Haim Ginott Quotes

When a child hits a child, we call it aggression. When a child hits an adult, we call it hostility. When an adult hits an adult, we call it assault. When an adult hits a child, we call it discipline.

I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make 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 is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.

I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. 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 heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

If you want your children to improve, let them overhear the nice things you say about them to others.

Misbehavior and punishment are not opposites that cancel each other - on the contrary they breed and reinforce each other.

While parents possess the original key to their offspring's experience, teachers have a spare key. They, too, can open or close the minds and hearts of children.

Children are like wet cement. Whatever falls on them makes an impression. —Haim Ginott

What do we say to a guest who forgets her umbrella? Do we run after her and say "What is the matter with you? Every time you come to visit you forget something. If it's not one thing it's another. Why can't you be like your sister? When she comes to visit, she knows how to behave. You're forty-four years old! Will you never learn? I'm not a slave to pick up after you! I bet you'd forget your head if it weren't attached to your shoulders." That's not what we say to a guest. We say "Here's your umbrella, Alice," without adding "scatterbrain." Parents need to learn to respond to their children as they do to guests.

Parental criticism is unhelpful. It creates anger and resentment. Even worse, children who are regularly criticized learn to condemn themselves and others. They learn to doubt their own worth and to belittle the value of others. They learn to suspect people and to expect personal doom.

Children become frustrated and resentful when they view their parents as not being interested “in how they feel and in their point of view.

Like a trained surgeon who is careful where he cuts, parents, too, need to become skilled in the use of words. Because words are like knives. They can inflict, if not physical, many painful emotional wounds.

Children do not yearn for equal shares of love: They need to be loved uniquely, not uniformly. The emphasis is on quality, not equality. We

Empathy, a parent's ability to understand what a child is feeling, is an important and valuable ingredient of child rearing.

It is a deep comfort to children to discover that their feelings are a normal part of the human experience. There is no better way to convey that than to understand them. When

Why do children lie? Sometimes they lie because they are not allowed to tell the truth. Four-year-old

The rule is that when we know the answer, we do not ask the question.

What is the goal of parenting? It's to help a child grow up to be a decent human being, a mensch, a person with compassion, commitment, and caring.

Provoked lies. Parents should not ask questions that are likely to cause defensive lying. Children resent being interrogated by a parent, especially when they suspect that the answers are already known. They hate questions that are traps, questions that force them to choose between an awkward lie and an embarrassing confession. Quentin,

Misbehavior and punishment are not opposites that cancel each other; on the contrary, they breed and reinforce each other. Punishment does not deter misconduct. It makes the offender more skillful in escaping detection. When children are punished they resolve to be more careful, not more obedient or responsible. Parents

In criticism parents attack children's personality attributes and their character. In guidance we state the problem and a possible solution. We say nothing to the child about himself or herself. When

Unfortunately, when parents are confronted with children's misbehavior, they are unaware that usually disturbing feelings fuel that behavior. Feelings must be dealt with before behavior can be improved. As

Rewards are most helpful and more enjoyable when they are unannounced in advance, when they come as a surprise, when they represent recognition and appreciation. Promises:

Communication with children should be based on respect and on skill; it requires (a) that messages preserve the child's as well as the parent's self-respect; and (b) that statements of understanding precede statements of advice or instruction. Eric,

When we genuinely acknowledge a child's plight and voice her disappointment, she often gathers the strength to face reality. Seven-year-old

Anger should be expressed in a way that brings some relief to the parent, some insight to the child, and no harmful side effects to either of them.

A limit should be so stated that it tells the child clearly (a) what constitutes unacceptable conduct; (b) what substitute will be accepted.

Responsibility in children starts with the parents' attitude and skills. The attitudes include a willingness to allow children to feel all their feelings; the skills include an ability to demonstrate to children acceptable ways of coping with feelings. The

A limit must be stated in a manner that is deliberately calculated to minimize resentment, and to save self-respect. The very process of limit-setting, of saying “no,” should convey authority, not insult. It should deal with a specific event, not with a developmental history.

Young children have genuine difficulty in coping with their socially unacceptable impulses. The parents must be an ally in the child's struggle for control of such impulses. By setting limits, the parent offers help to the child. Besides stopping dangerous conduct, the limit also conveys a silent message: You don't have to be afraid of your impulses. I won't let you go too far. It is safe. Techniques

A warning serves as a challenge to the child's autonomy.

The single most important rule is that praise deal only with children's efforts and accomplishments, not with their character and personality. When

There is a better way: description that details delight and admiration, words that convey recognition of effort, and statements that transmit respect and understanding. June,

An empathic response that mirrors to children their upset feelings and expresses the parents' sympathy and understanding is effective in changing children's angry moods. The

Haim Ginott,10 who said that all emotions and all wishes are acceptable, but that not all behavior may be acceptable.

Another way parents can prevent children from lying is to avoid the question “Why?” Once upon a time “why” was a term of inquiry. This meaning has long vanished. It was corrupted by the misuse of “why” as a coin of criticism. To children “why” stands for parental disapproval, disappointment, and displeasure. It elicits echoes of past blame. Even a simple “Why did you do that?” may suggest “Why in the world did you do something as stupid as that?” A

The main purpose of music education in childhood is to provide an effective outlet for feelings. A child's life is so full of restrictions, regulations, and frustrations that outlets of release become essential. Music is one of the best avenues of release: It gives sound to fury, shape to joy, and relief to tension. Parents

يتحتم على الاهل ان يتعلموا كيفية الاستجابة لاطفالهم مثلما يستجيبون لضيوفهم

عندما يتم تفهم الاطفال فان محبتهم لوالديهم تتعمق

Words of praise should mirror for the child a realistic picture of her accomplishments, not a distorted image of her personality.

Often an ounce of humor is worth a ton of words.

Feelings must be dealt with before behavior can be improved.

It is essential that a child's life not be ruled by the adult's need for efficiency. Efficiency is the enemy of infancy. It is too costly in terms of the child's emotional economy. It drains the child's resources, prevents growth, stifles interests, and may lead to emotional meltdowns. Children need opportunities to experiment, struggle, and learn without being rushed or insulted. Anxiety

When the child is allowed to experience the self as an individual with self-originating needs and goals, that child begins to assume responsibility for his or her own life and its demands. Allowance:

The limit against hitting a parent should not be modified under any circumstances. Effective upbringing is based on mutual respect between parent and child without the parent's abdicating the adult role.

The peaceful home, like the hoped-for peaceful world, does not depend on a sudden benevolent change in human nature. It does depend on deliberate procedures that methodically reduce tensions before they lead to explosions. Emotionally healthy parents are not saints. They're aware of their anger and respect it. They use their anger as a source of information, an indication of their caring. Their words are congruent with their feelings. They do not hide their feelings.

Where do we start if we are to improve communication with children? By examining how we respond. We even know the words. We heard our parents use them with guests and strangers. It is a language that is protective of feelings, not critical of behavior. What

permissiveness is the acceptance of imaginary and symbolic behavior. Over-permissiveness is the allowing of undesirable acts. Permissiveness and acceptance of all feelings bring confidence and an increasing capacity to express feelings and thoughts. Over-permissiveness brings anxiety and increasing demands for privileges that cannot be granted. Permit

The plain fact is that responsibility cannot be imposed. It can only grow from within, fed and directed by values absorbed at home and in the community. Responsibility that is not anchored in positive values can be antisocial and destructive. Gang members often show great loyalty and strong responsibility in relation to one another and to their gang. Terrorists take their duties in dead earnest; they carry out commands, even if they involve sacrificing their own lives. The

In psychotherapy, a child is never told, “You are a good little boy.” “You are great.” Judgmental and evaluative praise is avoided. Why? Because it is not helpful. It creates anxiety, invites dependency, and evokes defensiveness. It is not conducive to self-reliance, self-direction, and self-control, qualities that demand freedom from outside judgment. They require reliance on inner motivation and evaluation. Children need to be free from the pressure of evaluative praise so that others do not become their source of approval. Isn't

In adopting these attitudes and practices, a parent will accomplish a large part of educating a child for responsibility. And yet, example alone is not enough. A sense of responsibility is attained by each child through his or her own efforts and experience. While the parents' example creates the favorable attitude and climate for learning, specific experiences consolidate the learning to make it part of the child's character. Therefore, it is important to give specific responsibilities to children matched to their different levels of maturity. In most homes children present problems, but parents find the solutions. If children are to mature, they must be given the opportunity to solve their own problems.

Treat a child as though he is already the person he is capable of becoming.” - Haim Ginott

Behind many childhood questions is the desire for reassurance. The best answer for such questions is the assurance of our abiding relationship. When a child tells of an event, it is sometimes helpful to respond not to the event itself, but to the feelings around it.

The educational process requires that the parent adhere to the role of a kindly but firm adult. In reacting to a child who violates a limit, the parent must not become argumentative and verbose. The parent must not be drawn into a discussion about the fairness or unfairness of the limit. Neither should the mom or dad give a long explanation for it. It is unnecessary to explain to a child why he must not hit his sister, beyond saying that “people are not for hurting,” or why she must not break the window, beyond saying that “windows are not for breaking.” When

The first step in the long-term program is a determination to become interested in what children are thinking and feeling, and respond not just to their behavior, their outward compliance or rebellion, but to the feelings that trigger that behavior. How can we become aware of what children think and feel? Children give us clues. Their feelings come through in word and in tone, in gesture and in posture. All we need is an ear to listen, an eye to behold, and a heart to feel. Our inner motto is: Let me understand. Let me show that I understand. Let me show in words that do not criticize or condemn. When

The first step in handling turbulent feelings is to identify them clearly by name. This gives a warning to whomever it may concern to make amends or to take precautions. We do this by starting with the pronoun I: “I feel annoyed.” Or “I feel irritated.” If our short statements and long faces have not brought relief, we proceed to the second step. We express our anger with increasing intensity: “I feel angry.” “I feel very angry.” “I feel very, very angry.” “I feel furious.” Sometimes the mere statement of our feelings (without explanations) stops the child from misbehaving. At other times it may be necessary to proceed to the third step, which is to give the reason for our anger, to state our inner reactions and our wishful actions: “When I see the shoes and the socks and the shirts and the sweaters spread all over the floor, I get angry, I get furious. I feel like opening the window and throwing the whole mess into the middle of the street.” “It makes me angry to see you hit your brother. I get so mad inside myself that I see red. I start boiling. I can never allow you to hurt him.” “When I see all of you rush away from dinner to watch TV, and leave me with the dirty dishes and greasy pans, I feel indignant! I get so mad, I fume inside! I feel like taking all the dishes and breaking them on the TV set!” “When I call you for dinner and you don't come, I get angry. I get very angry. I say to myself, ‘I cooked a good meal and I want some appreciation, not frustration!

We would like to believe that patience is a virtue. But is it? Not if it demands that we pretend to be calm when we feel agitated, that we not act the way we feel, that our behavior, instead of reflecting, hides our true feelings.

How parents and teachers talk tells a child how they feel about him. Their statements affect his self-esteem and self-worth. To a large extent, their language determines his destiny.

They want us to understand what is going on inside them, what they are feeling at that particular moment.

When we are understood, we feel loved.

In discipline whatever generates rage should therefore be avoided. Anything that enhances selfconfidence and respect for one's self and others is to be fostered.

Me emocionó escuchar recientemente que Haim Ginott, a través del trabajo de toda su vida con los niños, llegó a la misma conclusión: «El elogio no debería ser sobre los atributos personales del niño, sino sobre su esfuerzo y sus logros».

Creating the Weather in the Classroom As Haim Ginott suggests, teachers “create the weather” in the classroom:   I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. 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 is humanized or dehumanized [p. x].

Fifty years of research, from Diana Baumrind and Haim Ginott to Lynn Katz and John Gottman, have come to this conclusion. That’s why your child’s emotional life takes the central role, the chicken, in our metaphor. You won’t get any of the other benefits of the recipe unless you have placed the meat of the matter squarely in the center of your parenting behavior. The critical issue is your behavior when your children’s emotions become intense (Gottman would say “hot”) enough to push you out of your comfort zone. Here are the six spices that go into this parental dry rub:        •    a demanding but warm parenting style        •    comfort with your own emotions        •    tracking your child’s emotions        •    verbalizing emotions        •    running toward emotions        •    two tons of empathy

The limits are set in a manner that preserves the selfrespect of the parents as well as of the children. The limits are neither arbitrary nor capricious, but educational and character building. The restrictions are applied without violence or excessive anger. Children's resentment of the restrictions is anticipated and understood; they are not punished additionally for resenting the prohibitions.

Treat a child as though he already is the person he’s capable of becoming.