Congruent Communication Theory - Haim Ginott (1)
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Transcript of Congruent Communication Theory - Haim Ginott (1)
CONGRUENT COMMUNICATION
HAIM GINOTT
Nur Amelia bt Mohd NadzrinNurshafiqah bt Abd AzimiFaizun Nisaq bt SulmanNur Auliya bt Mohd Azmi
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.
• to talk about your thoughts and feelings, and help other people to
understand them.
COMMUNICATION /COMMUNICATE
• 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.
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.
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.
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.
GINOTT’S TEACHINGS
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
Key concept
“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)
ABSTRACT
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
Communication that is harmonious with students feelings about situations and themselves.
CONGRUENT COMMUNICATION
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 student’s 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.
Evaluative praise
PRAISE
-Comments on students’ character-Eg : “Good boy for raising your hand”
Appreciative
praise
-responding to effort or improvement - teacher shows appreciation for what the student has done, without directly evaluating the student’s character or talent.
WHY QUESTIONSTeachers 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-DISCIPLINEMust be careful not to
display behaviors you are trying to eradicate in
studentsStrive for brevity when disciplining
students.
Show good examples and behaviour to the students.
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
everyone’s 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?
6) Ignoring disruptive behavior until the teacher can speak to the student about it positively and privately.