GINOTT THEORY
By: Susan Kirby
Elizabeth (Shelbi) Tuttle
Kori Robertson
and Rachel Thompson
“I have come to a
frightening conclusion. I am the
decisive element in the classroom. It
is my personal approach that creates
the climate. It is my daily mood that
makes the weather. As a teacher I
possess tremendous power to make a
child’s life miserable or joyous. I can
be a tool of torture or an instrument
of inspiration. I can humiliate or
humor, hurt or heal. In all situations
it is my response that decides
whether a crisis will be escalated or
de-escalated, and a child humanized
or de-humanized.”
- Haim Ginott
HAIM GINOTT
Theories differ from foundational theorists
3 degrees from Columbia University
Clinical psychologist, professor of psychology
and psychotherapy
Books: Between Parent and Teenager (1969) and
Teacher and Child (1972)
Ginott believes the teacher is the influential
element in the classroom
KEY CONCEPTS
Use congruent communication
Promote self-discipline for both teachers and students
Accept and acknowledge students and their actions
without belittling the individual
Avoid evaluative praise, and use appreciative praise
Avoid sending you messages and use I messages to
describe how a behavior makes the someone feel
Demonstrate their best behaviors or those that
contribute to a classroom environment
APPLICATION 1
Teachers should use clear communication
Teachers clearly communicate their
expectations in a manner that helps
students feel accepted
This open communication promotes
autonomy among the students
APPLICATION 2
Teachers should use sane messages
Teachers should be in control of their
emotions when addressing a discipline
problem
Should not let the problem become a
“teacher vs. student” situation
APPLICATION 3
Teachers should refrain from using
punishment
Punishment often relieves guilt too easily
Punishment rarely serves as a means of
teaching discipline
APPLICATION 4
Profanity should be ignored rather than
addressed
Addressing the four-letter word can be more
problematic, causing a major issue witnessed by
other students
Teachers must follow school mandates dealing
with the usage of profanity but should also try
to follow Ginott’s advice
APPLICATION 5
Teachers should use guidance instead of criticism
Negative criticism can lead to the lowering of a child’s
self-esteem and increase self-doubt
Criticism should be used constructively for
improvement
Negative remarks should not be made about a child’s
personality (i.e. character should not be attacked,
embarrassment should be avoided)
APPLICATION 6
Everyone gets angry, even good teachers
No yelling, convey your feelings with a simple
statement (i.e. “I feel annoyed.”)
Ginott suggests 3 steps to surviving anger:
1. Accept the fact that the actions of students will make us angry
2. Realize that we are entitled to our anger without guilt or shame
3. “Except for one safeguard, we are entitled to express what we feel.
We can express our angry feelings provided we do not attack the
child’s personality or character” (pp. 50-51).
APPLICATION 7
Teachers should show acceptance and
acknowledgement with uncritical messages
Uncritical messages encourage cooperation
Use I messages rather than You messages
APPLICATION 8
Teachers should avoid name-calling and
labeling students
 Teachers should avoid diagnosis and prognosis
What a teacher says has serious consequences,
such as:
1. Resentment
2. Students begin to believe what the teacher says is true
APPLICATION 9
Teachers should avoid sarcasm and
ridicule because these kinds of
communication destroy self-confidence
May not affect all students, but may affect
one
APPLICATION 10
Teachers should strive for brevity when
disciplining students
Correct the students and then move on
APPLICATION 11
Avoid personal attacks
Use I messages instead of You messages
1. Teacher says “I don’t like it when people run in our
classroom because it is breaking our classroom rules.”
2. Rather than saying “Kori, stop running. You know it is
classroom rules so don’t do it.”
Ask politely
APPLICATION 12
Teachers should provide students with a
face-saving exit
Teachers should not embarrass or
humiliate students
Teachers should create an opportunity to
agree to “not let it happen again”.
APPLICATION 13
Teachers should respect students privacy
Avoid asking prying questions
Ask discretely and succinctly
Let students know you are concerned and
ready to help
APPLICATION 14
Use appreciative praise about effort and
accomplishment; “I appreciate your good behavior
today.”
Avoid evaluative praise about character and
personality; “You are such a grown up young
lady. Your parents would be proud of your
good behavior.”
CONCLUSION
Advantages
Disadvantages
Fosters positive
communication
Fosters positive
behaviors
Fosters positive
relationships
Absolutely does not
work in violent
situations
Theory not molded
into a model of its
own
CREDITS
Manning, M. L., & Bucher, K. T. (2007). Classroom Management:
Models, Applications, and Cases (2nd ed.). Upper Saddle River, New
Jersey: Pearson Education, Inc.
Image of Ginott from www. betweenparentandchild.com
ACTIVITY
1. Each table will be given a handout with
scenarios.
2. Take a few minutes to plan your scene.
3. Discuss with the class how your table
would handle the scenario using Ginott’s
theory.