According to Ginott,if you make demands on misbehaving students, you can expect what?
Are these your choices?
A. immediate cooperation.
B. student hostility.
C. students to make good decisions.
D. it to encourage a sense of autonomy.
What is your answer?
B. student hostility.
To understand what Ginott's perspective is on making demands on misbehaving students and the expected outcome, we need to refer to Ginott's work and ideas.
Rudolf Dreikurs, an eminent psychiatrist and educator, devised the concept of "logical consequences" as a means to address student misbehavior. Haim Ginott, a prominent child psychologist, further built upon Dreikurs' principles and developed his own approach to discipline and classroom management.
According to Ginott, if you make demands on misbehaving students, you can expect resistance and potential escalation of the misbehavior. He believed that using demands alone might provoke a power struggle between the teacher and the student, leading to an impasse rather than resolving the issue.
Ginott advocated for a more empathetic and problem-solving approach to discipline. Instead of simply making demands, he advised educators to employ communication techniques that fostered understanding, respect, and cooperation. By using "I-messages" and active listening, teachers could express their concerns without blaming or shaming students, creating an environment conducive to positive behavior change.
To implement Ginott's approach effectively, teachers can follow these steps:
1. Observe the misbehavior: Recognize the specific problem or behavior that needs to be addressed.
2. Choose an appropriate time: Find a proper moment to talk to the student privately about the misbehavior, preferably when both of you are calm and can focus on communication.
3. Use "I-messages": Instead of using accusatory language, frame your statements using "I-messages" to express your feelings and concerns without blaming the student. For example, say "I feel frustrated when I see students talking while I'm teaching" instead of "You always interrupt me!"
4. Active listening: Give the student an opportunity to express their perspective and feelings without interruption. Reflect back what they have said to show genuine understanding.
5. Collaboratively problem-solve: Engage the student in finding a solution to the misbehavior. Ask open-ended questions and encourage them to come up with their own ideas for changing their behavior.
By following this approach, Ginott believed that teachers could create a cooperative atmosphere and encourage students to take responsibility for their actions, leading to a more constructive resolution of misbehavior.