Haim G. Ginott's Congruent Communication Model of Discipline

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Congruent Communication Model of Discipline In 1971, Haim G. Ginott developed congruent communication model that highlights the critical role of communication in discipline. Ginott believes that the teacher is the influential element in the classroom and is like a parent that holds the authority to make or break a students’ personality (Charles, 2011; Ginott, 1971).
Ginott’s Key Ideas
1. Discipline: Discipline is a series of little successes.
2. Self Discipline: The most important element is a teacher’s own self discipline.
3. Sane Messages: Address the situation not the students’ personality.
4. Congruent Communication: Teachers use congruent communication that is harmonious with students’ own feelings.
5. Students’ Character: Teachers at their worst attack and label students’ characters.
6. Model Behavior: Teacher should model the behavior they expect to observe in their students.
7. Invite Cooperation: Inviting collaboration from students is greatly preferable to challenging it.
8. Express Anger: Teacher express anger but in appropriate ways.
9. Labeling the Disabling: Labeling students disables them.
10. Sarcasm: Sarcasm is almost always dangerous.
11. Perils of Praise: Avoid the perils of praise.
Congruent Communication
Congruent Communication means addresses situations, not students’ character or personality. Ginott emphasized those teachers at their best, using congruent communication (Manning and Bucher, 2001; Morris, 1996).
1. Do not advocate, moralize, enforce
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