Haim Ginott's Approaches To Young People And The Classroom

PHILOSOPHY

Introduction

Psychologist Haim Ginott asserts that it is the teacher’s approach and affect that is the most influential element in creating a positive or negative climate of learning and contributes to children’s behaviour (Manning & Bucher, 2001, p. 215). Behaviour management, I believe, is as much about effectively and positively managing my own behaviour as it is about the student. It is important, therefore, to develop a positive classroom management plan, balanced by theory and supported by my beliefs and philosophies as this will determine my approach to young people and the classroom.

Physiologically, emotionally, and mentally young people go through many changes. My lived experience of guiding two young people through

284) and range between low-level behaviours such as tapping a pen to high-level behaviours where violence may be involved. I am aware, however, that quiet and well behaved does not necessarily equate to engaged or secure. It is important therefore, for the teacher to look beyond the external behaviour or the “symptom” and find the reason, beliefs or emotions that are contributing to the learner’s misbehaviour (test p. 281). Factors that affect the child’s ability to self-regulate in the classroom can range from basic needs not being met such as being tired or hungry to feelings of anxiety about learning, and frustration at not being able to grasp concepts. Awareness of factors beyond the classroom such as instability in the home or cultural diversity must also be considered, therefore it is important for the teacher to invest time and energy into getting to know the students individually so the teacher can adapt their approaches to the student accordingly. The Circle of Courage model (cited in McDonald, 2010, p.7), succinctly articulates and identifies four universal needs that students need met; belonging, mastery, generosity and independence. A student’s ability to self-regulate, their perceptions of their ability to learn, sense of agency and autonomy and social construct all contribute to a student’s

It is the message received by the learner, not the one that teachers think they are sending that matters (Kohn, 1996). Instructions should be given in a way that can be understood by students and dependent on their age, maturity and classroom dynamics. Too much or too little detail can also be detrimental to learning as they do not provide clear boundaries for the student to work within. Motivating, encouraging and inspiring students with the teacher’s own passion for learning is also a major influence on how engaged and productive a student is (Kohn,