presentation-theory.pptx

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