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Managing The Primary ESL
Classroom (TSL3109)TASK 1: Presentation
Group Work
Siti Nuraskinah Sheikh LuijiIC No: 920429-06-5598
Kwan Pei LingIC No: 930319-07-5364
Qurratu A’yun Hashim @
Fauzi
IC No: 930912-146418
THEORIES OF CONGRUENT
COMMUNICATION-HAIM GINOTT-
Table
Of
Conte
nts
Biography Preview of the theory Teacher’s roles Students’ roles
Teaching materials Strengths & Weaknesses
Suggestion Practicality of the theory
Biography
Haim Ginott (1922-1973)
Born in Israel
Began his career as a teacher in
Israel in 1947
Clinical psychologist,
child therapist, parent
educator, and author
Immigrated to the United
States – doctoral degree in
clinical psychology in
1952 at Columbia University
Haim Ginott’s books
Sarcasm is not good for children
Teacher often misunderstand
what motivates a
child’s misbehaviour
Some children believe that they will be looked down on if they ask
for help
Teacher speaks about the situation Eg: Students'
behaviour rather than
their personality
According to McDaniel
(2008), the important
concepts:
Definition “Congruent”- Suitable or appropriate in a
particular situation(oxford advanced learner’s dictionary)
Communication”Congruent
communication is defined as harmonies
communication between a
teacher and student
Gin
ott
’s
philo
sophy
“I’ve come to a frightening
conclusion that I am the decisive
element in the classroom. It’s my
personal approach that creates
the climate. It’s my daily mood
that makes the weather. As a
teacher, I possess a 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
situations, it is my response that
decides whether a crisis will be
escalated or de-escalated and a
child humanized or de-
humanized. (Ginott, 1972,p.13)
According to Ginott’s philosophy
Teacher
Sets the stage or environment
for positive behaviour
Create the climate or the conditions that contribute to students’ proper
behaviour
Ginott’s Teachings
• Teachers must not prejudge students Learning always takes place in the
present tense.
• Teacher must maintain the positive communication through caring, supportive and interactions with students
Communication, not rewards and punishments, is
the key of effective
classroom discipline
• Communication that is harmonious with students feelings about situations and themselves.
He believed in harmonious
communication
Theory overview In order for teacher to create an environment with congruent communication, Ginott stated 3 things :
The teacher must model communication that is congruent with students emotions and surroundings
The teacher must include cooperative learning
Teacher should always be respectful of student needs. Students should
never experience any teacher belittling them
Congruent Communication
Invites cooperation
Accepts and acknowledges feelings
Expresses anger appropriately
Uses brevity in correcting misbehavior (e.g: “Richard please put your handphone away!”)
Uses appreciative rather than evaluative praise
Ginott emphasized that teachers at their best, using congruent communication
Communication that is harmonious with students feelings about situations
and themselves.
Congruent Communication
He used the term SANE MESSAGES to refer to communication that addresses situations, rather than the students’ character or past behaviour.
Sane Messages
Sane messages – Messages that
focus calmly on what needs to
be corrected without attacking
the student’s character or
personality.
Application of
Congruent Communica
tion
Invites cooperati
onUse sane message
Refrain from using
punishment
Use guidance
rather than
criticism
Expresses anger
appropriately
Accepts and
acknowledges with uncritical messages
Avoid name-calling
and labeling students
Avoid sarcasm
and ridicule
Strive for brevity
Use I-message instead of
You-message
Face-saving
exit
Provide apreciative praise
VS appreciative praise
Invite CooperationDescribing the situation when
a problem occurs and indicating what needs to be
done.
Do not dictate to students or boss them around
Always ask yourself, “How can I be most helpful to my students right now?”
Expressing Feelings
Be open with all emotions.
Express your anger and all feelings appropriately.
Use ‘I-messages, rather than ‘You-messages’.
‘I- Message’ / ‘You-Message’
Teachers should use ‘I-messages’ rather than ‘you-messages’.
‘I-message’, example: “I am very upset”.
You-message, example: “You are being very rude.”
Use laconic language- Laconic means short and to the point.
Appreciative Praise VS
Evaluative Praise
-Comments on students’ character-Eg : “Good boy for raising your hand”
-responding to effort or improvement - teacher shows appreciation for what the student has done, without directly evaluating the student’s character or talent.
Evaluative praise
Appreciative praise
Samantha had a perfect
score on all her spelling
tests and was proud of
her accomplishment.
Using evaluative praise,
a teacher placed a “Great Job” sticker on
Samantha’s paper and
told her, “Samantha,
you are such a good
student. You’ve made a
100 on all your spelling
tests so far this year. I
know your parents are
so proud of you! I am,
too.”
Example of
praise
Teachers should avoid asking why questions when discussing behavior.
- Why questions make students feel guilty and defensive.
• Avoid any sarcasm or punishment
- Never makes students really want to improve
?
advises simply
teaching students how to behave properly
in appropriate ways.
Respect students’ privacy
According to Ginott, non congruent
communication include:
Label students name-calls
Invades students’ privacy
Makes sarcastic remarks to students
Attack students’ character
Denies students’ feeling
Shows loss of temper
Do not… • Preach• Moralize• Impose
guilt• Demand
promises
confer dignity on their students by treating them as social equals capable of making decisions.
Teach
er’
s Role
s
Emphasizes effective
communication with students.
Avoid autocratic behaviours.
Recognises the need to seek
alternatives to punishment.
Uses ‘I-messages’ instead of
‘you-messages’.Confers dignity on students
Accepts and acknowledges
students and their feelings.
Sends ‘sane-messages’ to
students.Provide appreciative praise
rather than evaluative praise.
The Approaches /Strategies
o Express anger appropriately
o Use sane message
o Invite cooperation
o Accept and acknowledge
pupils feeling
o Do not use sarcasm
o Avoid labelling the pupils
o Use direction as a means of correction
o Avoid harmful questions
o Accepts pupils comments
o Do not use sarcasm
o Avoid hurried help
o Be brief when dealing with minor
mishaps
The Approaches/Strategies (cont)
Strive For Self-disciplineMust be careful not
to display behaviors you are trying to eradicate
in studentsStrive for brevity when
disciplining students.
Teacher is the influential
element in the classroom
Case
Stu
dy
Case Study of
Kate
Kate, a student in
Ms. Bee’s class,
does little
socializing with
other students and
never disrupts
class. But Ms. Bee
cannot get her to
do her work. She
hardly ever
completes an
assignment. She
puts forth very
little effort in work
she does do.
Tactics
i. Sending sane
message:
ii. Inviting
cooperation:
iii.Acknowledgin
g feelings:
iv.Correcting by
directing:
The practically of the theory in a local ESL classroom
Why we use it…..
• Ginott believed that the teachers personal approach is the most influential element in creating the climate that contributes to children behaviour in the classroom whether positive or negative.
• Teachers accept responsibility for creating the climate for proper behaviour.
• If teachers demonstrate understanding when a child makes a mistake, he or she will be more willing to keep learning.
• Encourages teachers to set clear boundaries for behaviours while acknowledging and exploring emotions.
Strengths and
weaknesses
Strengths & Weaknesses
- Harmonious teacher-student relationship.-Students do not get stressed during lesson.-Students know expected behaviours in the classroom.-Creates non-threatening classroom environment.
-Students tend to take for granted teacher’s kindness.-Teacher has to put more effort on building relationship like peer-relationship.-Students always expect teacher to be lenient and tolerant with them.
Suggest
ions
A personal classroom
management plan is the
best because it is designed to meet the
needs of his or her students.This is supported by
McEwan(2000), as he
stated that student require different treatment for optimal
results.
Facto
rs to
Consid
er
Factors to consider
PersonalityPersonal valuesTeaching style
Teacher Traits
-Age and grade of student-Students’ characteristics and needs -Principal style-School policy-Parental support
School environment
-Personal experiences-Knowledge of models of classroom management-Knowledge of research on effective practices
Knowledge and Experiences
Refe
rence
s