THEORIES OF

CONGRUENT
COMMUNICATIO
N
-HAIM GINOTT(1922-1973)

By:
Angela Devung Dennis
Nur Safawanie binti Mohd.Syahril
Siti Amerah binti Ramli
PISMP TESLR1

ABOUT
HAIM
GINOTT
Born in Israel in 1922 as Haim G.
Ginzburg
Worked as an an elementary school
teacher
Immigrated to the US in 1947
His philosophy uniquely combined
compassion with boundary setting
Wrote many books, including :
-Between Parent and Child (1965)
CLICK FOR
-Between Parent and Teenager (1967)
MORE

Teacher and
Child
(1971)
Ginott
highlighted
the critical role of

communication in discipline
Ginott is known for setting the
personal, caring tone that prevails in
todays systems of discipline.

DEFINITION

Harmonious
communication
between
a teacher and
pupils.

DESCRIPTION
OF THEORIES

It is
important
to use
discipline
in place of
punishmen
t

Teacher must
include
cooperative
learning

Teacher should
always be
respectful of
pupils needs.
Pupils should
never
experience any
teacher
belittling them

Teacher must
model
communicatio
n that is
congruent
with pupils
emotions and
surroundings.

The Approaches
/Strategies

Express anger appropriately

Use sane message
Invite cooperation
Accept and acknowledge pupils
feeling
Avoid labeling the pupils
Use direction as a means of
correction

The Approaches /Strategies

Avoid harmful questions

Accepts pupils comments
Do not use sarcasm
Avoid hurried help
Be brief when dealing with minor
mishaps
Brief statements should be
solution oriented

STRENGTHS

Focus on positive
treatment, acceptance
and acknowledgement

Positive rapport
enhance classroom
learning environment

Fosters positive
relationships

Develop positive self esteem

by encouraging pupils to take
responsibility for their
behavior

Lack comprehensive
and cohesive model

WEAKNESSE
S

WEAKNESSE
S

Less effective in
dealing with severe
behaviour
infractions

The Practicality of the

Congruent Communication
Theory
teachers personal
in
a
Local
approach isESL
the mostClassroom
Why
Teachers are
we
use
it?

influential element in
creating the suitable
climate in the
classroom whether
positive or negative.

E.g: If teachers
demonstrate
understanding when a
child makes a mistake,
he or she will be more
willing to keep
learning.

responsible for creating

the climate for proper
behaviour.

Encourages teachers to
set clear boundaries for
behaviours while
acknowledging and
exploring emotions.

 It is about communication - more

applicable to a secondary classroom than
the elementary one simply because
students are more able to respond and
contribute.
However, several basic principles can be
included in any classroom.
It can be weaved in relatively easily to any
existing classroom or school management
system without disruption.

 Brief and clear - it helps minimize

interruptions in the classroom instead of
making spectacles out of minor
misbehavior.
E.g.: If a typical disruption occurs, the
teacher could quietly tell that student
rather than yelling in front of the class.
Posted rules and specific consequences
to remind the students.

 The main principles : asking questions

and listening to students, brevity,
acceptance, and respect.
In an ideal classroom , the teacher would
be more of a facilitator for conversations.
Could be done in a class meeting setting,
a daily opener or an evaluation process of
some kind.
It is important to value the contributions
and to listen to everyones ideas.

 Congruent Communication addresses situations, not

students character or personality.
Do not preach, moralize, impose
guilt, or demand promises.
Confer dignity on their students by
treating them as social equals
capable of making good decisions.