1. THE GINOTT MODEL: ADDRESSING THE SITUATION WITH SANE MESSAGES Guru Presentation By: Melody Manley

2. HAIM GINOTT (1922-1973) Born in Tel Aviv, Israel PhD in 1952 Professor of Psychology UNESCO consultant Resident Psychologist Columnist Best known for 3 books: 1.Between Parent and Child (1965) 2.Between Parent and Teenager (1969) 3.Teacher and Child (1971)

3. THE GINOTT MODEL OF DISCIPLINE Congruent Communication Harmonious and authentic way of talking in which teacher messages to students match the student’s feelings about situations and themselves. Crucial factor in classroom climate

4. TEACHERS AT THEIR BEST  Send Sane Messages  Express Anger Appropriately  Invite Cooperation  Accept and Acknowledge Student Feelings  Avoid Labeling Students  Correct Students By Directing Them Appropriately  Avoid The Perils Of Praise  Are Brief When Correcting Students  Are Models of Humane Behavior

5. TEACHERS AT THEIR WORST  Are Caustic and Sarcastic  Attack Students’ Characters  Demand, rather than invite, Cooperation  Deny Students’ Feelings  Label Students as Lazy, Stupid  Give Long and Unnecessary Lectures  Lose Temper and Self Control  Use Praise to Manipulate Students  Poor Models of Humane Behavior

6. GINOTT’S SUGGESTIONS FOR HELPING TEACHERS FUNCTION AT THEIR BEST Sane Messages Expressing Anger Inviting Cooperation Accepting and Acknowledging Feelings Labeling is Disabling Correction is Direction Sarcasm The Perils of Praise

7. SANE MESSAGES Accept and acknowledge how students feel Address situations

8. EXPRESSING ANGER Express anger without damaging the student’s character Use I-messages instead of You-messages Express anger in eloquent terms to enrich vocabulary

9. INVITING COOPERATION Invite cooperation rather than demand it Avoid direct commands Promote self-choice and foster responsibility

10. ACCEPTING AND ACKNOWLEDGING FEELINGS Help students sort out feelings Minimize student confusion Act as a sounding board for students Should not argue with students’ perceptions Strive to acknowledge and understand students’ feelings

11. LABELING IS DISABLING No place in the classroom for labels, diagnoses, or prognoses of students’ character. Only limits visions of the self and the future

12. CORRECTION IS DIRECTION Use directing as the method of correcting Avoid attacking a student’s character Suggest acceptable alternative behavior

13. SARCASM Avoid sarcasm Can cause hurt feelings and damaged self-esteem with students Students do not understand sarcasm

14. THE PERILS OF PRAISE Dangers of praise Can have detrimental effects on forming a positive self image Concentrate on applauding specific acts Using praise inappropriately Express appreciation without words that evaluate behavior

15. GINOTT’S SPECIAL VIEWS ON DISCIPLINE A series of little victories Brings about student self- direction, responsibility, and concern for others Influence behavior through compassion and understanding Teacher’s own self discipline Handle conflict calmly and reasonably

16. INAPPROPRIATE DISCIPLINE  Lose temper  Call students names  Insult students’ character  Behave rudely  Overreact  Show cruelty  Punish all for the sins of one  Threaten  Deliver long lectures  Back students into a corner  Make arbitrary rules

17. APPROPRIATE BEHAVIOR  Are brief  Recognize feelings  Describe the situation  Invite cooperation  De-escalate conflicts  Do not argue  Model appropriate behavior  Discourage physical violence  Students help set standards  Are helpful  Do not criticize, call names, or insult  Focus on solutions  Allow face saving exits