H AIM G INOTT : D ISCIPLINE THROUGH CONGRUENT COMMUNICATION By: Allison Shouse

B ACKGROUND INFORMATION Classroom teacher (early in career) Earned doctorate at Columbia University Held professorships in Psychology Adelphi University New York University Graduate School

O THER CONTRIBUTIONS … Published author Served as a UNESCO consultant in Israel (United Nations Educational, Scientific, and Cultural Organization) Served as “Resident Psychologist” on the Today Show. Wrote a weekly syndicated column titled “Between us” Dealt with interpersonal communications

T HE EFFECTIVE T EACHER

T HE EFFECTIVE TEACHER MUST REMEMBER … 1. Learning always takes place in the present tense. Do not prejudge or hold grudges. 2. Learning always is a personal matter to the student. If working with a large class, one must remember that each student learner is an individual who must be treated as such. 3. Respect students’ privacy. 4. The key to working EFFECTIVELY with students is communication. Congruent Communication *Main focus!*

T HE EFFECTIVE TEACHER MUST REMEMBER TO … Invite Cooperation Do not dictate to students or boss them around Be open with all emotions Express your anger and all feelings Be sure to use I-messages, rather than You-messages Use Laconic Language when responding to or redirecting a students’ misbehavior Short and to the point responses Always ask yourself, “How can I be most helpful to my students right now?”

C ONGRUENT C OMMUNICATION A style of communication in which teachers acknowledge and accept students’ feelings about situations and themselves. The cardinal principle of Congruent Communication is that is addresses SITUATIONS, not the students’ character or personality in any way. Use “Sane messages” when addressing misbehavior Messages that focus calmly on what needs to be corrected without attacking the students’ character or personality.

T EACHER ’ S AT THEIR BEST … Do not… Preach Moralize Impose guilt Demand promises Instead- they confer dignity on their students by treating them as social equals capable of making decisions.

T HOUGHTS ON P RAISE … Evaluative praise is worse than none at all Instead, use Appreciative praise Praise that expresses gratitude or admiration for effort.

O N THE OTHER HAND … When correcting inappropriate behavior, teachers should avoid using “why questions” when discussing behavior. May make children feel guilty or defensive Avoid any sarcasm or punishment Produces hostility, rancor, vengefulness Never makes students really want to improve Instead, advises simply teaching students how to behave properly (not reprimanding the student’s misbehavior)

T EACHERS CAN IMPROVE, TOO ! Should continually strive for self-discipline in their work with students. Must be careful not to display behaviors you are trying to eradicate in students Raising your voice to end noise Acting rude toward students who are impolite Berating students who have used inappropriate language. Always try to promote humaneness and self- control within students. Classroom discipline is attained gradually. Series of little victories!

S MARTBOARD A CTIVITY … smartboard activity.notebook