http://steveandcat.net/mrswalker/procedures.htm
Written by
John Andrius
The Ginott Model of Co-operation Through Communication
Discipline is a series of little victories gained when teachers use sane messages; messages that address the situation rather than the students' character; messages that guide students away from inappropriate behavior towards behavior that is appropriate and lasting.
Ginott's Key Ideas.
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:
Teachers at their worst fail to use congruent communication. This occurs when they:
Ginott describes both appropriate and inappropriate disciplinary methods. He asserts that teachers use inappropriate discipline when they:
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:
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, such as:
Discipline is a series of little victories gained when teachers use sane messages; messages that address the situation rather than the students' character; messages that guide students away from inappropriate behavior towards behavior that is appropriate and lasting.
Ginott's Key Ideas.
- Discipline is a series of little victories slowly acquired over time.
- The most important ingredient in classroom discipline is the teacher's self-discipline.
- The second most important ingredient is the use of sane messages when correcting misbehaving students. Sane messages are messages that address the situation rather than the students' character.
- Teachers when at their best, use congruent communication; communication that is harmonious with students' feelings about the current situation and themselves.
- Teachers at their worst, attack and label students' characters.
- Teachers should model the behavior they hope to see in their students.
- Inviting cooperation from students is vastly preferable to demanding it.
- Teachers should express anger but in appropriate (sane) ways.
- 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.
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 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 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!").
- Overreact (e.g. When a student accidentally drops something being handed out: "Oh for heaven's sake! Can't you do anything right?!!").
- Are cruel (e.g. "Where were you when the brains were handed out?").
- Punish all for the sins of one or a few (e.g. "Certain people were talking during the lesson, you will all be on detention!")
- Threaten (e.g. "If I hear one more voice, we will all stay back for ten minutes after school.").
- Deliver long lectures. (e.g. "It has come to my attention that several students think the trash can is a basketball hoop. We can throw things outside but in the classroom, ... etc, etc.")
- Back students into a corner. (e.g. "What are you doing? Why are you doing that? Don't you know any better? Apologize at once!")
- Make arbitrary rules. (Rules are made without any student input or discussion)
- Recognize feelings. (e.g. "I can see that you are angry")
- Describe the situation. (e.g. "I can see paper all over the floor, it needs to be picked up.")
- Invite cooperation. (e.g. "Let's all help to pick up the paper.")
- Are brief. (e.g. "We do not throw paper.")
- Do not argue. (They stick to a decision, but remain flexible enough to change it if they are wrong. Arguing is always a losing proposition for teachers.)
- Model appropriate behavior (They show through example how they want students to behave.)
- Discourage physical violence. (e.g. "In our class we talk about our problems. We do not hit, kick, or pull hair.")
- Do not criticize, call names, or insult. (e.g. A student interrupts a teacher: "Excuse me. I will be with you as soon as I can.")
- Focus on solutions. (e.g. "I am seeing unsportsman-like conduct here. What can we do about it?")
- Allow face-saving exits. (e.g. "You may remain at your desk and read quietly, or you may sit by yourself at the back of the room.")
- Allow students to help set standards. (e.g. "What do we need to remember when we are using this paint?")
- Are helpful. (e.g. Mathew yells: "Roger and Joe are teasing me!" Teacher responds: "You sound upset. What would you like me to do?")
- 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.
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, such as:
- Sane messages. ("Students are expected to complete all assignments.")
- Inviting cooperation. ("All students who finish their work may choose an activity to do with a friend.")
- Accepting and acknowledging Sue's feelings. ("Sue, I can tell you find it difficult to begin work on your assignment. How can I help you?")
- Correct by directing. ("You need to finish 10 problems within the next 30 minutes.")
- Focus on solutions. ("This cannot continue. What do you think we might be able to do about it?")
- Ginott, H., 1971, Teacher and child, MacMillan, New York.