Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Theories of Congruent Communication

QED506 eportfolio assignment 1
by

Liwen Neo

on 25 January 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Theories of Congruent Communication

Haim Ginott Theories of Congruent Communication Ginott's Philosophy A teacher is the influential element in the classroom.

A teacher possess tremendous power to make a child's life miserable or joyous. 2. Use 'Sane messages' Address a student's behavior rather than the student's character
Use appropriate tone and show sincerity
Control your emotions; never let the problem becomes a "teacher-versus-student" situation 1. Clear communication Communication is very important
State expectations clearly
Keep communication channel open
If a teacher shows understanding when a student makes a particular mistake, the student will be more willing to keep learning. 3. Refrain from punishment Refrain from using punishment to handle disciplinary problems
This way, students relieves guilt too easily.
Students may think that he/she paid for his/her misbehavior through the punishment and might feel free to repeat it again.
Change punishment into a learning experience for all students. Applying Congruent Communication
in Classroom Settings 4. Use guidance rather than criticism Do not attack student's personality and character
If criticism is used, it should be constructive such that it will point out what needs to be improved and how to do it while omitting negative remarks about student's personality. For example:
A student knocked over someone else's books.

Instead of saying,"Pick up the books; can't you be more careful - you disturbed half the class!"

Teacher should say,"Perhaps you would like to help pick up the books."

In this way, feelings were not hurt, no character was attacked, and no one was embarrassed. 5. Anger management Three steps to surviving anger
Accept the fact that the actions of students will make us angry
Realize that we are entitled to our anger without guilt or shame
We can express our angry feeling provided we do not attack the child's personality or character

Instead of yelling and screaming to convey anger, teachers should use statements such as "I feel annoyed," "I feel irritated," and even "I feel angry". 6. Show acceptance and acknowledgement with uncritical messages E.g. A child complains that he has too much homework.

Uncritical message: "You seem upset about the homework. It does seem like a lot of work for one day, especially with the unexpected test in chemisty."

Critical message: "Don't be ridiculous. When I was your age we had 10 times as much homework. And, if you had been studying your chemistry every night, you wouldn't have anything to worry about. You have only yourselves to blame, so stop complaining and get to work or you'll fail." In communicating with students, the difference between critical and uncritical messages is crucial

In making demands on students, and uncritical message invites cooperation, but a critical message engenders resistance.

E.g. A student interrupted a teacher.
Critical message: "You are very rude. You are interrupting."
Uncritical message: "I would like to finish my statement." 7. Avoid name-calling and labelling of students Student who is labeled or called names begins to feel resentment and to think that the teacher's negative opinion is true
Psychological results are too devastating
Name-calling does not change behaviors
Teachers should not label students under any circumstances. 8. Avoid sarcasm and ridicule Sarcasm is not good for children.
It destroys their self-confidence and self-esteem. E.g. "Joel, you're so lazy! You don't bring books to class. You don't do any work. Why do you come to school anyway? Just to sleep and get lunch?" (To make it worse, his teacher said this in front of the entire class.)

"You are relying on your own judgement again. Believe me, it's a poor guide."

"You don't need a psychologist; you need a vacuum cleaner. Your mind is cluttered with junks." 9. Use I-messages not you-messages You-messages attack students' personality and character.
Use I-messages to focus on how the misbehavior makes the teacher feel. E.g. of you-messages
"Sundee, stop tapping your pen on the desk. You can find so many ways to disturb the class; you are always getting into trouble."

E.g of I-messages
"I am bothered when someone keeps tapping a pen on the desk. It makes it difficult for me to concentrate." 10. Provide students with a face-saving exit Students often forget rules or inadvertently break a rule.
Teachers should provide students with a face-saving exit during discipline situation rather than humiliating or embarrassing them.
It is more likely that they will appreciate the opportunity given and agree to not make the same mistake twice. 11. Respect students' privacy Teachers should avoid asking prying questions even though with good intentions. E.g. (In front of the class) "Why do you look so sad today? Are your parents quarreling again? Why don't you tell me what's wrong? Perhaps I can help?"

Teacher should have asked discreetly and succinctly.
"Can I be of help? I'm available to talk if you want to." 12. Provide Appreciative praise; Avoid Evaluative praise Praises are used by most teachers to reinforce proper behavior and to provide students with an indication of their learning progress.
Praises can shape behaviors.
Evaluative praise is destructive.
Appreciative praise is productive.
Placing "Great Job" sticker on a child's spelling paper and telling him," You are such a great student! You've achieved full marks for your spelling tests so far. I'm so proud of you!"

Such evaluative praises places undue burden on the child. If he misses a word on the next spelling test, he might feel that he is not a good student anymore and his teacher will not be proud of him. Evaluative praise E.g. a child helps his parent cleans up the yard.

Appreciative praise: "The yard was so dirty. I didn't believe it could be cleaned in one day. Thank you, son!"

Evaluative praise: "You are such a wonderful child." (Note how the focus shifted from the deed to the child's character.) Advantages of Ginott's theories Building positive, friendly rapport between teacher and students.
Enhances classroom environment
Positive relationship between teacher and students lead to good classroom management.
Teacher provides good model for students by using positive and sane messages.
Students take responsibility for their behavior and develop self-discipline. Disadvantages of Ginott's theories Less effective to solve serious behavior problems. More applicable to minor disciplinary issues.
Different parts of his theory are not molded into a single comprehensive and cohesive model.
It can be challenging to implement it. By Neo Liwen
Full transcript