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.

CAMBRIDGE ADVANCE LEARNER’S DICTIONARY

(3RD EDITION)

describes a shape in mathematics that has the same shape and size as another.

CONGRUENT

• 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

STRATEGIES & APPROACHES

“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.

ADVANTAGES

Fosters positive

communication

Foster positive behaviours

Fosters positive relationships

DISADVANTAGES

Absolutely does not work in violent

situations

Theory not molded into a model of its own

HOW TO APPLY CONGRUENT COMMUNICATION IN PRIMARY ESL CLASSROOM?

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?

5) There should always be respect for students.

6) Ignoring disruptive behavior until the teacher can speak to the student about it positively and privately.