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BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
BAD STUDENT NO MORE
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BAD STUDENT NO MORE

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  • 1. Ginott’s Teachings • highlighted the critical role of communication in discipline • known for setting personal, caring tone. • learning always takes place in the present tense. must not prejudge students or hold grudges • learning is a personal matter to the student. • harmonious communication with students feelings
  • 2. Congruent Communication • Congruent Communication - addresses situations, not students’ character or personality. • do not preach, moralize, impose guilt, or demand promises. confers dignity on students by treating them as: social equals capable of making good decisions.
  • 3. Effective teachers: • invite cooperation • do not dictate to students boss them around provoke resistance. Praise • Evaluative praise “Good boy for raising your hand”. • use appreciative praise when responding to effort or improvement,
  • 4. 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. I- Message / You- Message
  • 5. Why Questions • Teachers should avoid asking why questions when discussing behavior. make students feel guilty and defensive. Sane Messages Messages that focus calmly on the behavior
  • 6. Sane Messages • Sane messages – Messages that focus calmly on what needs to be corrected without attacking the student’s character or personality. • Noncontolling methods of behavior change • A problem is a condition, event, or situation that troubles someone • Then YOU should • “OWN” the problem
  • 7. Gordon’s View of Discipline • “The only truly effective discipline is self-control, developed internally in each student. To develop student self- control, teachers must give up their power (controlling) authority and replace it with influence or persuasive authority.
  • 8. MESSAGES • I-message are statements in which people tell how they personally think or feel • You-messages are statements of blame leveled a someone’s behavior • Confrontive I-messages are messages that attempt to influence behavior
  • 9. Preventive I-messages attempt to forestall future actions that may later constitute a problem Preventive you-message (to be avoided) are used to scold students for past behavior Shifting gears Take a breath
  • 10. Rewards Don’t Work • Helping Skills • Preventive Skills- • Confrontive Skills- teacher owns problem

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