(1) Haim Ginott advocated for congruent communication between teachers and students that addresses situations rather than character, treats students with dignity, and invites cooperation. (2) He also emphasized cooperative learning and clear rules/consequences to motivate students and minimize disruptions. (3) Ginott believed in using discipline rather than punishment to guide students to acceptable behavior and develop self-competition rather than competition with others.

1. Haim Ginott
Congruent Communication, Cooperative Learning, and
Discipline, not Punishment.
Christina Roome, Francisco Guzman, and Walter Mendez

2. In order for a teacher to make a positive impact, Ginott
stated three things:
(1) the teacher must model communication that is
congruent with student’s emotions and surroundings;
(2) the teacher must include cooperative learning;
(3) it is important to use discipline in place of
punishment.

3. Congruent Communication
Congruent communication is harmonious communication between a
teacher and pupils.
It 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.
Christina Roome

4. Strengths of Congruent
Communication
● Addresses the student’s action rather than the student’s character. “The class moves
along much better, Terry, when you raise your hand and I call on you.”
● Invites cooperation between the teacher and student. “Devin, would you please take our
new student to the restroom? I would, but I am expecting his mother for a conference.”
● Congruent communication accepts and acknowledges the feelings of both students and
teachers. “I realize, Martha, that you would prefer not to speak at the graduation.
However, your parents would be so disappointed if you let this opportunity pass by. You
one day would also feel terrible about not seizing the opportunity.”
● Congruent communication uses brevity in correcting misbehavior. “Stacy, please put that
away.”
● Expresses anger appropriately. “Victor, I am sorry that your aunt felt that I was mistreating
you. I do not remember ever calling you down for attempting to answer our Daily Oral
Language answers. But, if I have, I will do my best to make sure that you do get an
opportunity to respond with your answers occasionally.”
Christina Roome

5. Cooperative Learning
● Being brief and clear also helps minimize interruptions in the classroom: Dr. Ginott believed that
instead of making a big thing out of nothing, avoid that type of teaching and instead “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.”
Dr. Ginott also believed that for this reason it was “ important to have the rules and specific
consequences posted and remind students of them often.”
● Teachers should accept their students both for their person and for their behavior: Dr. Ginott
believe that if there was a problem with a student, than the teacher should clearly address the
problem and not the character of the student,and instead guide the student to acceptable
behavior.
Dr. Ginott believed that this type of action by the teacher would help the situation with the
student and guide him/her to act with appropriate behavior and abide by rules and procedures.
By the teacher using useful techniques such as these negative feelings between the teacher and
student would not arise. Francisco Guzman

6. Cooperative Learning
● Good communication: By keeping a good communication between the teacher and students, Dr.
Ginott believed that there should never be any name calling, sarcasm or other forms of put
downs by the teacher.
Dr. Ginott advised to always use the “I” statements such as “I feel...” or “I think...”
Lastly with good communication there should be respect for all students, even the ones with bad
behaviors. The teacher is and should be the positive role model that the students should have.
Francisco Guzman

7. Discipline, Not Punishment
- Students mights develop Discipline problems. There are factors that lead
to discipline problems such as their home situation, SES status, and social
life.
- Other factors of Discipline problems in the classroom can be students
being bored, competition, and unclear objectives.
- One great way to solve this was to have students compete against
themselves, than against others. Also, other factors such as using
technology and offering exciting lessons.
Walter Mendez

8. Rules and Consequences
- Teachers develop rules and procedures at the beginning of the year
- Breaking these rules can lead to consequences
- Haim Ginott talks about how consequences should not generate hate.
- Ginott talks about how this rage can lead to the student holding grudges,
which in turn leads the students not to be able to study and focus.
- Consequences must be appropriate ones such as time out or a referral.
- Students need to be motivated.
Walter Mendez

9. Reference
● Classroom Management Theorists and Theories/Haim Ginott. (2014, November
3). Retrieved June 18, 2015, from
https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories
/Haim_Ginott
● Discipline Theorists. Retrieved June 19, 2015.
http://www.elearnportal.com/courses/education/classroom-management-and-
discipline/classroom-management-and-discipline-discipline-theorists-part-three
● Notes from Haim Ginott’s Books http://eqi.org/ginott.htm