HAIM GINOTT:
DISCIPLINE THROUGH
CONGRUENT COMMUNICATION
By: Allison Shouse
BACKGROUND INFORMATION
Classroom teacher (early in career)
 Earned doctorate at Columbia University
 Held professorships in Psychology
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Adelphi University
 New York University Graduate School
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OTHER CONTRIBUTIONS…
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Published author
Served as a UNESCO consultant in Israel
(United Nations Educational, Scientific, and Cultural Organization)
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Served as “Resident Psychologist” on the Today Show.
Wrote a weekly syndicated column titled “Between us”
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Dealt with interpersonal communications
THE EFFECTIVE TEACHER
THE EFFECTIVE TEACHER MUST
REMEMBER…
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1. Learning always takes place in the present tense.
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2. Learning always is a personal matter to the student.
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Do not prejudge or hold grudges.
If working with a large class, one must remember that each
student learner is an individual who must be treated as such.
3. Respect students’ privacy.
4. The key to working EFFECTIVELY with students is
communication.
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Congruent Communication *Main focus!*
THE EFFECTIVE TEACHER MUST
REMEMBER TO…
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Invite Cooperation
 Do not dictate to students or boss them around
Be open with all emotions
 Express your anger and all feelings
 Be sure to use I-messages, rather than You-messages
Use Laconic Language when responding to or redirecting a
students’ misbehavior
 Short and to the point responses
Always ask yourself, “How can I be most helpful to my
students right now?”
CONGRUENT COMMUNICATION
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A style of communication in which teachers
acknowledge and accept students’ feelings about
situations and themselves.
The cardinal principle of Congruent Communication
is that is addresses SITUATIONS, not the students’
character or personality in any way.
 Use “Sane messages” when addressing misbehavior
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Messages that focus calmly on what needs to be corrected
without attacking the students’ character or personality.
TEACHER’S AT THEIR BEST…
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Do not…
Preach
 Moralize
 Impose guilt
 Demand promises
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Instead- they confer dignity on their students by
treating them as social equals capable of making
decisions.
THOUGHTS ON PRAISE…
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Evaluative praise is worse than none at all
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Instead, use Appreciative praise
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Praise that expresses gratitude or admiration for
effort.
ON THE OTHER HAND…
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When correcting inappropriate behavior, teachers
should avoid using “why questions” when
discussing behavior.
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May make children feel guilty or defensive
Avoid any sarcasm or punishment
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Produces hostility, rancor, vengefulness
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Never makes students really want to improve
Instead, advises simply teaching students how to behave
properly (not reprimanding the student’s misbehavior)
TEACHERS CAN IMPROVE, TOO!
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Should continually strive for self-discipline in
their work with students.
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Must be careful not to display behaviors you are
trying to eradicate in students
Raising your voice to end noise
 Acting rude toward students who are impolite
 Berating students who have used inappropriate language.
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Always try to promote humaneness and selfcontrol within students.
Classroom discipline is attained gradually.
 Series of little victories!
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SMARTBOARD ACTIVITY…
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smartboard activity.notebook