ABSTRACT
Based on his long-term work with children, educator and child psychologist Ginott (1972) identified various best practices for teachers that significantly impact the learning and behavior of students. His principles, according to Roebuck (2002), “are as pertinent today as they were when his book was first published” (p. 40). Here are Ginott’s best practices, along with examples on how to follow them.
Teacher encourages student cooperation.
The teacher creates experiences where students work cooperatively on a project.
Teacher treats students in a dignified manner.
The teacher never uses sarcasm, yelling, or disrespectful language with students.
Teacher addresses the situation rather than the student’s character.
In addressing behavioral issues, the teacher makes it clear that he or she is upset with the student’s behavior (action or reaction), not the student.
Teacher never engages in name-calling or negative labeling of students.
The teacher always addresses the student in a respectful way, such as using the student’s first name, and does not refer to students by their academic or social status.
Teacher never uses sarcasm.
The teacher does not ask sarcastic questions: “You do know how to read, don’t you?”
Teacher models humane behavior.
The teacher treats everyone respectfully—even when that level of treatment is not reciprocated.
Teacher maintains self-control.
The teacher doesn’t scream and yell when angry; the teacher never hits a student.
Teacher expresses anger appropriately.
The teacher takes time to calm down and avoids reacting rashly to situations.
Teacher does not engage in power struggles with students.
The teacher calmly states facts to avoid a back and forth argument about a situation.
Teacher allows face-saving exits to help students maintain their dignity.
The teacher privately addresses problems so that no one else is aware of the situation.
I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my daily mood that makes the weather. As a teacher, I possess a 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, Teacher, Psychologist, and Child Therapist (1922–1973)