Aglipay 1

Aglipay, Sabrina Jean G.

2011-79095

Ms. Lizamarie Olegario

Haim Ginott’s Theory of Congruent Communication

Introduction

This paper presents the basic assumptions, key concepts, and classroom

application of Haim Ginott’s Theory of Congruent Communication, along with some of

the relevant pedagogical models developed by notable proponents of classroom

management.

Ginnot believes that effective classroom management lies in the way the teacher

communicates with his or her students. The teacher is the most influential element in the

classroom in that it is his or her personal approach that will determine the “climate” that

contributes to children’s behavior.

Ginott promotes the use of congruent messages and to confer dignity in students

by treating them as equals.

Basic Assumptions/Philosophies

One of assumptions in Ginott’s theory is—a good relationship between the

teachers and students can be achieved with proper communication. According to Charles

(2007), “maintaining considerate communication with your students’ parents or guardians

is not only a professional duty but also a tactic that can bring rich rewards” (p.140). If
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good communication is maintained with parents, they can spread word on how good a

teacher one is and will start supporting one as a teacher. During teacher-parent

conferences, the teacher should choose his/her words carefully. Accusing the child of bad

behavior should be avoided as this makes the parent feel that this their fault. This is due

to the notion that a child is an extension of the parents. Parents will not cooperate with

teachers when they feel that their children are attacked or blamed for their misbehavior.

The proper approach is to give suggestions on how the teacher and the parent can work

together to correct the misbehavior of the child.

Second assumption is that student’s positive behavior is determined by the

teacher’s influence. Ginott has strongly emphasized this fact. Students can take account

of their misbehavior, but the teacher is still responsible for creating the climate in the

classroom. Therefore, it is a teacher’s responsibility to create conditions that contribute to

student’s proper behavior.

The final assumption in Congruent Communication Theory is that discipline is an

effective alternative than punishment. According to Ginott, “the essence of discipline is

finding alternatives to punishment” (as cited in Manning & Bucher 2001, p. 215). And

according to the latter proponents (2001), “punishment interferes with the development of

the child conscience and often relieves guilt too easily” (p.216). One example given is

that when punishment is administered, children will feel that they have paid for their

misbehavior and is then free to repeat it. In this situation, the child did not really develop

discipline as punishment only results to avoidance of future punishment.

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Key Concepts

There are five (5) major concepts in Ginnot’s theory and they all center on the

teacher’s communicative approach and student-treatment.

First among the key concepts is the use of congruent communication which in

essence addresses situation rather than the student’s character (Charles 2007, p. 133). In

taking the meaning of term congruent, the teacher’s communication with the students

must be “harmonious” with the student’s feeling. In other words, the style of speaking

must not attack others and is focused on the situation, not the student’s character or

personality.

The second key concept is to use sane messages to students. Its meaning simply

emphasizes the style of communication the places the focus on solving a problem, rather

than than accusing the student of his or her shortcoming. A sample scenario given by Lee

Manning and Katherine Bucher (2001) is the situation of a student named Keith who

walks around the classroom aimlessly (p. 216). The teacher sent sane messages to Keith

such as “Keith, other students and I are disturbed when someone walks around during

quiet time,” a statement that addresses the situation rather than the following statement

that accuses the doer, “Keith, for the fifteenth time, you are walking around again—sit

down.” In essence, the aim of using sane messages is to guide students to move away

from self-defeating behavior towards appropriate and lasting behavior.

The third key concept in this theory is that teachers have to promote self-

discipline. Teachers must strive to demonstrate proper behavior at all times. As Charles

(2007) explained, teachers should not display behavior they trying to eradicate from
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students such as raising their voice, acting rude towards students who are being impolite,

or berating students who have used improper language (p. 135). In relation to this

concept, McDaniel (1980) promotes the Behavorial Model in which teachers should

model appropriate behavior. This is crucial because children imitate the behavior of

people from their environment especially influential people such as teachers and peers.

Thus, teachers need to exemplify the behavior they expect from their students.

The fourth key concept entails acceptance and acknowledgement of the students

and giving comments on their behavior without belittling them. Belitttling includes

sarcasm, ridicule, and shaming. Ginott refers to these as “verbal spankings” which does

not improve performance or personality (as cited in McDaniel 1980, p. 456). He said that

“sarcasm” [or other belittling acts] is not good for children as it destroys their self-

confidence and self esteem.” (McDaniel 1980, p. 456)

The last but not the least key concept emphasizes the strong linkage between the

exchange of interactions between teachers and students. This is developed by teacher by

showing respect to students and treating them as equal human beings. Ginott says, “A

wise teacher talks to children the way he does to visitors at his home” (as cited in

McDaniel 1980, p. 456). This is exemplified in Purkey’s statement that the teacher’s

belief system must look at the student as valuable, capable of learning, and responsible

for their own conduct (McDaniel 1980, p. 456).

Applications in Classroom

This section includes the points in which teachers need to remember in applying

the principles of Haim Ginott’s theory of Congruent Communication.

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First would be to be to provide an environment conducive to learning. Ginott

believes that the learning environment plays a big factor in influencing the behavior of

the children inside the classroom. Teachers should maintain classroom cleanliness and

order.

Second is to use proper and clear communication. Ginott believes that

communication is key to developing a good relationship with students. Using clear

communication also helps establish and maintain a secure, humane, productive

environment for learning. Clear and proper communication includes the following ways:

a) Talking about feelings. The latter can be done when a students misbehaves such as

calling names and pushing others. The teacher can call on the student and talk about how

the student would feel when others give him or her the same bad treatment. b) Discussing

treating others as we would like to be treated. This is basically the golden rule. The

teacher can make this the one and only rule in the classroom. It’s the only rule, but it can

make a lasting impact in instilling good manners among the children. c.) Choosing words

accurately. The teacher should not accuse children in anyway as this would only make

them defensive. What teachers can do instead is to politely ask the child what he or she

could have done differently. One of the last concepts under clear communication

includes—brevity. This act promotes better retention among student learners.

Third strategy is to invite student’s cooperation and positive behavior. When a

student misbehaves, the teacher tends to send insane messages to students. According to

Ginnot, this must be avoided. Insane message entails blames, preaches, commands,

accuses, belittling and threats. This kind of interaction will only set a negative and create
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a barrier between the student and the teacher. When students are judged negatively

because they have failed to meet to the teacher’s expectations, they become easily

discouraged.

The fourth technique would be to remain sensitive to the needs of students and to

communicate to students with sensitivity. Teachers should show concern for student’s

feelings and recognize their comments. This way, students would be encouraged to be

more transparent with their feelings. When this happens, teachers can better understand

students and better handle them inside the classroom.

The fifth classroom application includes handling the teacher’s own anger

properly and express anger using “I-messages”. Ginott believes that “you messages”

attacks students’ personalities and character. To avoid personal attacks, the teacher must

use “I-messages” such as “ I am appalled” and “I am furious. An example of a “you-

message” would be “Look at what you have done” and “Who do you think you are?”

When the teacher is angered by a student’s misbehavior, the teacher should muster the

strength to avoid you-messages, but rather should give students a warning for anger.

Seventh classroom application would be to provide appreciative praise instead of

evaluative praise. Appreciative praise directs attention to student’s effort and is

productive. On the other hand, evaluative praise focuses on student’s character and places

a burden on the students. An example of an evaluative praise would be “Good boy for

raising your hand.” This focuses on the student’s character instead of the student’s effort.

An example of an appreciate praise would be, “I enjoyed your story very much. Keep up

the good work”.

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Last but not the least among the classroom application of Ginott’s theory would

be the use of laconic language. This is best exemplified through the concept of brevity.

Ginott said that it is wise to use a language that is brief and and to the point (as cited in

Charles 2007, p.135). The use of laconic language also entails being solution-oriented

rather than blaming and fault-finding. For a teacher to be more effective addressing

situations, the teacher must focus on solving the problem rather than dwelling on

philosophies and responsibilities.

Conclusion

The teacher’s success in applying Ginott’s Theory of Congruent Communication

will depend on how they demonstrate and model positive communication, behavior, and

student-teacher relationships. Ginott’s theory of Congruent Communication places the

teacher as the center of the classroom. Using Ginott’s theory can help promote value and

respect for students, and anyone in general, respecting diversity in each and every

individual.
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References:

Charles. (2007). Improving Relationships and Communication 127 Working toward

Positive Relationships and Effective Communication among Teacher, Students,

and Parents and Guardians [PDF]. PTG Media.

Manning, M. Lee, and Katherine T. Bucher. “Revisiting Ginotts Congruent

Communication after Thirty Years.” The Clearing House: A Journal of

Educational Strategies, Issues and Ideas, vol. 74, no. 4, 2001, pp. 215–218.,

doi:10.1080/00098650109599194. Accessed 23 Aug. 2017.

McDaniel, Thomas R. “Phi Delta Kappa International.” Exploring Alternatives to

Punishment: The Keys to Effective Discipline, vol. 61, no. 7, Mar. 1980, pp.

455–458. Jstor, Accessed 23 Aug. 2017.

“Notes on Haim Ginott’s Theory of Congruent Communication.” edgd801,

www.edgd801.csc4learning.com/801images/GinottCongruentCommunicatio

n.pdf?fref=gc. Accessed 23 Aug. 2017.