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 childs 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 situation it is

my response that decides whether a crisis will be

escalated or de-escalated, and a child humanized or dehumanized. (p.13)

Prepared by : Norul Faten Nazuha Johari Norahaslizza Abd Razak

A brief history
Born in 1992, died 1973

Began his teaching career in 1947 in Israel and immigrated to the United States of America. He was a primary school teacher Other occupations; clinical psychologist, child therapist, parent educator, and author.
He believed childrens feeling should be consider whilst limiting misbehavior .

What is congruent communication???

Communication that is harmonious with students feelings about situations and themselves. Refer to a way of communicating with students that increases self-esteem and decreases conflict. It involves talking with and responding to students in an empathic manner + appropriate expression of anger

Sane Messages
Use Sane messages when addressing misbehavior. Address the situation not the student Use I messages Use laconic language Labeling is disabling Messages that focus calmly on what needs to be corrected without attacking the students character or personality.

Congruent Communication
A child spills paint: Oh. I see the paint spilled. We need water and a rag.
A child forgot to return his book to the library: Your book needs to be returned to the library. Its overdue

Incongruent Communication
A child spills paint: You are so clumsy. Why are you so careless? A child forgot to return their book to the library: You are so irresponsible! You always procrastinate and forget. Why didnt you return the book to the library?

Thought on Praise
Evaluative praise is destructive.
Appreciative praise is constructive

Appreciative praise Praise that expresses gratitude or admiration for effort.

Teachers at their BEST when

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.

Why Questions
Teachers should avoid asking why questions when discussing behavior.
- Why questions make students feel guilty and defensive instead Use Sane Message

Strive for Self Discipline

Teacher shows by example
They must be careful not to display the behavior they are trying to eradicate such as raising their voice to end noise, acting rude toward students who are impolite and berating students who use inappropriate language Ginotts strategies would not produce instantaneous results, they had to be used repeatedly over time for their power to take effect Privately consult the students behaviour

Placed sanction on sarcasm and punishment

it only produces rancor and vengefulness while never making students really want to improve

Teachers should simply send a message that focuses calmly on the behavior not the character that needs to be corrected

Praise
Evaluative praise, example: Good boy for raising your hand.
Teachers should use appreciative praise when responding to effort or improvement, - This is praise in which the teacher shows appreciation for what the student has done, without directly evaluating the students character or talent.

Another Strategies/Techniques
1. Using active listening techniques
2. Demonstrating body language and facial expressions that match verbal messages 3. Avoiding traditional communication roadblocks 4. Responding with empathy to students anxiety and frustration 5. Using culturally responsive communication processes

Strengths
Creates and fosters positive communication, relationships, and the students behaviors. Focus on empowering students to develop their own sense of responsibility and independence,. Creates a venue for teachers to facilitate students progress in this area. Promote humaneness and self-control within students. Classroom discipline is attained gradually. Series of little victories! Teachers are modeling self-discipline to students.

Weaknesses
No negative consequences for disruptive behavior. Does not give a specific method for dealing with more serious ongoing discipline problems. Many people prefer to have a more structured procedure for dealing with serious misbehavior.

Teachers need to master a whole new personality and language.

Relies on students being able to make reasoned judgments. Wont work instantaneous.

Whats make it practical?

Students feel accepted even if they make mistakes
Teachers do not practice using traditional communication, such as ordering : sit down and stop asking absurd question - Interpreting : I know what youre feeling. You dont have to tell me Promote self discipline

How can it be done?

Teacher plays role as a facilitator for conversations that include every member of the class and address all the important issues
Being brief and clear also helps minimize interruptions in the classroom instead of making spectacles out of minor misbehavior Teacher should respect students

References
1. Brown, D. F. (2005, September/October). drradloff.com. Retrieved March 1, 2012, from drradloff Web site: http://www.drradloff.com/documents/the-significanceof-congruent-communication-in-effective-classroommanagement.pdf

2. Charles, C. (2008). Building Classroom Discipline. United States: PEARSON.

3. Charles, C. (2008). Congruent Communication:Haim Ginott. In C. Charles, Building Classroom Discipline (pp. 68-70). United States: PEARSON.