Promote Children and Young People’s positive behaviour free essay sample

Sex Education Effective sex and relationship education is essential if young people are to make responsible and well informed decisions about their lives Support the lead teacher and give accurate and informed information to the young people SEN Ensures that all students with SEN are treated fairly. Work with SEN students Health and safety To keep both adults and children within the school safe I don’t put the students or myself at risk. I assess my role in school and make judgements/ seek advice on what is right Cyber bullying To keep both adults and children within the school safe Physical contact To help staff know what is acceptable and what is not Work within it. Understand what is appropriate physical contact within the context of my role Task 2 Feel safe Yes as inappropriate behaviour (bullying/threatening/challenging authority) is challenged by staff to make the classroom a safer place for all The correct advice is being said to the students form people they trust Making the building a safe place can only be a good thing for pupils Make a positive contribution They make a positive contribution to the pupils as the guidance within them  are all based on the child and on how we can keep them safe from harm. We will write a custom essay sample on Promote Children and Young People’s positive behaviour or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They also demonstrate consistency across the school which children appreciate Develop social and emotional skills Students can see that adults are following codes of practice and making decisions that are fair. Watching this practice can assist children in developing their own social and emotional skills Understand their expectations and limits Young people like to know that the rules that a school sets are fair and applied fairly across the school that unacceptable behaviour of others is dealt with. Behaviour policies try and do this in such a way that pupils know what is right and what is not when it comes to relationships with others. A2 Promoting positive behaviour Task 1 Benefits of boundaries and rules Pupils and staff generate the boundaries Everyone knows ‘the rules’. Consistently applied across the school assists the pupils Poor behaviour is indicated as it is not good and dealt with accordingly Sanctions are levelled against certain actions. E. g. missing homework is a 30-minute detention or hitting another student is exclusion. Clarity for all is important Good behaviour is praised and rewarded Task 2 The need for students to have consistency is very important. If a string of supply teachers came and went, all with their own approach to classroom management, understanding of the rewards and sanctions policy of school, I think that the students would quickly disengage. The level of written work falls off as the books are marked to a different standard Homework effort becomes sporadic Behaviour of students’ changes as the more challenging students will push the limits of the ‘supply teacher’ to see where the boundaries really are. This can have a detrimental effect on the class as a whole. Students who were once well behaved follow the poor behaviour and it becomes a negative spiral of behaviour. The level of trust that the pupils have with that subject is put in jeopardy as they become negative towards the subject as the teaching/relationships in the room are put under pressure. Task 3 Rewards Sanctions THE POSITIVE REWARD SYSTEM It is important that achievement and good behaviour are rewarded. The two main ways of doing this are by giving merits for good work and recording such things as exceptional effort, improvement in behaviour, volunteering to help at functions etc, on the school system. Merits and Head of Department’s Commendations Pupils are awarded merits in accordance with departmental criteria. Staff record the merits in both the pupil’s Planners and their own mark records. Ten merits in one-term results in a Head of Department’s Commendation that is awarded in Year Assemblies. Positive Referrals and Head of Year’s Commendations Positive referrals are sent to the relevant HoY and also recorded in the pupil’s planner. A Head of Year’s Commendation is awarded for 5 positive referrals or for consistent effort on Consultation Day. This certificate is also awarded at Year Assemblies. Head Teacher’s Commendation This is awarded at the end of term assembly on the basis of any combination of 3 Head of Year/ Head of Department Commendations. Prize Day Prizes are awarded annually to pupils for outstanding effort and achievement, for excellent attendance and punctuality, for success in examinations, for sporting endeavour and for services to school SANCTIONS Outlined below are examples of unacceptable behaviour and sanctions. This is not a tariff, and each case must be dealt with according to its merits. Sanctions will be applied fairly in accordance with DCSF guidance and exclusion used when no other alternatives are available (refer to Inclusion Policy) Minor Incidents These incidents are dealt with by the classroom teacher and include, for example: throwing paper; calling out; chewing; not following instructions; incomplete class work; no homework; lack of equipment. Sanctions include: verbal reprimand short cooling off period outside the classroom (maximum 5 minutes) note to parent in Student Planner; moving seat short detention phone call home. sent to a temporary alternate space (supervised by an adult) Persistent incidents, or incidents of medium severity These incidents are recorded and passed to HoD. Unacceptable behaviour in this category includes: Persistency of minor incidents as above rudeness to staff verbally aggressive behaviour to another pupil being continually off-task. HoD’s sanctions include: meeting with pupil contact with parents by phone or letter placement on Departmental Report departmental detention discussion with Form Tutor referral to HoY Serious Incidents Serious incidents are dealt with by the HOY and/ or the SLT and include: truancy from school lessons  extreme rudeness to staff aggressive behaviour smoking refusal to comply with other sanctions theft bullying HOY’s sanctions include: meeting parents/guardians placement on Daily Report HoY’s Detention Saturday Detention. Very Serious Incidents These incidents are dealt with by HoYs and SLT. They include: persistency of the above serious incidents of bullying sexual contact racial/se xual harassment fighting bringing an offensive weapon to school (laser pens, knives, pellet guns, fireworks, scissors, this list is not exhaustive) involvement with drugs or alcohol Physical aggression to a member of staff will be treated with the utmost severity Sanctions available include: internal exclusion fixed term exclusion permanent exclusion Police involvement Task 4 1. Skinner’s theory is that children respond positively to praise and repeat behaviour in which praise is the reward. Involving children in the setting of classroom rules/acceptable behaviour, it gives them a responsibility to keep the rules set. Examples like: How do they enter the class How do they speak to each other How do they expect to be spoken to Physical contact Shouting out when others are talking Manners These simple class ‘rules’, which are set by the children are important so that each and every child ‘buys’ into the rules, as they were the ones who created them. Positively rewarding students who follow the set rules becomes clear and positive behaviour is rewarded and repeated (Skinner), and children who ‘break’ the set rules understand that their behaviour was inappropriate and accept the sanction set more readily. 2. You should involve children and young people in devising school or class rules because it is important that they put forward their own ideas and explain why they have those ideas. They could also compare rules in other schools and discuss why they think they may or may not work. Involving the pupils helps you to agree on appropriate rewards and sanctions together. This helps to give them ownership of them and they are more likely to take responsibility for their behaviour. A3 Managing Inappropriate Behaviour (-) ve (+)ve You Haven’t listened to a word I said Listen carefully to what I am saying, its important You can’t go out: your work is not finished Once you finish that task. You can have a break Your painting is ruined Lets try and make this painting better Stop shouting out We don’t shout out in this class, do we! We follow the class rules then everyone has a turn. Stop rocking your chair Sit properly in that chair, please You are going to break that. You are very naughty Stop. Think for a moment. It looks like that could break and that’s not what you want to do Tuck your shirt in You are representing the school and yourself in that uniform. Smarten it up please Get to class you’re late Being on time is really important. Lets get there Stop chewing Please put the gum in the bin Stop picking on him How would you feel if someone said that to you? Do not break that equipment The school has that for all of the pupils here so that they can learn, please treat things with respect. A4 Role models Good Role Model I have seen a teacher who always meets the students at the door of his classroom and welcomes them all individually. This sets the tone for the start of the class and the pupils are happy to be in this room. His manner is always polite and his expectations from the students are the same as he demonstrates to the pupils. They all speak to each other with respect and the environment is a welcoming, positive one. Poor Role Model A member of the canteen staff is not polite to the students at lunch and continually shouts at the children. The pupils simply ignore this lady as the instructions are always barked. Her stress levels are increased and the pupils dining experience is not as it should be. If she were to change certain aspects of her own behaviour then all parties would have a better experience at lunch. 1. Children respond positively to positive behaviour from adults. A good role model will demonstrate behaviour patterns that the students will wish to mirror as they acknowledge them as being ‘good’. Use of appropriate language, being courteous, and respectful of others are all good traits that impact on children’s behaviour 2. Poor role models demonstrate behaviour patterns that we do not want children to mirror. Derogatory comments, aggressive body language, poor manners are returned to the adult from the children if this is what they themselves are subjected to as they accept this behaviour as ‘normal’ A5 Easter Activity 1. Rewards or commendations would not be taken away. There would be an explanation of why these comments are inappropriate and inaccurate and then the pupils would be asked to apologise to the helper. If the pupils refused to apologise then it would be referred to their class teacher or form tutor. 2. From home and/or on the play ground 3. The class teacher should have been more aware of the noise from the 5 boys. The TA is more than capable of dealing with this low level disruption 4. No. Rewards are given for positive behaviour/work. Another sanction should have been used for the boys comments 5. I think that the TA was too strict. Explaining to the boys about positive role models and that the year 10/11 girl was there to help them would have been the correct avenue to take in the 1st instance 6. If the boys had continued to be silly once a conversation had taken place then the teacher could have been called over and removal of a period of ‘play time’ would have been more effective than removal of points earned. 7. The boys should have apologised to Cheryl for their silly comments. 8. No. All 5 should have had the same sanction in the 1st instance. 9. The teacher should have been informed of what the TA did and if the situation escalated, assuming the teacher cannot control the class, a more senior member of staff should be informed. The SENCO also needs to be informed to discuss the matter with the TA. Learning Outcome 35 Be able to manage inappropriate behaviour Behaviour and discipline problems that should be referred to others Bullying of others Poor and challenging behaviour inside/outside of the classroom Attendance Fighting Smoking Inappropriate sexual behaviour The school has a system in place that Behaviour in classrooms is dealt with initially by the He ad of Department and the teacher Behaviour outside of the classroom is dealt with by the HOY Attendance is dealt with by the attendance officer The more serious offences and if small issues develop into larger issues then the SLT of the school becomes involved in each case. Agencies that support behaviour in schools The Local Authority Behaviour units and educational psychologists CAMHS Police/Fire Service Social services A6 Changes in Behaviour Challenging Behaviour Possible Developments Action As per example As per example Speak with both children to explain that this type of behaviour is wrong. Contact home to speak with parent/carer of child whose bag has been damaged As per example Child becomes disinterested in the lesson and disengages. Speak with child about importance of sleep and amount of sleep. Make a note that if this behaviour pattern continues to pass the information to a more senior colleague. As per example The situation could develop into a situation of bullying for the girl in question The child who was pulling the hair needs to have the possible developments of the actions explained clearly. An apology to the girl and a statement that this type of behaviour will not carry on. If this type of behaviour is witnessed again then a referral to more senior staff is required. As per example The relationship between the teacher and pupils could become challenging, especially if the parents have been informed of a 1 sided picture Speak to the two girls and clarify why their behaviour created the situation in the 1st instance. The girls need to speak with the teacher and apologise for not listening. If then the girl wishes to tell her parents then fine, but to get in touch with the teacher or the TA for a response. A7 Challenging Behaviour 1. Assessing the pupils’ body language at the start of each session that I would be working with is very important. The most effective way to manage inappropriate behaviour is not to place ones-self in that environment. If a student is clearly agitated or not in the right mind to take a full and active part in the lesson then an alternative needs to be considered. You get to know patterns and triggers for challenging behaviour in pupils. Work can be differentiated for specific pupils. It is always a good idea to liaise with colleagues and find out what the pupils behaviour has been like throughout the day so far. Time out of the lesson to calm down or think things through can be effective for some pupils. 2. Pupils with learning difficulties or who are prone to displaying challenging behaviour are given opportunities to sit in quiet areas during break times rather than go to the noisy playground. They have access to snacks at break and lunch should they require them. They also have access to resources such as flash cards, books and games to help them relax. They have access to Learning Support staff should they wish to discuss something. These members of staff carry radios so they can be contacted swiftly should they be required in a classroom. Pupils are allowed, â€Å"time out† if they become agitated or distressed. A8 Behaviour Reviews Task 1 Encouraging Pupils to consider their actions and behaviour enables them to understand how and why they came to that point. They are able to look at their actions and what the outcomes and consequences are. The Restorative Justice programme promotes a harmonious learning environment. Pupils are encouraged to self regulate their own behaviour and learning based on respect, responsibility, repair and re-integration. These steps appear to help the child or young person understand their feelings and how they affect their behaviour, respect others feelings and opinions, take responsibility for their actions, learn how to put things right and find solutions and to re-integrate back into their peer groups etc. It appears that the practitioners employ a whole school approach and this appears to reduce incidents of poor behaviour. Behaviour Support Plans are another way of working towards improved behaviour. Like the Restorative Justice Plan, they involve the child or young person when setting the goals and targets. The plans are specific to the pupil’s needs and contain the steps to be taken to work towards the target. They should be realistic in their expectations and always involve regular discussions with the pupil about any issues or worries they may have. Behaviour Support Plans or Individual Education plans can be very effective as they are tailored to that pupil’s specific requirements and needs. An added benefit for both the pupil and the staff involved is that they get to know the pupil much better, promoting improved understanding of their behaviour. Task 2 1. Reviewing their behaviour and targets enables children and young people to think about and talk about the impact of their actions. They may find some of the resolutions themselves. 2. The Teaching Assistant could ensure that the targets are SMART (specific, measurable, achievable, realistic and time bound). The pupils need to fully understand why they are set these targets. Discussions need to take place regularly and expectations need to be realistic. 3. Encourage positive behaviour with a rewards system. Communicate with the pupil regularly and reassure them that you and other staff and pupils have noticed their good behaviour. Show understanding of why their behaviour may sometimes be related to their emotions. 4. Encouraging the child or young person to reflect on their behaviour and the consequences for themselves and others. Ensuring that the system of rewards and sanctions is fully appreciated and understood. Being able to show empathy and understanding of circumstances and reasons for poor behaviour without compromising the standards and sanctions the school has put in place. Be able to respond to challenging behaviour Case Study 1 1. Claire should intervene quickly and remove the brick from Marc’s hand and explain why. Make the boys aware of her presence and attempt to make eye contact. Repeat directions to both boys in a calm but firm manner. Use time out if appropriate to enable them to calm down. Send for help if required. 2. Clare needs to have read and understood the school’s behaviour and health and safety policies. This should also be clear on the use of restraint. 3. Claire’s knowledge of the pupil may have helped the situation. She might have been able to identify triggers that upset Marc and result in his poor behaviour. He appears to set the bricks up in that way frequently. Clare could suggest that he plays in another area so that other pupils in the class do not disturb the bricks. She may also want to remind him that the toys are there for everyone to play with and that his behaviour is unacceptable. Case Study 2 1. Cameron should act and intervene immediately and appropriately in accordance with the school’s policy for dealing with bullying. 2. Cameron needs to report the incident to the appropriate senior member of staff. 3. The incident should be reported to the member of staff designated to deal with this type of behaviour in school. 4. Cameron may consider restorative justice; a programme whereby the pupils are encouraged to examine the impact of their behaviour and the effect it has on them and others. He may also want to become involved in agreeing a behaviour support plan with Dani and the rest of the group. 5. Targets may include: Learn to understand and respect the feelings of others, Agree to work through conflicts and disagreements. Help others to resolve conflict and disagreements. Display and encourage positive behaviour.

Essay Framework Sample - How To Use It

Essay Framework Sample - How To Use ItThe essay framework sample is a brilliant method of helping you put your essay ideas into words. This is a method which does not actually expect you to write the whole thing yourself, but rather to supply it with some guidelines. It can be used by any student who has just begun writing his/her own essays. They help you learn a great deal about writing an essay.The first and most important thing to know about essay frameworks is that they do not come with a particular style guide. Rather, you supply the guidelines and they do the rest. They come with sample assignments, which are either written by you or with help from an instructor. Each of these samples contains a number of chapters. These chapters consist of some basic instructions in essay writing, such as how to fill in the blank spaces, what to include in a paragraph and what type of letter you need to make, etc.The entire idea behind these guidelines is to teach you how to communicate basic essay ideas. The guidelines are great because they do not require you to write the whole thing from scratch.You will probably start to understand things when you begin to communicate things using your own concepts and experiences, which mean you need to have at least some personal experience to use to add to your papers. Just by reading what the writers of the samples say, you will get some idea of how to communicate various topics in your own essay. This way, you will not find yourself getting confused during the writing process.You may find that the outline sample is so useful that you will actually consider buying the actual manual from a store. However, it would be better if you save money and use the outline template instead. This will ensure that you follow everything exactly.One thing to keep in mind when looking for the outline is that it is very important to have a sectionalized and clear to the point body outline. It should be able to put down various ideas in only two or three paragraphs.Another very important part of a successful essay is the conclusion. You should use the body to outline to outline what you have written. Here, you need to write something very short, succinct and positive.Finally, remember that you need to finish off the outline with a conclusion. You need to be able to summarize your entire work in a single paragraph. If you are writing an essay for an exam, this is very important because it will show the reader exactly what your goal is.