Behaviour Management Policy
Contents Page:
Introduction ……………………………………………………………… Page 3
Promoting Positive Behaviour …………………………………………… Page 4
Minor Behaviour Problems ………………………………………………. Page 6
Moderate Behaviour Problems …………………………………………... Page 8
Severe Behaviour Problems ……………………………………………… Page 9
Implementing the Behaviour Policy ……………………………………… Page 11
Evaluating and Reviewing the Behaviour Policy …………………………. Page 12
Conclusion ………………………………………………………………… Page 13
Bibliography ……………………………………………………………… Page 14
Pre School Behaviour Management Policy.
Introduction:
Children’s’ behaviour often poses challenges to teachers. Sometimes such behaviour causes irritation to the teacher teaching a large class with varying abilities. At other times the behaviour of certain children disrupts the normal operation of the classroom for a time. However, teachers may also have to deal with behaviour which challenges their ability to provide an education for a child or their peers. In addition to this, teachers increasingly find themselves challenged by behaviour associated with a disability, or where the children’s social norms are different to that of the teacher. There is general agreement in literature related to the management of challenging behaviour that the starting point must be the promotion of positive behaviour.
Traditionally, standards of behaviour in schools and preschool settings alike were often defined by what was not acceptable, and disciplinary strategies focused on the sanctions available to enforce rules and punish unacceptable behaviour. In many preschool settings this approach has now been complemented with an active promotion of positive behaviour, which teaches children clearly the behaviour which is acceptable in the school context and reinforces positive behaviour when it occurs.
This behaviour management policy has been developed with these things in mind and with the primary aim of ensuring that all interactions with children, including the management of undesirable
Introduction ……………………………………………………………… Page 3
Promoting Positive Behaviour …………………………………………… Page 4
Minor Behaviour Problems ………………………………………………. Page 6
Moderate Behaviour Problems …………………………………………... Page 8
Severe Behaviour Problems ……………………………………………… Page 9
Implementing the Behaviour Policy ……………………………………… Page 11
Evaluating and Reviewing the Behaviour Policy …………………………. Page 12
Conclusion ………………………………………………………………… Page 13
Bibliography ……………………………………………………………… Page 14
Pre School Behaviour Management Policy.
Introduction:
Children’s’ behaviour often poses challenges to teachers. Sometimes such behaviour causes irritation to the teacher teaching a large class with varying abilities. At other times the behaviour of certain children disrupts the normal operation of the classroom for a time. However, teachers may also have to deal with behaviour which challenges their ability to provide an education for a child or their peers. In addition to this, teachers increasingly find themselves challenged by behaviour associated with a disability, or where the children’s social norms are different to that of the teacher. There is general agreement in literature related to the management of challenging behaviour that the starting point must be the promotion of positive behaviour.
Traditionally, standards of behaviour in schools and preschool settings alike were often defined by what was not acceptable, and disciplinary strategies focused on the sanctions available to enforce rules and punish unacceptable behaviour. In many preschool settings this approach has now been complemented with an active promotion of positive behaviour, which teaches children clearly the behaviour which is acceptable in the school context and reinforces positive behaviour when it occurs.
This behaviour management policy has been developed with these things in mind and with the primary aim of ensuring that all interactions with children, including the management of undesirable
Bibliography: Coplan, R. (2011). Social Anxiety and Maladjustment in the Pre-school. INABIS. Health Service Executive. (2009). Guidelines on Developing a Behaviour Management Policy for Preschool Services. Pre-school Services Donegal. National Teachers Organisation. (2004). Managing Challenging Behaviour, Guidelines for Teachers. Dublin: National Teachers Organisation. Gazelle, H. (2009). Anxious Solitude and Peer Exclusion Predict Social Helplessness, Upset Affect and Vagal Regulation in Response to Behavioural Rejection by a Friend. Developmental Psychology. Vol. 45. Drifte, C. (2004). Encouraging positive behaviour in the early years, a practical guide. London: Sage Publications.