1. Ginott’s Teachings
• highlighted the critical role of
communication in discipline
• known for setting personal,
caring tone.
• learning always takes place in
the present tense.
must not prejudge students or
hold grudges
• learning is a personal matter to
the student.
• harmonious communication with
students feelings

2. Congruent Communication
• Congruent Communication -
addresses situations, not students’
character or personality.
• do not preach, moralize, impose
guilt, or demand promises.
confers dignity on students
by treating them as:
social equals
capable of making
good decisions.

3. Effective teachers:
• invite cooperation
• do not dictate to students
boss them around
provoke resistance.
Praise
• Evaluative praise “Good boy for raising your hand”.
• use appreciative praise when responding to effort or
improvement,

4. use I-
messages
rather than
you-
messages.
I-message,
example: “I
am very
upset”.
You-message,
example: “You
are being very
rude.”
Use laconic
language-
Laconic
means short
and to the
point.
I- Message / You- Message

5. Why Questions
• Teachers should avoid asking why questions
when discussing behavior.
make students feel guilty and defensive.
Sane Messages
Messages that focus calmly on the behavior

6. Sane Messages
• Sane messages – Messages that
focus calmly on what needs to be
corrected without attacking the
student’s character or personality.
• Noncontolling methods of
behavior change
• A problem is a condition, event, or
situation that troubles someone
• Then YOU should
• “OWN” the problem

7. Gordon’s View of Discipline
• “The only truly
effective discipline is
self-control,
developed internally
in each student. To
develop student self-
control, teachers
must give up their
power (controlling)
authority and replace
it with influence or
persuasive authority.

8. MESSAGES
• I-message are statements in which people tell how they
personally think or feel
• You-messages are statements of blame leveled a someone’s
behavior
• Confrontive I-messages are messages that attempt to
influence behavior

9. Preventive I-messages attempt
to forestall future actions that
may later constitute a problem
Preventive you-message (to be
avoided) are used to scold
students for past behavior
Shifting gears Take a breath

10. Rewards Don’t Work
• Helping Skills
• Preventive Skills-
• Confrontive Skills-
teacher owns
problem