The Ginott model is based on interpersonal interaction between learners and educators. This model concentrates on influencing unsuitable classroom behaviour into suitable
classroom behaviour via communication. Ginott (1973:20) referred to this specific style of communication between educators and learners as “congruent communication”. The congruent communication focuses on addressing the activities of the learner and not the learner’s character. A proactive approach where learners are made to feel accepted is recommended. There are constructed strategies for educators to develop self-esteem, self-confidence and reducing fear, and frustration in the classroom (Ginott 1972:23). These strategies strongly endorse the principle that educators should attack the problem not the child.
In terms of this model the best approach to assist learners is developing a democratic classroom. The democratic educator aids learners to acquire self-discipline and self- motivation (Hudson 2006:37). In a democratic classroom, the educator and the learner co-operate in establishing classroom rules and penalties for negative behaviour. Self- discipline is the goal of positive discipline which results in learners being liberated, which in turn may impact positively on the accountability attached to their decisions (Woolfolk 1998:333).
2.6.1.1 Labelling and negative criticism
Many educators are not aware of the harmful effects of labelling and criticising children negatively. Using labels to criticise children is self-defeating and damage their self- image (Kauffman et al. 1991:5). The labels used frequently become a self-fulfilling prophecy. Children usually demonstrate behaviours characteristic of the labels associated with them. Labels manifest negative attitudes in children and they are difficult to erase. Ginott (as cited in Taylor 2004:33) articulates that educators should not criticise children; too much criticism is detrimental to their welfare and social growth, because it deflates self-esteem and interferes with learning. Ginott (as cited in Taylor 2004:33) recommends that the educator should give suggestions and advice and make brief statements to learners for improving their performances and seek their input on corrective behaviour. Thus the criticism should not be aimed at the person of the learner but at the performance or behaviour. Acknowledging learners’ feelings promote self-worth and confidence and provide an avenue for free expression. When educators have faith in learners, the learners begin to have faith in themselves (Gatongi 2007:210).
2.6.1.2 Dealing with feelings
In offering assistance to learners the educator assures them that support is available to them readily. Children need to feel that they can depend on the educator to assist them when confronted with problems. If educators and parents do not assist children in solving their problems, they will attempt to solve them on their own. Frequently, this approach will lead to inappropriate behaviours (Taylor 2004:35). Educators should never repudiate their feelings or their learners’ feelings. Their behaviour should always be honest. Educators must learn to express their anger or displeasure without damaging the character of the learner (Marshall 2005:24).
According to Mountrose (1999:10) when children are not permitted to express their feelings, these feelings are stored and buried in their subconscious minds. These unexpressed feelings cannot be acknowledged by educators and these feelings, may be unleashed or directed toward inappropriate behaviours. When feelings are addressed, children feel nurtured and recognised. Talking to children and assisting them in describing their feelings, aid in developing understanding and promote self-esteem. It also provides the opportunity for educators to develop social skills to teach children how to cope successfully with their feelings by transforming inappropriate behaviours to appropriate behaviours (Taylor 2004:35). An angry educator must express his instructions clearly and resolutely without insulting or humiliating the learner. When tempted to explode in wrath, they should ask themselves, “Am I dealing with the anger in a way I expect my learners to do, or am I modelling the behaviour that I want to see in my classroom?” (Wynne & Ryan 1997:240).
2.6.1.3 Inappropriate behaviour and punishment
When learners misbehave one of the negative consequences of such behaviour is punishment. Punishment for inappropriate behaviour may be accomplished by either withdrawing a positive reinforcer or employing aversive consequences, such as reprimands, isolation, or time out (Taylor 2004:36). Many conditions arising in the classroom necessitate rectifying comments from the educator. Ginott (1973:22) recommends “directing” where educators explain the situation and then offer adequate, alternative behaviour as a method of correcting. Sometimes learners need to be informed what they could do to counter negative behaviour (Ginott 1973:23).
Educators can alter behaviour with intimidations and reprimands, but this engenders animosity, agitation and untrustworthy behaviour. However, they can impact behaviour through consideration and understanding, which can turn adverse situations into triumphs for both educators and learners (Morrel 2000:54).
Educators should not misplace their tempers, offend others or opt for name calling. They should not be discourteous, cruel or irrational, but rather endeavour to demonstrate the behaviour they expect from the learners in their classrooms. They should be well-mannered, obliging and courteous. They should handle conflicts in a calm and constructive manner. Learners observe how adults handle difficult situations (Bray 2005:134).
From the above it can be concluded that communication between educators and learners is pivotal in ensuring that inappropriate behaviour is converted into appropriate, acceptable behaviour. Ginott (1973:20) called this particular style of communication between educators and learners “congruent communication”. This congruent communication entails addressing the actions of the learner and not the learner’s character.
2.6.1.4 Managing inappropriate behaviour
Many types of inappropriate learner behaviour may push educators to overstep their bounds and to resort to threats, rudeness or punishment. In terms of the Ginott model these are negative responses which are non-productive and ineffective in eliminating bad behaviour. Ginott (1973:20) states that punishment is more likely to enrage learners, especially if it is accompanied by various degrees of physical force. Learners frequently become hostile and full of anger after being punished and educators should thus rather find effective alternatives to punishment as effective discipline requires educators to act with kindness and patience. Punishment does not stop inappropriate behaviour; it simply makes learners more skilful in covering up their behaviour (Taylor 2004:37).
Taylor (2004:37) firmly believes that an educator making negative comments promote inappropriate behaviour among children. Taylor (2004:37) further indicates that constant negativity or belittling are unlikely to convince a learner to improve his/her behaviour, rather it may be a personal attack of the learners’ self-esteem. Inappropriate
behaviours of learners, if at all possible, should not be addressed before peers. Educators sometimes make use of protracted directions and explanations. With precise messages, educators show that they value the learners’ capacity to behave independently and this will encourage teamwork, promote individual choice, and nurture accountability as the learners will display more constructive behaviour and their self-esteem will improve (Jones & Jones 2001:44).