HAIM GINOTT CONGRUENT COMMUNICATION PDF

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Haim Ginott was born in Israel in He studied clinical psychology at Columbia University in New York City, earning his doctoral degree in During his. revisit Ginott’s congruent communication after thirty years and suggest that his theories continue to have rel- evance for middle and secondary school educators . Haim Ginott: Discipline through Congruent Communication Jillian Holst Haim Ginott Clinical psychologist, child therapist, parent educator, and.

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Haim Ginott was born in Israel in He studied clinical psychology at Columbia University in New York City earning his doctoral degree in Later he moved on to work with troubled children at the Jacksonville Guidance Clinic in Florida. Throughout his life Haim Ginott was a clinical psychologist, parent educator, and author of three books including Between Parent communiccation ChildBetween Parent and Teenagerand Teacher and Child Despite his death in his theories are being kept alive by Adele Faber and Elaine Mazlish.

He believed that there was no such thing as an unacceptable child, only unacceptable behaviors. He encouraged parents and teacher to set clear coommunication for behaviors while acknowledging and exploring emotions feelings.

Because Ginott believed that there was only unacceptable behavior he encourages parents and teachers to avoid using personal identification when addressing interactions. He believed that congruetn are supported by strict boundaries and rules.

In order for teacher to make a positive impact, Ginotts stated three things: His congruent communication has had a positive impact on many classrooms. He helped teachers and parents to better communicate and work together. It may be implemented on its own as a classroom management system or it may be included into others.

In an ideal classroom according to Ginott, the teacher would be more of a facilitator for conversations that include every member of the class and address all the important issues. This could be done in a class meeting setting, a daily opener or an evaluation process of some kind. Ginott wrote that teachers often speak too much and that brevity on the part of the teacher will contribute to feelings of validation for the students. Being brief and clear also helps minimize interruptions in the classroom instead of making spectacles out of minor misbehavior.

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For example, if a typical disruption occurs like a student out of their seat, the teacher could quietly tell that student that it is distracting for others to have someone walking around the room rather than yelling in front of the class.

For this same reason, it is also important to have the rules and specific consequences posted and remind students of them often. In general, teachers should accept their students both for their person and for the behavior.

If there is a problem teachers should address it, not the character of the student and should always strive to guide students to acceptable behavior rather than criticize. This is a useful technique for getting students used to procedures and also helps keep negative feelings at bay.

Name-calling, sarcasm, and other forms of put-downs should always be avoided. Good communication cannot take place if one party feels belittled. Teachers should not pry into their privacy nor should they mask their own emotions to try to hide something. Practical tips in for the classroom include comkunication disruptive behavior until the teacher can speak to the student about it positively and privately.

Ginott also recommends ignoring offensive language rather than making a big deal out of it. Both of these approaches indicate of idea of picking your battles and evaluating the original disruption versus the one the teacher would make resolving it. There is one final tip from Ginott regarding classroom management: Punishment is counter-productive according to Ginott because once it is over the student feels that they have paid for their mistake and are free to commit it again. Rewards, on the other hand are often not understood or put pressure on students to perform and should therefore be given very carefully.

In fact, the idea of basing a classroom on good communication is widely regarded as essential to student learning commumication self-esteem.

Also, many teachers would say that they try to be accepting and respectful of their students. They try to minimize distractions and they pick their battles in the classroom to keep the class running smoothly and not alienate a difficult student. First, Ginott went back to school giontt a young man to become a psychologist.

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He did not become a professional teacher and did not work himself on a daily basis in the classroom. Fair or not, many people will say that he had no right to tell teachers what to do if he was so far removed from the day to day workings of a classroom.

Haim Ginott:Discipline through Congruent Communication

Many students do not. This does not mean just language barriers, which do exist in many places, but children who have never learned how to have a mature conversation. Some students are brought up not trusting others and wanting to manipulate. Others are brought up to remain in silence when an adult is speaking. Still others are encouraged to voice their opinions strongly and loudly no matter what anyone else says.

Classroom Management Theorists and Theories/Haim Ginott – Wikibooks, open books for an open world

This could cause misunderstandings and hard feelings between students and the teacher. Third, there are cultural considerations to take into account. Different communication styles, languages, boundaries, implied knowledge and methods of discipline in the home can have an impact on classroom behavior. Only with prerequisite instruction of communication norms and rules would his theory work when crossing cultural boundaries.

What indicators do you think Ginott could have used to evaluate how successful teachers are at communicating with their students. Beat the Drum Lightly: Music Educators Journal, 88 no comumnicationp Revisiting Ginott’s congruent communication after communicqtion years The Clearing House, 74 no 4.

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