By: Ashley Gross Brooke Bonte Amanda McDonald

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2. Hiam GinottAug. 5, 1922 � Nov. 4, 1973 Born in Tel Aviv, Israel Received three degrees from Columbia University Worked as a Clinical Psychologist and as a professor of psychology and psychotherapy Wrote the books Between Parent and Teenager and Teacher and Child to help teachers and parents improve their spoken communication with children and young adults

3. Six Key Concepts Teacher�s Should: Use open communication with students Promote self-discipline Not label students Avoid evaluative praise Avoid sending �you� messages Invite, not demand, student cooperation

4. Application 1 Teachers should use clear communication Communication is the key to helping a student feel accepted, even when they make mistakes or misbehave If teachers are understanding when students make mistakes, the students will be more willing to keep learning

5. Application 2 Teacher�s should use sane messages Teachers should address the student�s behavior rather than the student�s character Because the teacher addresses the situation instead of the student, the student feels less threatened and is more willing to listen Teacher�s should control their emotions when addressing a discipline problem, and should not let the problem become a teacher-verses-student situation

6. Application 3 Teachers should refrain from using punishment Ginott discourages the use of punishment to handle discipline problems One of the worst effect of punishment is that punishment interferes with the development of a student�s conscious because it often relieves guilt too easily By teaching discipline, teachers can make discipline a classroom learning experience for all students

7. Application 4 Teachers should ignore common four-letter words rather than making them a public issue Ignoring vulgar language rather than making it an issue will help avoid causing a scene, and will draw less attention to the student and situation

8. Application 5 Teachers should use guidance rather than criticism The use of criticism often attacks a person�s personality and character Criticism should always be constructive, pointing out what needs to be improved and how to do it while omitting negative remarks about a person�s personality

9. Application 6 Teachers should handle their own anger appropriately Steps to surviving anger: Accept the fact that the actions of students will make us angry Realize that we are entitled to our anger without guilt or shame Teachers are entitled to express what they feel provided they don�t attack the child�s personality or character

10. Application 7 Teachers should show acceptance and acknowledgement with uncritical messages Even though it is sometimes difficult to accept a child�s message without disagreement, the difference between critical and uncritical messages is crucial Critical messages cause resistance Using uncritical messages with students invites cooperation

11. Application 8 Teachers should avoid name calling and labeling students Name calling is uncalled for in a school setting The student who is labeled or called a name may begin to feel resentment and to think the teacher�s statement is true The name calling usually does not positively influence the behavior

12. Application 9 Teachers should avoid sarcasm and ridicule �Sarcasm is not good for children. It destroys their self-confidence and self-esteem. Like strychnine, it can be fatal. Bitter irony and biting sarcasm only reinforce the traits they attack� (Ginott) Destructive comments may create a barrier to effective communication between the student and the teacher.

13. Application 10 Teachers should strive for brevity when disciplining students Teachers should not dwell on the problem and compound it by talking endlessly The teacher should make her corrections short and to the point, and continue her lessons without further interruptions

14. Application 11 Teachers should always use I-messages rather instead of you-messages You-messages attack a student�s personality and character Teachers should use I-messages that focus on how the misbehavior makes the teacher feel (placing the blame on the behavior, not the child) Example: don�t say �You are a pest, see what you have done?� instead say �I am bothered by this.�

15. Application 12 Teachers, when disciplining, should provide students with a face-saving exit Teachers should develop a classroom management plan that focuses on teaching discipline rather than embarrassing a student

16. Application 13 Teachers should respect students� privacy and avoid asking prying questions For any number of reasons, students may not wish to share personal information Teachers should not pry, but ask discreetly �Can I be of help?�

17. Application 14 Teachers should provide appreciative praise and avoid evaluative praise Evaluative praise is destructive, and appreciative praise is productive Praise should only deal with a student�s efforts and accomplishments, not a student�s character and personality Evaluative praise may leave a child with unreal expectations

18. Teacher�s Role To create a positive environment that focuses on teacher and student relationships more than behavior management Seek alternatives for punishment Remain sensitive to the needs of the students Determine if Ginott�s model right for you as a teacher

19. Student�s Roles Be willing to communicate and work with the teacher

20. Addressing Misbehaviors The point of Ginott�s theory is to contribute to the positive behavior of students by the use of positive treatment, acceptance, acknowledgement, sane messages, and appreciative praise Ginott�s theory does not account for specific behaviors, but the theory does support the idea that positive treatment of students will reduce any misbehavior

21. Advantages A good start to any classroom management system is a positive relationship between the teachers and students When teachers encourage students to take responsibility for their behavior and for developing the self-discipline necessary to behave appropriately they are also helping develop positive self-esteem

22. Disadvantages Harder to deal with more serious behaviors such as those with guns, knives, and physical violence with Ginott�s theory More effective when used with other models rather than on its own

23. Reflection Which key concept do you think would be most effective and why? What are sane messages and what are some examples? Do you think avoiding punishment is a good idea? Would you be able to ignore a student calling you a profane name?

24. Reflection Now tell us what you think! What do you like about this method? What do you dislike?