Haim Ginott: Discipline through

Congruent Communication

Jillian Holst

Haim Ginott

1922-1973Clinical psychologist, child therapist,

parent educator, and author.Elementary school teacher in Israel in

1947Immigrated to the United States – doctoral

degree in clinical psychology in 1952 at Columbia University.

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 today’s systems of discipline.

Ginott’s Teachings

He reminded teachers that learning always takes place in the present tense.

-Teachers must not prejudge students or hold grudges

He pointed out that learning is always a personal matter to the student.

He believed in harmonious communication-Communication that is harmonious with students

feelings about situations and themselves.

Congruent Communication

Congruent Communication - addresses situations, not students’ character or personality.

Ginott emphasized that teachers at their best, using congruent communication do not preach, moralize, impose guilt, or demand

promises. they confer dignity on their students by treating them as

social equals capable of making good decisions.

Effective teachers:

Effective teachers invite cooperation from their studentsdescribing the situation and indicating what

needs to be done.

They do not dictate to students or boss them aroundwhich are acts that provoke resistance.

I- Message / You- Message

Teachers should use I-messages rather than you-messages.

I-message, example: “I am very upset”. You-message, example: “You are being

very rude.”

Use laconic language- Laconic means short and to the point.

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 student’s character or talent.

Why Questions

Teachers should avoid asking why questions when discussing behavior.

- Why questions make students feel guilty and defensive.

Sane Messages

Sane messages – Messages that focus calmly on what needs to be corrected without attacking the student’s character or personality.

Teacher and Child

“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 child’s 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 situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.” (pg.13)