group 6 kanages, komz, priya

8/18/2019 GROUP 6 Kanages, Komz, Priya

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Compare and Contrast

Theories of CongruentCommunicationby Haim Ginott

andTheories of DemocraticTeaching

by Rudolf DreikursPREPARED B !"# $A%AGE&'AR(# PR) A DAR&H)%)*# $+,A-A.A--)


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Haim Ginott


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He /as born in )srael in "0((

He studied clinical psychology at Columbia 1ni2ersity in%e/ ork

He /as a clinical psychologist3 parent educator andauthor of * books! Parent 4 Child3 Parent 4 Teenager3

Teenager 4 Child

He /orked /ith troubled youth in a guidance clinic in

5ackson2ille3 6lorida

His e7perience in 5ackson2ille has guided him to hisuni8ue combination of compassion and boundary

setting

About Ginott…


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QuotesChildren are like wet cement.

whatever falls on them makes an

impression.

If you want your children to improve,let them overhear the nice things

you say about them to others.


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Theories ofCongruent Communication

by Haim Ginott


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Description of the theory

It is important to usediscipline in place ofpunishment.

Teacher must model

communication that iscongruent with pupils’emotions and surroundings.

Teachers should always berespectful of pupils needs.

Pupils should neverexperience any teacher

belittling them.

Teachers must includecooperative learning


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Approaches9&trategies!


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(Messages that focus on what needs to becorrected without attacking student s

character or personality!

"# &ane,essages

• "ddress situations rather than studentscharacters

• "cknowledge and accept students feelings

• #ften teachers use language that blames,orders, accuses or threatens to students

• $se language that focuses on situation and

facts % not threatening students self esteem


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&! ' press "nger"ppropriately

• )tudents can annoy and irritate teachers %making them angry

• *eachers should e press their angerappropriately

1se ):messages3 rather than ou:messages

• ):message3 e7ample ! ;) am hearing alot of talking that is disrupting the

class<

• ou:message3 e7ample ! -hy are youalways talking, I told you to stop talking


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*# )n2iteCooperation

•

Describing the situation /hen a problemoccurs and indicating /hat needs to bedone

• Do not boss the students around = gi2ethem choices in matters that e>ect their

life in the classroom ?seatingarrangement9classroom procedure#

• Pro2ide opportunities for students to

e7perience independence3 acceptingtheir capabilities

• Al/ays ask yourself3 ;Ho/ can ) bemost helpful to my students right no/@<


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/! 0raise

'1"2$"*I1' 03"I)'• Comments on students character• ' ample % 4ood boy for raising your hand

"003'CI"*I1' 03"I)'• 3esponding to e5ort or improvement• *eacher shows appreciation for what thestudent has done


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6!7o -89Question

• "void asking why :uestions when discussingbehavior

• It will make students feel guilty and defensive• Instead point out that there is a problem and

invite students to discuss ways to solve theproblem

7# -89 Q$')*I#7);-hy can t you be good for a change<

-hy do you forget everything I teach you<


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&trengths 4

'eaknesses

6ocus on positi2etreatment3 acceptanceand ackno/ledgement

Positi2e rapportenhance classroomlearning en2ironmentDe2elop positi2e selfesteem by encouragingpupils to takeresponsibility for theirbeha2ior

-ackcomprehensi2e andcohesi2e model

-ess e>ecti2e indealing /ith se2erebeha2iorinfractions

&trengths 'eaknesses


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0racticality of the

theory in a local ')2classroom


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1se Clear

Communication

• *eachers clearlycommunicate their

e pectations in amanner that helps

students feel accepted.

•

*his opencommunicationpromotes autonomyamong the students.


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Teacher /ould be more of afacilitator for con2ersationsthat include e2ery member ofthe class and address all the

important issues)t is important

to 2alue the

contributionsand to listen toe2eryone s

ideas


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*eacher should always strive to guide students toacceptable behavior rather than critici=e

• 7egative criticism can lead to the lowering of achild s self>esteem and increase self>doubt

• Criticism should be used constructively for

improvement• 7egative remarks should not be made about achild s personality (i.e. character should not beattacked, embarrassment should be avoided!


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R1D+-6DRE)$1R&


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About Dreikurs…

?orn @ebruary A, BA(1ienna, "ustria>8ungary!

Died May &6, B & (aged 6!(Chicago, $nited )tates!

@ields 0sychiatry$niversity $niversity of 1iennaEnown for Individual psychology


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Quotes *he proper way of training children

is identical with the proper way oftreating fellow human beings.

" child needs encouragement as aplant needs water.


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Theories of

Democratic Teaching

by Rudolf Dreikurs


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&tudents

unabletosatisfy

theneeds

,istaken goal

canhelpthem

satisfythe

needs

&eekattention

3 seekpo/er3

seekre2enge3/ithdra/

fromclass

acti2ity

*urn to thinkthat

2eadstudents to

To sol2e this problem3 Dreikurssuggest Democratic teaching


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/ Eey Concepts of

Democratic *eaching

Democratic style

> Democratic vs"utocratic F 0ermissive

,istaken goals

> )eeking attention> 0ower struggle> ' acting revenge> Displaying inade:uacy

Encouragement

> '5ort vs "chievement

Conse8uences

> 2ogical conse:uencesvs 0unishment


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*he

"pproachesG)trategies ofDemocratic *eaching

Mistaken goal Mistaken goal• Provide lessons with socialinterest in mind

• Communicate with one another• Mutual respect• Loo for positive attributes instudents• !xamine pupils behavior

patterns

Democratic style• "iscussions and teacher

learns how to accept pupils’opinion

• #tudents involve in ma ing

decisions in the classroom


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Encouragement• $ive positive

reinforcement• %ppreciate students

effort of learning• "isplay students wor• "on’t re&uire perfection

Consequences• %pply logical

conse&uences• $ive relatable

punishments tostudents

*he

"pproachesG)trategies ofDemocratic *eaching


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&trengths 4

'eaknesses

,ake conse8uencesunderstandable

Positi2e reinforcement

Promotes autonomy

Redirect pupilsbeha2ior

6orm mutual respect

6ocus on causes ofmisbeha2ior

Di cult to respond tonon controllablepupils

,ay ha2e problem inengagingcon2ersation

Trouble determiningthe actual moti2es

&trengths 'eaknesses


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0racticality of the *heory

in the ')2 classroom

-hen

• Classroom activity• 4iving encouragement• 0roblem with misbehavior

-hy

• )ense of belonging• 0ositive reinforcement• Make conse:uences understandable F redirect behavior

8ow

• Discussion, grouping• @eedback F Display pupil s work• $se logical conse:uences


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C#M0"3' "7D C#7*3")*?'*-''7 *8' *8'#3I')#@ C#743$'7*C#MM$7IC"*I#7 "7DD'M#C3"*IC 2'"37I74


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)IMI2"3I*I')

*eachers give rewards to pupilsgood behaviour.

*eacher respects pupils opinion.


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D)66ERE%CE&


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DE6)%)T)+%

A theory /hich allo/s students

to take part in the teaching andlearning acti2ities along /iththe teacher

D-

CC

Congruent communication is astyle of speaking that does not

attack others3 but insteadremains harmonious /ith feelings

being e7perienced = ?Ginott3"0 "# ?cited in Charles "0003 #


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$ey concepts

)dentify and address mistaken goals ofmisbeha2iorAct as democratic rather than autocraticor permissi2e1se logical conse8uences rather thanpunishment1nderstand the di>erence bet/eenpraise and encouragement

Address situations rather than

characterAccepts and ackno/ledges feelings1ses bre2ity in correctingmisbeha2iour1ses appreciation rather thane2aluati2e praises


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TEACHER&

Democratic teachers are neitherpermissi2e nor autocratic

Democratic teachers pro2ide Frmguidance and leadership by establishing

rules and conse8uences6or democratic teachers3 freedom comes

from disciplineTeachers clear ly communicate theire7pectations in a manner that helps

students feel acceptedTeachers should be in control of their

emotions /hen addressing a disciplineproblem

Teachers should refrain from usingpunishment


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&TRE%GTH

Dreikurs Theory Ginotts Theory

Democratic classrooms andteaching styles givesopportunity for the students toparticipate in the teaching and

learning process.

"ddresses the student s actionrather than the student scharacter. *he class movesalong much better, *erry, when

you raise your hand and I callon you.

Mutual respect motivatesstudents to behaveconstructively.

Invites cooperation betweenthe teacher and student.

Devin, would you please takeour new student to therestroom<

0romotes respect andcommunication among teacherand students.

"llow students to e press theirfeelings and opinions.


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'EA$%E&&E&

Dreikurs *heory 4inotts *heory

Might be diHcult forteachers to identify andunderstand studentsreasons for misbehaving.

"bsolutely does not workin violent situations

*eachers may not be ableto respond properly andto provide logicalconse:uences for allmisbehavior.

)tudents themselvesneed to know how tocommunicate their ideasand opinions. Manystudents do not.


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PRACT)CA-)T

Democratic teaching Congruent Communication

)uitable to be used indealing with problematicstudents.

*eachers clearlycommunicate theire pectations in a manner

that helps students feelaccepted4ives students opportunityto correct theirmisbehavior.

*eacher would be more ofa facilitator forconversations that includeevery member of the classand address all theimportant issues.

8elps students changetheir mistaken goals.

*eacher should alwaysstrive to guide students to


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3'")#7)

8elps minimi=e interruptions in the classroom insteadof making spectacles out of minor misbehavior.

@or e ample, if a typical disruption occurs like astudent out of their seat, the teacher could :uietlytell that student that it is distracting for others tohave someone walking around the room rather thanyelling in front of the class. @or this same reason, it isalso important to have the rules and speci cconse:uences posted and remind students of themoften.


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It can be weaved in easily to any e istingclassroom or school management systemwithout disruption."sking :uestions and listening to students,

brevity, acceptance, and respect."ccording to 4inott, the teacher would bemore of a facilitator for conversations thatinclude every member of the class.


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It s important to value pupils contributionsand listen to everyone s ideas.

*eachers must not preJudge pupils.

*eachers do not impose guilt on pupils.


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RE6ERE%CE&

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

(3 rd ed.).Upper Saddle River, e! "er#e$% ear#'n

duca i'n, *nc.

The Dreikur’s Model (20+3),Re rieved "anuar$

2 ,20+-, r'/h p% !!!. eacher/a er#.c'/ cla##r''/1di#cipline /'del#1' 1di#cipline he1drei er#1/'del.h /l


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group 6 kanages, komz, priya

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