Promote childrens behaviour
Julie Gibson 1/11/2013
Unit 304 Promote children and young people’s positive behaviour
The role of a school is multi-faceted. It exists not only to educate, but to guide children’s development into well-adjusted, independent, and successful adults. In order to offer support and time to a class in its entirety, pupil behaviour needs to be managed effectively. Boundaries and rules need to be set for children and a consistent approach applied by all staff. Documented policies and procedures enable all to have a clear understanding of expectations and common goals. There are, however, behavioural or discipline problems that need to be referred to others and all need to be aware of when the situation needs additional assistance and where to obtain this.
All staff, from teaching to support staff and lunchtime supervisors, within my setting have sight of the behaviour policy and are expected to adhere to the principles and strategies contained within it. This ensures that all know what is expected from them and children can respond positively. I believe that children respond well to having clear, consistent, boundaries and guidelines. When met with unclear, or differing rules, they will attempt to test or push the boundaries as they do not have the security of knowing where they stand. This is likely to be most evident with older students. When all staff follow the correct procedures and fairly apply boundaries, the children know what is acceptable and what is not. If children are aware of the scale of rewards and sanctions and the order in which they are applied, it should not matter, who is speaking to them about their behaviour. As a volunteer within the school, I have the same status and authority as contracted teaching staff with regard to behaviour management. I am fortunate to have the full support of the class teacher and this reinforces my confidence in dealing with inappropriate behaviour. The children can see that there is a “team”
Unit 304 Promote children and young people’s positive behaviour
The role of a school is multi-faceted. It exists not only to educate, but to guide children’s development into well-adjusted, independent, and successful adults. In order to offer support and time to a class in its entirety, pupil behaviour needs to be managed effectively. Boundaries and rules need to be set for children and a consistent approach applied by all staff. Documented policies and procedures enable all to have a clear understanding of expectations and common goals. There are, however, behavioural or discipline problems that need to be referred to others and all need to be aware of when the situation needs additional assistance and where to obtain this.
All staff, from teaching to support staff and lunchtime supervisors, within my setting have sight of the behaviour policy and are expected to adhere to the principles and strategies contained within it. This ensures that all know what is expected from them and children can respond positively. I believe that children respond well to having clear, consistent, boundaries and guidelines. When met with unclear, or differing rules, they will attempt to test or push the boundaries as they do not have the security of knowing where they stand. This is likely to be most evident with older students. When all staff follow the correct procedures and fairly apply boundaries, the children know what is acceptable and what is not. If children are aware of the scale of rewards and sanctions and the order in which they are applied, it should not matter, who is speaking to them about their behaviour. As a volunteer within the school, I have the same status and authority as contracted teaching staff with regard to behaviour management. I am fortunate to have the full support of the class teacher and this reinforces my confidence in dealing with inappropriate behaviour. The children can see that there is a “team”