congruent communication

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“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)

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Page 1: Congruent Communication

“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)

Page 2: Congruent Communication

Prepared by :

Norul Faten Nazuha Johari

Norahaslizza Abd Razak

CONGRUENT

COMMUNICATION

Haim Ginott

Page 3: Congruent Communication

INTRODUCTION

Page 4: Congruent Communication

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…

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DEF

INIT

ION

AND

DES

CRIP

TIO

N

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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???

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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”…

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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”

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“ Evaluative praise is destructive.

Appreciative praise is constructive”

Appreciative praise•Praise that expresses gratitude or admiration for effort.

Thought on Praise…

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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…

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STRATEGIES

OFFER

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Why Questions…

Teachers should avoid asking why questions when discussing behavior.

- Why questions make students feel guilty and defensive instead…

Use Sane Message

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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

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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

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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.

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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

Page 17: Congruent Communication

STRENGTHS &WEAKNESSES

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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…

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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…

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PRAC

TICA

LIT

Y

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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 

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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

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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…

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