THEORIES OF CONGRUENT

COMMUNICATION
-HAIM GINOTT-

DEFINATION
Harmonious communication between
a teacher and pupils.

DESCRIPTI
ON OF
THEORIES

It is
important to
use discipline
in place of
punishment

Teacher must
include
cooperative
learning

Teacher
must model
communication
that is
congruent with
pupils
emotions and
surroundings.

Teacher
should always be
respectful of
pupils
needs.Pupils
should never
experience any
teacher belittling
them

The Approaches
/Strategies
1. Express anger appropriately
Pupils can annoy and irritate teachers making them angry
Anger is genuine feeling and teacher should express their anger in
reasonable and appropriate ways that do not jeopardize the self esteem of their
pupils
2. Use sane message
Address a pupils behaviour rather than the pupils character
Use appropriate tone and show sincerity
Control your emotion, never let the problem becomes a teacher versus
pupils situation
3. Invite cooperation
Provide opportunities for pupils to experience independence, accepting their
capabilities
Give pupils a choice in matters that effect life in the classroom ( seating
arrangement, classroom procedures )
4. Accept and acknowledge pupils feeling
When a problem occurs, listen to pupils and accept the feelings they are
expressing as real
Serve as sounding board to help pupils clarify their feelings and let them
know their feelings are common

The Approaches /Strategies

5. Do not use sarcasm Avoid labelling the pupils
Pupils who is labell or called names begin to feel resentment
and to think that the teachers negative opinion is true.
Teacher should not label pupils under any circumstances
6. Use direction as a means of correction
Instead of criticizing pupils when a problem occur, teacher
should describe the situation to the pupils and offer guidance
about what they should be doing
7. Avoid harmful questions
Avoid asking questions that might incite resentment and
invite resistance. Point out that there is a problem and invite
pupils to discuss ways to solve the problem
8. Accepts pupils comments
Pupils may asks questions and make statements that are
unrelated to the topic at hand. Show respect and give credit for
the question or comment because it may be important to the
pupils in some way

 9. Do not use sarcasm

The use of sarcasm in the classroom, though it
may sound witty to you, may leave pupils with
hurt feelings and damaged self esteem
10.Avoid hurried help
In this way, you provide pupils with an
opportunity to acquire competence in themselves
11.Be brief when dealing with minor mishaps
Long logical explanations are not needed when
there is a lost assignment or broken supplies
Brief statements should be solution oriented

STRENGTH

Focus on positive
treatment, acceptance and
acknowledgement

Positive rapport enhance

classroom learning environment

Develop positive self esteem by encouraging

pupils to take responsibility for their behaviour

 Lack
comprehensive
and cohesive
model

WEAKNES
S

Less effective in
dealing with severe
behaviour
infractions

The practically of the

theories in a local ESL
classroom
Why we use it..

Ginott believe 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.

Reasons for using this

theories

Haim Ginotts theories about communication and the importance of

positive relationships may be more applicable to a secondary
classroom than the elementary one simply because students are
more able to respond and contribute, however several basic
principles can be included in any classroom. It may be implemented
on its own as a classroom management system or it may be included
into others. One advantage of Ginotts theory is that it can be
weaved in relatively easily to any existing classroom or school
management system without disruption.
Being brief and clear also helps minimize interruptions in the
classroom instead of making spectacles out of minor misbehavior.
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.

The main principles of Ginotts theories as they relate to

implementation in a classroom include asking questions
and listening to students, brevity, acceptance, and
respect. 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. It is important to value the contributions
and to listen to everyones ideas. 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.

 He reminded teachers that learning always

takes place in the present tense.
-Teachers must not prejudge students or
hold grudges
He pointed out that learning is always a
personal matter to the student.
He believed in harmonious communication
-Communication that is harmonious with
students feelings about situations and
themselves.

 Congruent Communication - addresses situations,

not students character or personality.
Ginott emphasized that teachers at their best,
using congruent communication
do not preach, moralize, impose guilt, or demand
promises.
they confer dignity on their students by treating
them as social equals capable of making good
decisions.