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Ginott’s Teachings
• highlighted the critical role of
communication in discipline
• known for setting personal,
caring ton...
Congruent Communication
• Congruent Communication -
addresses situations, not students’
character or personality.
• do not...
Effective teachers:
• invite cooperation
• do not dictate to students
boss them around
provoke resistance.
Praise
• Evalua...
use I-
messages
rather than
you-
messages.
I-message,
example: “I
am very
upset”.
You-message,
example: “You
are being ver...
Why Questions
• Teachers should avoid asking why questions
when discussing behavior.
make students feel guilty and defensi...
Sane Messages
• Sane messages – Messages that
focus calmly on what needs to be
corrected without attacking the
student’s c...
Gordon’s View of Discipline
• “The only truly
effective discipline is
self-control,
developed internally
in each student. ...
MESSAGES
• I-message are statements in which people tell how they
personally think or feel
• You-messages are statements o...
Preventive I-messages attempt
to forestall future actions that
may later constitute a problem
Preventive you-message (to b...
Rewards Don’t Work
• Helping Skills
• Preventive Skills-
• Confrontive Skills-
teacher owns
problem
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BAD STUDENT NO MORE

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BAD STUDENT NO MORE

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 10. Rewards Don’t Work • Helping Skills • Preventive Skills- • Confrontive Skills- teacher owns problem

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