By: Susan KirbyElizabeth (Shelbi)

TuttleKori Robertson

and Rachel Thompson

GINOTT THEORY

“I have come to a frightening conclusion. I am

the decisive element in the classroom. It is my personal

approach that creates the climate. It is my daily mood

that makes the weather. As a teacher I possess tremendous

power to make a child’s life miserable or joyous. I can be a

tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all

situations it is my response that decides whether a crisis will be

escalated or de-escalated, and a child humanized or de-

humanized.”- Haim Ginott

Theories differ from foundational theorists 3 degrees from Columbia University Clinical psychologist, professor of

psychology and psychotherapy Books: Between Parent and Teenager

(1969) and Teacher and Child (1972) Ginott believes the teacher is the influential element in the classroom

HAIM GINOTT

Use congruent communication Promote self-discipline for both teachers and

students Accept and acknowledge students and their actions

without belittling the individual Avoid evaluative praise, and use appreciative praise Avoid sending you messages and use I messages to

describe how a behavior makes the someone feel Demonstrate their best behaviors or those that

contribute to a classroom environment

KEY CONCEPTS

Teachers should use clear communication

Teachers clearly communicate their expectations in a manner

that helps students feel accepted

This open communication promotes autonomy among the

students

APPLICATION 1

Teachers should use sane messages

Teachers should be in control of their emotions when addressing

a discipline problem Should not let the problem

become a “teacher vs. student” situation

APPLICATION 2

Teachers should refrain from using punishment

Punishment often relieves guilt too easily

Punishment rarely serves as a means of teaching discipline

APPLICATION 3

Profanity should be ignored rather than addressed

Addressing the four-letter word can be more problematic, causing a major issue

witnessed by other studentsTeachers must follow school mandates

dealing with the usage of profanity but should also try to follow Ginott’s advice

APPLICATION 4

Teachers should use guidance instead of criticism

Negative criticism can lead to the lowering of a child’s self-esteem and

increase self-doubtCriticism should be used constructively

for improvementNegative remarks should not be made about a child’s personality (i.e. character should not be attacked, embarrassment

should be avoided)

APPLICATION 5

Everyone gets angry, even good teachersNo yelling, convey your feelings with a

simple statement (i.e. “I feel annoyed.”)Ginott suggests 3 steps to surviving

anger:1. Accept the fact that the actions of students will

make us angry2. Realize that we are entitled to our anger without

guilt or shame3. “Except for one safeguard, we are entitled to

express what we feel. We can express our angry feelings provided we do not attack the child’s

personality or character” (pp. 50-51).

APPLICATION 6

Teachers should show acceptance and acknowledgement with

uncritical messagesUncritical messages encourage

cooperation Use I messages rather than You

messages

APPLICATION 7

Teachers should avoid name-calling and labeling students

Teachers should avoid diagnosis and prognosis

What a teacher says has serious consequences, such as:

1. Resentment2. Students begin to believe what the teacher

says is true

APPLICATION 8

Teachers should avoid sarcasm and ridicule because these

kinds of communication destroy self-confidence

May not affect all students, but may affect one

APPLICATION 9

Teachers should strive for brevity when disciplining

studentsCorrect the students and then

move on

APPLICATION 10

Avoid personal attacksUse I messages instead of You

messages1. Teacher says “I don’t like it when people

run in our classroom because it is breaking our classroom rules.”

2. Rather than saying “Kori, stop running. You know it is classroom rules so don’t do

it.”Ask politely

APPLICATION 11

Teachers should provide students with a face-saving exit

Teachers should not embarrass or humiliate students

Teachers should create an opportunity to agree to “not let

it happen again”.

APPLICATION 12

Teachers should respect students privacy

Avoid asking prying questionsAsk discretely and succinctly

Let students know you are concerned and ready to help

APPLICATION 13

Use appreciative praise about effort and accomplishment; “I appreciate

your good behavior today.”Avoid evaluative praise about

character and personality; “You are such a grown up young lady. Your

parents would be proud of your good behavior.”

APPLICATION 14

Fosters positive communication

Fosters positive behaviors

Fosters positive relationships

Absolutely does not work in

violent situationsTheory not molded into a

model of its own

Advantages Disadvantages

CONCLUSION

Manning, M. L., & Bucher, K. T. (2007). Classroom Management: Models, Applications, and Cases

(2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Image of Ginott from www. betweenparentandchild.com

CREDITS

1.Each table will be given a handout with scenarios.

2.Take a few minutes to plan your scene.

3.Discuss with the class how your table would handle the scenario

using Ginott’s theory.

ACTIVITY