STRENGTHS OF THE THEORIES

Focus on positive treatment,

acceptance and acknowledgement.

Positive rapport enhance

classroom learning environment.

Develop positive self esteem by encouraging pupils to take

responsibility for their behaviour.

*WEAKNESSES OF THE THEORIES

Lack

comprehensiv

e and cohesive

model.

Less effective in dealing with severe behaviour infractions.

*PRACTICALITY OF THE THEORIES IN ESL CLASSROOM*Why we use it…

• Teachers accept responsibility for creating the climate for proper behaviour.

• Teachers demonstrate understanding when a child makes a mistake, he or she will be more willing to keep learning.

• Encourages teachers to set clear boundaries for behaviours while acknowledging and exploring emotions.

*REASONS FOR USING THIS THEORIES

• Ginott’s theories can be easily weaved in to any existing classroom or school management system without disruption.

• Being brief and clear also helps minimize interruption in the classroom instead of making spectacles out of minor misbehavior. For example, if a typical disruption occurs like a student out of their seat, the teacher could quietly tell that the student is distracting others rather than yelling in front of the class.

• The main principles of Ginott’s theories as they relate to implementation in a classroom include asking questions and listening to students, brevity, acceptance and respect.

• In an ideal classroom according to Ginott, the teacher would be more of a facilitator for conversations that include every member of the class and address all the important issues.

• It is important to value the contributions and to listen to everyone’s ideas. Ginott also wrote that teacher often speak too much that it might led pupils to discourage themselves from giving ideas in the classroom.

• Ginott emphasized that teachers at their best, using congruent communication as they:

do not moralize, impose guilt or demand promises.

They confer dignity on their pupils by treating them as socially equals which is capable of making good decisions.

*THEORY OF DEMOCRATIC TEACHING(RUDOLF DREIKURS)

DEFINITION* A theory which allows students to take part in the teaching and learning activities along with the teacher

KEY CONCEPT OF DREIKURS

*Identify and address mistake goals of misbehaviour.

*Use logical consequences rather than punishment

*Understand the different between praise and encouragement.

*THE APPROACHES / STRATEGIES *According to Dreikurs, logical

consequences referred to ‘reasonable result that follows behaviour either desirable or non-desirable.’

*Typically require students to make right of what they done wrong.

*LOGICAL CONSEQUENCESBEHAVIOUR - A students writes on a school

desk.

- A student destroys another’s property

- A student refuses to complete assignments during class.

LOGICAL CONSEQUENCES

-The student must clean the desk.

- The student (not the parent) must pay for the property

- The student

does the work during

recess/ before /

after school

focuses on what the adult thinks or feels, and often includes a judgment such as "good." Praise statements starting with "I like..."

Children who are praised tend to do things to please adults, not because they are motivated themselves.

Too much praise makes a child dependent on the teacherPraise can be discouraging.

 is non-judgmental. Encouraging statements point out specific facts but do not evaluate them. Phrases such as "You really worked hard" or "Look at all the green you used in your painting“

Children who are encouraged tend to develop a stronger self-motivation and pride in their work because the encouragement focuses on what they are doing well, not what the teacher thinks about their work.

*PRAISE

*ENCOURAGEM

ENT

*8 CONDITIONS 1) Establishment of order

2)Setting of limits

3)Use of firmness and kindness=) firmness – from teachers shows that they respect themselves.=)kindness – show their respect for others

4)Involving students when establishing and maintaining rules

5)Leadership from the teacher

6) Inviting cooperation and eliminating destructive competition

7) Promoting a sense of belonging within a group

8) Encouraging an atmosphere of freedom to explore, discover, and choose acceptable behaviour through understanding the responsibility and consequences associated with it.

*STRENGTH Students cantered .Opportunity for students to participate in the teaching learning process.

Power is not restricted for teacher only ( authoritive)

Logical consequences produce better result than punishment.

*WEAKNESSES Might be difficult for teachers to identify and understanding students reasons misunderstanding.

Some deep emotional problem lead to serious feeling of inadequacy or to elaborate plan for revenge might require pro counselling skills.

*PRACTICALITY OF THE THEORIES IN ESL CLASSROOM

Suitable to be used in

dealing with problematic students .

Gives students opportunity to correct their

misbehaviour

*REASONS FOR USING THIS THEORIES

Students with

difficult behaviour should be treated

with respect and

care.

There is always a reason behind most

difficult behaviour

THE COMPARISON

CONGRUENT COMMUNICATION

• harmonious communication

between a teacher and pupils.

DEMOCRATIC

• Allows student to take part in the teaching and

learning activities along with the

teacher.

DEFINITION

CONGRUENT COMMUNICATION

1. Express anger appropriately

2. Use sane message3. Promotes cooperative

learning4. Accept and

acknowledge pupils feelings

5. Avoid harmful questions6. Do not use sarcasm7. Accept pupils

comments

DEMOCRATIC1. Engage students to voice

out their voice without fear.

2. Encouraging an atmosphere of freedom to explore, discover, and choose acceptable behaviour through understanding the responsibilities and consequences associated with it.

3. Encourage more than praise.

APPROACHES/STRATEGIES

CONGRUENT COMMUNICATION

1. Focus on positive treatment, acceptance and acknowledgement.

2. Positive rapport enhance classroom learning environment.

3. Develop positive self esteem by encouraging pupils to take responsibility for their behavior.

DEMOCRATIC 1. Gives opportunity for the

students to participate in the teaching and learning process.

2. The power is not restricted for teacher only (authoritative).

3. Logical consequences produce better results than punishment

4. Promote respect and communication among teacher and students

STRENGTHS

CONGRUENT COMMUNICATION

1. Lack comprehensive and cohesive model.

2. Less effective in dealing with severe behavior infractions.

DEMOCRATIC

1. Might be difficult for teachers to identify and understanding students reasons misunderstanding.

2. Some deep emotional problems that lead to serious feeling of inadequacy or to elaborate plan for revenge might require professional counselling skills.

WEAKNESSES

We choose …

DEMOCRATIC THEORY

BY RUDOLF

DREIKURS