congruent communication
TRANSCRIPT
“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 situation it is my
response that decides whether a crisis will be
escalated or de-escalated, and a child humanized
or dehumanized”. (p.13)
Prepared by :
Norul Faten Nazuha Johari
Norahaslizza Abd Razak
CONGRUENT
COMMUNICATION
Haim Ginott
INTRODUCTION
Born in 1992, died 1973
Began his teaching career in 1947 in Israel and immigrated to the United States of America.•He was a primary school teacher•Other occupations; clinical psychologist, child therapist, parent educator, and author.
He believed children’s feeling should be consider whilst limiting misbehavior.
A brief history…
DEF
INIT
ION
AND
DES
CRIP
TIO
N
Communication that is harmonious with students’ feelings about situations and themselves.
Refer to a way of communicating with students that increases self-esteem and decreases conflict.
It involves talking with and responding to students in an empathic manner + appropriate expression of anger
What is congruent communication???
Use “Sane messages” when addressing misbehavior.•Address the situation not the student•Use ‘I’ messages•Use laconic language • Labeling is disabling
Messages that focus calmly on what needs to be corrected without attacking the students’ character or personality.
“Sane Messages”…
Congruent Communication Incongruent Communication
A child spills paint: “You are so clumsy. Why are you so careless?”
A child forgot to return their book to the library: “ You are so irresponsible! You always procrastinate and forget. Why didn’t you return the book to the library?
A child spills paint: “Oh. I see the paint spilled. We need water and a rag.”
A child forgot to return his book to the library: “Your book needs to be returned to the library. It’s overdue”
“ Evaluative praise is destructive.
Appreciative praise is constructive”
Appreciative praise•Praise that expresses gratitude or admiration for effort.
Thought on Praise…
Do not… •Preach•Moralize• Impose guilt•Demand promises
……Instead- they confer dignity on their students by treating them as social equals capable of making decisions.
Teachers at their BEST when…
STRATEGIES
OFFER
Why Questions…
Teachers should avoid asking why questions when discussing behavior.
- Why questions make students feel guilty and defensive instead…
Use Sane Message
Strive for Self Discipline…
Teacher shows by example
They must be careful not to display the behavior they are trying to eradicate such as raising their voice to end noise, acting rude toward students who are impolite and berating students who use inappropriate language
Ginott’s strategies would not produce instantaneous results, they had to be used repeatedly over time for their power to take effect
Privately consult the students’ behaviour
Placed sanction on sarcasm and punishment…
it only produces rancor and vengefulness while never making students really want to improve
Teachers should simply send a message that focuses calmly on the behavior – not the character – that needs to be corrected
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.
Another Strategies/Techniques…
1. Using active listening techniques
2. Demonstrating body language and facial expressions that match verbal messages
3. Avoiding traditional communication roadblocks
4. Responding with empathy to students’ anxiety and frustration
5. Using culturally responsive communication processes
STRENGTHS &WEAKNESSES
Creates and fosters positive communication, relationships, and the students behaviors.
Focus on empowering students to develop their own sense of responsibility and independence,.
Creates a venue for teachers to facilitate student’s progress in this area.
Promote humaneness and self-control within students. Classroom discipline is attained gradually. Series of little victories!
Teachers are modeling self-discipline to students.
Strengths…
No negative consequences for disruptive behavior.
Does not give a specific method for dealing with more serious ongoing discipline problems. Many people prefer to have a more structured procedure for dealing with serious misbehavior.
Teachers need to master a whole new personality and language.
Relies on students being able to make reasoned judgments.
Won’t work instantaneous.
Weaknesses…
PRAC
TICA
LIT
Y
What’s make it practical?
Students feel accepted even if they make mistakes
Teachers do not practice using traditional communication, such as
–ordering : ‘sit down and stop asking absurd question’
- Interpreting : ‘ I know what you’re feeling. You don’t have to tell me’
Promote self discipline
How can it be done?
Teacher plays role as a facilitator for conversations that include every member of the class and address all the important issues
Being brief and clear also helps minimize interruptions in the classroom instead of making spectacles out of minor misbehavior
Teacher should respect students
1. Brown, D. F. (2005, September/October). drradloff.com. Retrieved March 1, 2012, from drradloff Web site: http://www.drradloff.com/documents/the-significance-of-congruent-communication-in-effective-classroom-management.pdf
2. Charles, C. (2008). Building Classroom Discipline. United States: PEARSON.
3. Charles, C. (2008). Congruent Communication:Haim Ginott. In C. Charles, Building Classroom Discipline (pp. 68-70). United States: PEARSON.
References…