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Haim Ginott

Ginott Model

Haim Ginott

  • Elementary school teacher in Israel in 1947
  • Emigrated to the U.S.
  • Studied psychology
  • Doctorate at Columbia University in 1952 in clinical psychology
  • Author and Parent Educator

I've come to the frightening conclusion that I am the decisive element in my classroom. It is my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess tremendous power to make a person'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 person humanized or de-humanized. I am the decisive element in my classroom.

Haim Ginott

References

  • http://www.betweenparentandchild.com/index.php?s=content&p=Haim
  • http://study.com/academy/lesson/ginotts-congruent-communication-theory-in-classrooms.html

Summary

Congruent Communication Theory

" A modern teacher educates children to value their emotions. "

Haim Ginott

Communication is key in managing a classroom successfully. When all individuals are respected and honored, and provided clear expectations and boundaries, students have the opportunity to develop self-discipline and ownership of their lives.

Ginott's model is both teacher and student oriented. This model teaches teachers to acknowledge their own feelings as well as the feelings of the student. It supports a collaborative approach to education that strengthens the independence and emotional well-being of students.

The greatest strengths and weakness lies in the way this method is implemented. The key is being assertive. Providing support as well as clear boundaries. All the while demonstrating respect and compassion.

This model is a sustainable method for interpersonal communication. It can and should also be taught to students.

  • Learning takes place in the present tense. Teachers should not hold grudges or prejudge students for previous actions.
  • Teachers should be respectful of student needs.
  • Teacher needs to model proper behavior. An effective teacher will redirect students to positive behavior examples.
  • The best way to improve student behavior is for the teacher to treat students with dignity and respect.

Scenarios

Behavior Contracts

Correcting by Directing

Story Donna and Emily were heading to the school ground to play. When they came to the street, Emily stopped to look but Donna darted forward. She was hit by a slow-moving car. Fortunately her injuries were minor. But they were painful. She had scrapes and bruises and was very frightened. If you were the first to arrive at Donna's side, what would you say to her?

What emotional first aid is NOT. Imagine an anxious parent arriving at Donna's side to say something like the following:

“Well, I guess you learned a lesson.”

“If I've told you once, I've told you a thousand times to look both ways before crossing the street!”

“You're going to be grounded for your bad behavior.”

When people are hurting, they don't need blaming, lecturing, or punishing; They need physical and emotional comforting. They need emotional first aid.

" As a teacher, I possess tremendous power to make a person's life miserable or joyous."

Haim Ginott

  • central theme in behavior management plan
  • successful discipline happens when the student learns self-discipline
  • the development of self-discipline occurs when teachers build trust and mutual respect with their student
  • provides opportunity for the student to take an active role in their own education
  • contracts are an agreement that address both student and teacher behavior

Congruent Communication

" Some teachers work too hard. They spend time and wasted energy on battles that can be avoided and wars that can be prevented. In each school, there is a gigantic waste of human resources. Time and talent are devoured by needless conflicts and useless quarrels"

Haim Ginott

  • Effective classroom teachers treat students as social equals capable of making good decisions
  • Teachers do not preach or moralize to students
  • They do not impose guilt or demand promises
  • Address the student's actions, rather than their character

Congruent Communication

Continued

  • Never deny or ignore student's feelings
  • Ignore irrelevant behavior and age appropriate behavior
  • Inviting cooperation
  • Acknowledge and accept both student and teacher's feelings
  • Use brevity in correcting misbehavior
  • express anger appropriately
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