Theories of Congruent Communication (Haim Ginott)

Background: Haim Ginott was a clinical psychologist and child therapist of the 1960s and 1970s

Definition
The major theme of the Ginott model is that the overall classroom atmosphere should be dealt with,
not individual behavior problems. To that end, teachers should address the class personally, using "I"
statements. According to Ginott, Congruent Communication" should be used with students, which
basically means dealing with students using non-aggressive language. Childrens self-esteem is
greatly affected by their interaction with adults. Listed below are four of Ginotts axioms relating to
how teachers can establish and maintain positive classroom discipline.
Congruent communication=communication that is harmonious with students feelings about situations
and themselves
teachers use sane messages; messages that address the situation rather than the students'
character; messages that guide students away from inappropriate behavior towards behavior that
is appropriate and lasting.



The teacher is a decisive, powerful element in the classroom. Teachers create and maintain the
classroom environment. They have the power to humanize or dehumanize students. Their
effectiveness depends on their ability to establish a productive educational climate. Children who
are in constant emotional turmoil cannot learn.
To reduce this turmoil Ginott advocates using congruent communication, a harmonious and
authentic way of talking in which messages to students are matched to the students' feelings
about situations and themselves.
Ginott claims that the principle of congruent communication is the crucial factor in determining
classroom climate. Teachers must constantly endeavor to use it. When they do they convey an
attitude of helpfulness and acceptance. Teachers are advised to be continually aware of the impact
of their messages on students' self-esteem.


teachers who use appropriate discipline:
1. Recognize feelings. (e.g. "I can see that you are angry")
2. Describe the situation. (e.g. "I can see paper all over the floor, it needs to be picked
up.")
3. Invite cooperation. (e.g. "Let's all help to pick up the paper.")
4. Are brief. (e.g. "We do not throw paper.")
5. Do not argue. (They stick to a decision, but remain flexible enough to change it if
they are wrong. Arguing is always a losing proposition for teachers.)
6. Model appropriate behavior (They show through example how they want students to
behave.)
7. Discourage physical violence. (e.g. "In our class we talk about our problems. We do
not hit, kick, or pull hair.")
8. Do not criticize, call names, or insult. (e.g. A student interrupts a teacher: "Excuse
me. I will be with you as soon as I can.")
9. Focus on solutions. (e.g. "I am seeing unsportsman-like conduct here. What can we
do about it?")
10. Allow face-saving exits. (e.g. "You may remain at your desk and read quietly, or
you may sit by yourself at the back of the room.")
11. Allow students to help set standards. (e.g. "What do we need to remember when we
are using this paint?")
12. Are helpful. (e.g. Mathew yells: "Roger and Joe are teasing me!" Teacher responds:
"You sound upset. What would you like me to do?")
13. Limit and lessen conflicts. (e.g. Susan, crumpling her paper: "I am not going to do
this assignment! It is too hard!"



THE APPROACHES AND THE STRATEGIES THE THEORIES OFFER

Ginott's Key Ideas.
Discipline is a series of little victories slowly acquired over time.
The most important ingredient in classroom discipline is the teacher's self-discipline.
The second most important ingredient is the use of sane messages when correcting
misbehaving students. Sane messages are messages that address the situation
rather than the students' character.
Teachers when at their best, use congruent communication; communication that is
harmonious with students' feelings about the current situation and themselves.
Teachers at their worst, attack and label students' characters.
Teachers should model the behavior they hope to see in their students.
Inviting cooperation from students is vastly preferable to demanding it.
Teachers should express anger but in appropriate (sane) ways.
Labelling students disables them. They tend to live up to the label.
Sarcasm is usually dangerous and praise is often ineffective. Use both with great
care!
Apologies from students should be accepted only after there is a clear
understanding that students intend to improve their behaviour.
The best teachers help students to build their self-esteem and to trust their own
experience.

Ginott believes it is the teacher's job to provide an environment conducive to learning. An
important part of this environment is the social-emotional atmosphere in the classroom. He
believes that discipline problems diminish markedly if teachers show concern for students' feelings
and recognize that their messages have a strong impact on students' feelings and self-esteem.
When teachers address the situation rather than the students' character, they communicate that:
They know what is going on,
They know what they want changed, and
They are aware of the students' feelings.
Ginott's model emphasizes how teachers can deal positively with students' emotions and provide
examples of good behavior by their own personal conduct.
Learning always takes place in the present tense.
Learning is always a personal matter to the student.
Teachers should always endeavor to use congruent communication
communication that is harmonious with students feelings about
situations, etc.
The cardinal principle of congruent communication is that it addresses
situation not students character or personality.
Teachers at their best do not preach or moralize, impose guilt or demand
promises.
Teachers at their worst label students, belittle them, and denigrate their
character.
Effective teachers invite cooperation from their students by describing
the situation and indicating what need to be done.
Teachers have a hidden asset upon which they should always call,
namely, How can I be most helpful to my students right now?
Teacher should feel free to express their anger, but in doing so should use
I -messages rather than you-messages.
It is wise to use laconic language when responding to or redirecting
student behavior.
Evaluative praise is worse than none at all and should never be used.
Teachers should use appreciative praise when responding to effort or
improvement.
Always respect students privacy.
When correcting students, teachers should provide directions concerning
the behavior desired.
Sarcasm is almost always dangerous and should not be used.
Punishment should not be used in the classroom.
Teacher should strive for self-discipline in themselves and their students.