(HAIM GINOTT)

Amir Asnawi bin Ahmad Khairuddin Alifah Nabilah bt Massalleh

He was born in Israel in 1922 He studied clinical psychology at Columbia University in New York He was a clinical psychologist, parent educator and author of 3 books: Parent & Child, Parent & Teenager, Teenager & Child

He worked with troubled youth in a guidance clinic in Jacksonville, Florida He believed that there was no such thing as an unacceptable child, only unacceptable behaviours

His experience in Jacksonville has guided him to his unique combination of compassion and boundary setting

DEFINITION

 According

to the Oxford Advanced Learners Dictionary 8th Edition;

Congruent suitable for something; appropriate in a particular situation Communication the activity or process of expressing ideas and feelings or of giving people information

 Appropriate

and suitable exchange of expressions or information between the speakers. communication is a style of speaking that does not attack others, but instead remains harmonious with feelings being experienced. (Ginott, 1971) (cited in Charles 1999, 57)

Congruent

Use congruent communication Promote self-discipline for both teachers and students Accept and acknowledge students and their actions without belittling the individual Avoid evaluative praise, and use appreciative praise 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

Approaches & Strategies

He reminded teachers that learning always takes place in the PRESENT TENSE (teachers must NOT judge students or hold grudges)

Learning is always a personal matter to the student

He believed in harmonious communication communication that is harmonious with students feelings about situation and themselves

1) Sane Messages
(Messages that focus on what needs to be corrected without attacking students character or personality) Address situations rather than students characters Acknowledge and accept students feelings Often teachers use language that blames, orders, accuses or threatens to students Use language that focuses on situation and facts not threatening students self esteem

2) Express Anger Appropriately

Students can annoy and irritate teachers making them angry Teachers should express their anger appropriately Use I-messages, rather than You-messages I-message, example : I am hearing a lot of talking that is disrupting the class

You-message, example : Why are you always talking, I told you to stop talking

3) Invite Cooperation
Describing the situation when a problem occurs and indicating what needs to be done Do not boss the students around give them choices in matters that effect their life in the classroom (seating arrangement/classroom procedure) Provide opportunities for students to experience independence, accepting their capabilities Always ask yourself, How can I be most helpful to my students right now?

4) Praise
EVALUATIVE PRAISE Comments on students character Example Good boy for raising your hand

APPRECIATIVE PRAISE Responding to effort or improvement Teacher shows appreciation for what the student has done

5)No WHY Question

Avoid asking why questions when discussing behaviour It will make students feel guilty and defensive Instead point out that there is a problem and invite students to discuss ways to solve the problem

NO WHY QUESTIONS! Why cant you be good for a change? Why do you forget everything I teach you?

STRENGTH & WEAKNESS

Strengths
1. Addresses the students action rather than the students character. The class moves along much better, Terry, when you raise your hand and I call on you.
2. Invites cooperation between the teacher and student. Devin, would you please take our new student to the restroom? 3. Congruent communication accepts and acknowledges the feelings of both students and teachers. I realize, Martha, that you would prefer not to speak at the graduation. However, your parents would be so disappointed if you let this opportunity pass by. You one day would also feel terrible about not seizing the opportunity. 4. Congruent communication uses brevity in correcting misbehavior Stacy, please put that away. 5. Expresses anger appropriately. Victor, I am sorry that your aunt felt that I was mistreating you. I do not remember ever calling you down for attempting to answer our Daily Oral Language answers. But, if I have, I will do my best to make sure that you do get an opportunity to respond with your answers occasionally.

Weaknesses Absolutely does not work in violent situations

Theory not molded into a model of its own

Practicality of the theory in a local ESL classroom

Use Clear Communication

Teachers clearly communicate their expectations in a manner that helps students feel accepted
This open communication promotes autonomy among the students

Teacher would be more of a facilitator for conversations that include every member of the class and address all the important issues
It is important to value the contributions and to listen to everyones ideas

Teacher should always strive to guide students to acceptable behaviour rather than critisize Negative criticism can lead to the lowering of a childs self-esteem and increase self-doubt Criticism should be used constructively for improvement Negative remarks should not be made about a childs personality (i.e. character should not be attacked, embarrassment should be avoided)

It fosters good cooperation between teachers and students

It fosters positive behaviours to the students

It fosters positive communication between teachers and students

 http://www.betweenparentandchild.com/ind

ex.php?s=content&p=Haimhttp
Image

of Ginott taken from http://www.betweenparentandchild.com/gfx /ginott.jpg