Haim Ginott: Discipline through Congruent Communication Jillian Holst

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.

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.

Ginott’s Teachings 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.

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.

Effective teachers: Effective teachers invite cooperation from their students describing the situation and indicating what needs to be done. They do not dictate to students or boss them around which are acts that provoke resistance.

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, example: “Good boy for raising your hand”. Teachers should use appreciative praise when responding to effort or improvement, - This is praise in which the teacher shows appreciation for what the student has done, without directly evaluating the student’s character or talent.

Why Questions Teachers should avoid asking why questions when discussing behavior. - Why questions make students feel guilty and defensive.

Sane Messages Sane messages – Messages that focus calmly on what needs to be corrected without attacking the student’s character or personality.

Teacher and Child “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)