THEORIES OF CONGRUENT

COMMUNICATION

-HAIM GINOTT- (1922-1973)

By: Angela Devung Dennis

Nur Safawanie binti Mohd.SyahrilSiti Amerah binti Ramli

PISMP TESLR1

ABOUT HAIM

GINOTT Born in Israel in 1922 as Haim G. GinzburgWorked as an an elementary school teacherImmigrated to the US in 1947His philosophy uniquely combined compassion with boundary settingWrote many books, including :

-Between Parent and Child (1965)

-Between Parent and Teenager (1967)

-Teacher and Child (1972)

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• 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.

Teacher and Child (1971)

DEFINITIONHarmonious

communication between

a teacher and pupils.

Teacher must model communication that is congruent with pupils’ emotions and surroundings.

It is important to use discipline in place of punishment

Teacher should always be

respectful of pupils needs. Pupils should

never experience any

teacher belittling them

Teacher must include

cooperative learning

DESCRIPTION OF THEORIES

The Approaches /Strategies

• Express anger appropriately• Use sane message• Invite cooperation• Accept and acknowledge pupils

feeling• Avoid labeling the pupils• Use direction as a means of

correction

The Approaches /Strategies

• Avoid harmful questions• Accepts pupils comments• Do not use sarcasm • Avoid hurried help• Be brief when dealing with minor

mishaps• Brief statements should be

solution oriented

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 behavior

STRENGTHS

Fosters positive relationships

WEAKNESSES

Lack comprehensive and cohesive model

Less effective in dealing with severe

behaviour infractions

WEAKNESSES

The Practicality of the Congruent Communication

Theory in a Local ESL Classroom…teachers personal approach is

the most influential element in creating the suitable climate in the classroom whether positive

or negative.

Teachers are responsible for creating the climate for proper

behaviour.

E.g: If 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.

Why we

use it?

• It is about communication - more applicable to a secondary classroom than the elementary one simply because students are more able to respond and contribute.

• However, several basic principles can be included in any classroom.

• It can be weaved in relatively easily to any existing classroom or school management system without disruption.

• Brief and clear - it helps minimize interruptions in the classroom instead of making spectacles out of minor misbehavior.

• E.g.: If a typical disruption occurs, the teacher could quietly tell that student rather than yelling in front of the class.

• Posted rules and specific consequences to remind the students.

• The main principles : asking questions and listening to students, brevity, acceptance, and respect.

• In an ideal classroom , the teacher would be more of a facilitator for conversations.

• Could be done in a class meeting setting, a daily opener or an evaluation process of some kind.

• It is important to value the contributions and to listen to everyone’s ideas.

• Congruent Communication - addresses situations, not students’ character or personality.

• Do not preach, moralize, impose guilt, or demand promises.

• Confer dignity on their students by treating them as social equals capable of making good decisions.