The Ginott Model: Classroom Management | Lecture notes Teaching method

The Ginott Model

Haim Ginott was a clinical psychologist and child therapist of the 1960’s and 1970’s. Ginott, author of

several books on child psychology, is regarded as one of the leaders in controlling the behaviors of

children. Ginott emphasized that parents needed to limit the unacceptable behaviors of children but,

at the same time, safeguard and protect the children’s feelings and emotional well -being.

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. Children’s self-esteem is

greatly affected by their interaction with adults. Listed below are four of Ginott’s axioms relating to

how teachers can establish and maintain positive classroom discipline.

1. Learning always takes place in the present tense. This suggests that teachers must neither

prejudge students nor hold grudges against them for previous misbehaviors. The effective

teacher should correct students by directing them to proper behavior examples.

1. Teachers should always be respectful of student needs. Students should never experience

any teacher belittling them.

1. If teachers want civil behavior, they should model it for students.

1. One of the best ways to improve student behavior is for the teacher to actively confer

dignity on the students.

Ginott’s theory of "correcting by directing" hinges on redirecting the student’s behavior patterns to

more acceptable ones. Ginott also felt that successful discipline happens when the student learns self-

discipline. Students’ self-discipline happens when teachers build trust and mutual respect with their

students. If the student trusts the teacher, then the student will most likely cooperate if problems

arise. Also, so many times, students feel like they have no control over what happens. With a

behavior contract, students can feel like they have a more active role in their own education.

Contracts take the "bossing" out of discipline and promote mutual respect and understanding, hence,

producing better behavior. Ginott’s model promotes or provides students with intrinsic motivation,

builds confidence of students and invites cooperation.

Behavior contracts are a central theme in Ginott’s behavior management plan. According to Ginott,

when people in authority, such as classroom teachers, write certain terms into the behavior contract,

that act alone is an expression of faith in the child’s ability to achieve success. However, probably

more important to the student is the fact that the teacher should feel obligated to uphold the bargain

if the specified conditions are met. This gives students a feeling of partial control over and ownership

of the outcomes of their behavior.

Ginott introduced the term “congruent communication,” which he defined as harmonious

communication between a teacher and student. According to Ginott, teachers should always endeavor

to use congruent communication, which is the communication to students about situations and their

actions – not negative remarks about students themselves. Teachers using congruent communication

do not preach or moralize to students, nor do they impose guilt or demand promises. Instead,

effective classroom teachers confer dignity on their students by treating them as social equals

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The Ginott Model Haim Ginott was a clinical psychologist and child therapist of the 1960’s and 1970’s. Ginott, author of several books on child psychology, is regarded as one of the leaders in controlling the behaviors of children. Ginott emphasized that parents needed to limit the unacceptable behaviors of children but, at the same time, safeguard and protect the children’s feelings and emotional well-being. 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. Children’s self-esteem is greatly affected by their interaction with adults. Listed below are four of Ginott’s axioms relating to how teachers can establish and maintain positive classroom discipline.

Learning always takes place in the present tense. This suggests that teachers must neither prejudge students nor hold grudges against them for previous misbehaviors. The effective teacher should correct students by directing them to proper behavior examples.
Teachers should always be respectful of student needs. Students should never experience any teacher belittling them.
If teachers want civil behavior, they should model it for students.
One of the best ways to improve student behavior is for the teacher to actively confer dignity on the students. Ginott’s theory of "correcting by directing" hinges on redirecting the student’s behavior patterns to more acceptable ones. Ginott also felt that successful discipline happens when the student learns self- discipline. Students’ self-discipline happens when teachers build trust and mutual respect with their students. If the student trusts the teacher, then the student will most likely cooperate if problems arise. Also, so many times, students feel like they have no control over what happens. With a behavior contract, students can feel like they have a more active role in their own education. Contracts take the "bossing" out of discipline and promote mutual respect and understanding, hence, producing better behavior. Ginott’s model promotes or provides students with intrinsic motivation, builds confidence of students and invites cooperation. Behavior contracts are a central theme in Ginott’s behavior management plan. According to Ginott, when people in authority, such as classroom teachers, write certain terms into the behavior contract, that act alone is an expression of faith in the child’s ability to achieve success. However, probably more important to the student is the fact that the teacher should feel obligated to uphold the bargain if the specified conditions are met. This gives students a feeling of partial control over and ownership of the outcomes of their behavior. Ginott introduced the term “congruent communication,” which he defined as harmonious communication between a teacher and student. According to Ginott, teachers should always endeavor to use congruent communication, which is the communication to students about situations and their actions – not negative remarks about students themselves. Teachers using congruent communication do not preach or moralize to students, nor do they impose guilt or demand promises. Instead, effective classroom teachers confer dignity on their students by treating them as social equals

capable of making good decisions. Congruent communication invites cooperation, expresses anger appropriately and uses appreciative rather than evaluative praise. Chart 2: Examples of Congruent and Non-Congruent Communications Congruent Communication Strengths Non-Congruent Communication Strengths Addresses the student’s action rather than the student’s character. “ The class moves along much better, Terry, when you raise your hand and I call on you.” This type of communication allows and even emphasizes name calling and labels. “ Don’t act like a clown when you walk up the hall knocking on each door Gary.” Invites cooperation between the teacher and student. “ Devin, would you please take our new student to the restroom? I would, but I am expecting his mother for a conference.” It denies students’ feelings and attacks the character of students. “ Greg, you have yet to complete one assignment this week! Yet, you must spend a great deal of time coming up with these lame excuses. If you spent more time on your assignments and less time trying to get out of them, you would be a much more productive student.” 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.” Demands rather than invites cooperation “Lee Ann, you will complete the assignments tonight. Better yet, I think I will have you stay in during your recess period so that you can get a good start.” Congruent communication uses brevity in correcting misbehavior “ Stacy, please put that away.” Shows students that the teacher can not maintain their own temper – and therefore why should they? “ I am getting sick and tired of the noise in this room. Every day I remind you of the classroom rules, yet every day is the same thing. I have to yell and holler at this class to get them quiet enough so that two or three of you can perhaps learn something.” Expresses anger appropriately. “ Victor, I am sorry that your aunt felt that I was mistreating you. I do not remember ever calling you down Invades students’ privacy “ David, come here for a minute. I need to look in your backpack. Andy’s toy has disappeared and your desk is

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.

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.

Congruent communication incorporates many of the different elements that we see included in

Ginott's descriptions of teachers at their best and at their worst.

Teachers at their best.

The Ginott Model: Classroom Management, Lecture notes of Teaching method

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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.

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.

Congruent communication incorporates many of the different elements that we see included in

Ginott's descriptions of teachers at their best and at their worst.

Teachers at their best.

Ginott wrote extensively about teachers at their best and at their worst.

At their best, teachers use congruent communication, evident when they:

Send sane messages, addressing the situation rather than a student's character.

Express anger appropriately.

Invite cooperation.

Accept and acknowledge student feelings.

Avoid labelling students.

Correct students by directing them appropriately.

Avoid the perils of praise.

Are brief when correcting students.

Are models of humane behavior.

Teachers at their worst.

Teachers at their worst fail to use congruent communication. This occurs when they:

Are caustic and sarcastic.

Attack a student's character.

Demand, rather than invite, cooperation.

Deny students' feelings.

Label students as lazy, stupid, and so forth.

Give long and unnecessary lectures.

Lose their tempers and self-control.

Use praise to manipulate students.

Are poor models of humane behavior

Ginott's special views on discipline

Ginott describes both appropriate and inappropriate disciplinary methods. He asserts that teachers

use inappropriate discipline when they:

Lose their tempers ( e.g. shout, slam books, use verbal abuse).

Call students names (e.g. "You are like pigs! Clean that up!").

Insult a student's character (e.g. "John, you are nothing but lazy!").

Behave rudely (e.g. "Sit down and shut up!").

Limit and lessen conflicts. (e.g. Susan, crumpling her paper: "I am not going to do this assignment! It

is too hard!"

Teacher: "You feel this assignment is too difficult. Would you like me to go over a few problems with

you?")

Comments on Ginott's views

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. Most teachers find that student behavior

improves and that they enjoy teaching more when they incorporate Ginnott's suggestions into their

teaching styles.

However becoming adept in the use of Ginnott's techniques is often not enough. Many teachers find

that when they are confronted by hostile, defiant students who refuse to work properly, something

more is required. While teachers are, by and large, in sympathy with Ginnott point of view, most

conclude that for hard-to-manage classes, Ginnott's suggestions fall far short of providing the help

and answers they need.

Application of the Model

Sue will not work

Sue, a student in Ms. Lake's class, is quite docile. She never disrupts the class and has little social

contact with other students. Despite Ms. Lake's best efforts, Sue rarely completes an assignment.

She doesn't seem to care. She is simply there, completing very little work of consequence.

How would Ginott deal with Sue?

Ginott would advise teachers to use a number of gentle tactics to encourage Sue to do her work,