By: Susan Kirby Elizabeth (Shelbi) Tuttle Kori Robertson and Rachel Thompson

“I have come to a frightening conclusion. 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 de-humanized.” - Haim Ginott

 Theories differ from foundational theorists  3 degrees from Columbia University  Clinical psychologist, professor of psychology and psychotherapy  Books: Between Parent and Teenager (1969) and Teacher and Child (1972)  Ginott believes the teacher is the influential element in the classroom HAIM GINOTT

 Use congruent communication  Promote self-discipline for both teachers and students  Accept and acknowledge students and their actions without belittling the individual  Avoid evaluative praise, and use appreciative praise  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 CONCEPTS

 Teachers should use clear communication  Teachers clearly communicate their expectations in a manner that helps students feel accepted  This open communication promotes autonomy among the students APPLICATION 1

 Teachers should use sane messages  Teachers should be in control of their emotions when addressing a discipline problem  Should not let the problem become a “teacher vs. student” situation APPLICATION 2

 Teachers should refrain from using punishment  Punishment often relieves guilt too easily  Punishment rarely serves as a means of teaching discipline APPLICATION 3

 Profanity should be ignored rather than addressed  Addressing the four-letter word can be more problematic, causing a major issue witnessed by other students  Teachers must follow school mandates dealing with the usage of profanity but should also try to follow Ginott’s advice APPLICATION 4

 Teachers should use guidance instead of criticism  Negative criticism can lead to the lowering of a child’s self-esteem and increase self-doubt  Criticism should be used constructively for improvement  Negative remarks should not be made about a child’s personality (i.e. character should not be attacked, embarrassment should be avoided) APPLICATION 5

 Everyone gets angry, even good teachers  No yelling, convey your feelings with a simple statement (i.e. “I feel annoyed.”)  Ginott suggests 3 steps to surviving anger: 1.Accept the fact that the actions of students will make us angry 2.Realize that we are entitled to our anger without guilt or shame 3.“Except for one safeguard, we are entitled to express what we feel. We can express our angry feelings provided we do not attack the child’s personality or character” (pp ). APPLICATION 6

 Teachers should show acceptance and acknowledgement with uncritical messages  Uncritical messages encourage cooperation  Use I messages rather than You messages APPLICATION 7

 Teachers should avoid name-calling and labeling students  Teachers should avoid diagnosis and prognosis  What a teacher says has serious consequences, such as: 1.Resentment 2.Students begin to believe what the teacher says is true APPLICATION 8

 Teachers should avoid sarcasm and ridicule because these kinds of communication destroy self-confidence  May not affect all students, but may affect one APPLICATION 9

 Teachers should strive for brevity when disciplining students  Correct the students and then move on APPLICATION 10

 Avoid personal attacks  Use I messages instead of You messages 1.Teacher says “I don’t like it when people run in our classroom because it is breaking our classroom rules.” 2.Rather than saying “Kori, stop running. You know it is classroom rules so don’t do it.”  Ask politely APPLICATION 11

 Teachers should provide students with a face-saving exit  Teachers should not embarrass or humiliate students  Teachers should create an opportunity to agree to “not let it happen again”. APPLICATION 12

 Teachers should respect students privacy  Avoid asking prying questions  Ask discretely and succinctly  Let students know you are concerned and ready to help APPLICATION 13

 Use appreciative praise about effort and accomplishment; “I appreciate your good behavior today.”  Avoid evaluative praise about character and personality; “You are such a grown up young lady. Your parents would be proud of your good behavior.” APPLICATION 14

 Fosters positive communication  Fosters positive behaviors  Fosters positive relationships  Absolutely does not work in violent situations  Theory not molded into a model of its own AdvantagesDisadvantages CONCLUSION

Manning, M. L., & Bucher, K. T. (2007). Classroom Management: Models, Applications, and Cases (2 nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. Image of Ginott from www. betweenparentandchild.com CREDITS

1.Each table will be given a handout with scenarios. 2.Take a few minutes to plan your scene. 3.Discuss with the class how your table would handle the scenario using Ginott’s theory. ACTIVITY