Hain Ginott and Jane Nelsen: Encouragement and Support, Slides of Teaching method

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A Presentation for Classroom Behavioral Management By: Shawn Baker

Haim Ginott and Jane Nelsen:

Encouragement and Support

Haim Ginott’s Principle Teachings

 Learning takes place in the present tense.

 Learning is always personal to the student.

 Teachers should always endeavor to use congruent communication.  Cardinal principle of congruent communication: it addresses the situation, never the students’ character or personality.  Teachers at their best, using congruent communication, confer dignity on their students by treating them as social equals capable of making good decisions.  Teachers at their worst belittle students, label them, and denigrate their character. (usually inadvertently)

 Respect students’ privacy.

 When correcting students, teachers should provide directions concerning the behavior desired.

 Do not use why questions when discussing behavior.

 Sarcasm is dangerous. Do not use when discussing situations with students.

 Punishment should not be used.

 Teachers should strive for self-discipline in their work with students.

 Classroom discipline is attained through little victories.

Jane Nelsen Principle Teachings

 Discipline problems gradually become insignificant in a classroom where there is a climate of acceptance, dignity, respect, and encouragement.

 Students need to perceive themselves as capable, significant, and in control of their own lives.

 It is crucial for students to develop skills of self-control, adaptability, cooperation, and judgment.

 Teachers must show they truly care about students.

 Teachers demonstrate caring by showing personal interest.

 Teachers can greatly facilitate desirable student behavior.

 Class meetings should emphasize participation by everyone.

The Seven…continued

 Four Essential Skills.

1. Intrapersonal skill.
2. Interpersonal skill
3. Strategic skill
4. Judgment skill

Format for Class Meetings

1. Express compliments and appreciation

2. Follow up on earlier solutions applied to problems

3. Go through agenda items

4. Make future plans for class activities.

Reference

 Charles, C.M. Building Classroom Discipline. Boston: Allyn and Bacon, 2002.