Tda 2.9 Promoting Positive Behaviour Essay
TDA Unit 2.9:
Support Children and Young People’s Positive Behaviour
1. Know the policies and procedures of the setting for promoting children and young people’s positive behaviour.
1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour
The purpose of school policies on behaviour are:
• Captures the values and beliefs of the school
• Sets out expectations of behaviour
• Indicates how good behaviour will be developed and encouraged
• Sets out how inappropriate behaviour will be addressed
• Promotes a consistent and shared approach for the whole school community
Our school ethos and value is maintaining high standards of behaviour, high expectations …show more content…
upheld in a sympathetic atmosphere. The school wants children to learn to take responsibility for their own actions and behave well at school because it enhances educational and social opportunities, and promote calm happy working environment in which children feel safe and secure.
All the children in our school are instructed to keep within the school rules so that they know what is expected of them. After registration the teacher explains the school rules to them, the teacher explains that they are not allowed to run in the corridors, they have to use their inside voices, to follow instructions and to keep their hands and feet to themselves and also to hold the door open for people behind them and to treat one another with respect.
For the behaviour policy and procedures to be affective, roles and responsibility are clearly defined. All member of school community work play as role models (teaching & non-teaching staff, parents, children & governors) work towards the school’s aim by:
Valuing children, promoting good relationship and creating a sense of belonging to the school community, providing a ordered environment, offering equal opportunities in all aspect of school life, encouraging and praising good behaviour and work, rejecting all conducts of bullying and harassment, helping to develop strategies to eliminate undesirable behaviour and generally value all kids to work as a team & encouraging one another.
Code of conduct: All children are given explicit guidelines on their expected behaviour within the school premises. All expectations are given in clear and precise manner paying attention of the relevant age range. At the beginning of the year, all pupils in each year group are given a chance to be involved in drawing up their own classroom rules for positives behaviour: They call it ‘the classroom rule’. This is a list of agreed class rule that makes a good class. The teacher will remind the class of this "list" if ever behaviour is not up to standard.
Anti-bullying: The school promote good behaviour. It is made clear that bullying is a form of anti-social behaviour. It goes to describe what bullying is, what children can do If they are being bullied, what do you do if they know someone is being bullied, role of parents as well as strategies used by school uses in cases where bullying is suspected. Incidents of bullying are recorded as such in the School Incident Log.
Dealing with conflict: Most problems are the normal, everyday kinds of conflict that happen all the time in schools and most of the time adults don’t need to get involved. They are usually low-level disagreements and after a while children learn how to deal with them for themselves.
It is our school policy to support children as they learn this process, not to deny them help if they want it, but to give them as much opportunity to sort out their problems for themselves without taking over and doing it for them.
Mediation is used when children feel the problems they are faced with are more serious than they can cope with on their own. Mediation allows children the chance to speak and to be heard. It allows them the opportunity to discuss their problems and to listen to the point of view of others. However, it is not meant as a final resort or as a cure-all, but as one further opportunity for children to resolve their disagreements and conflicts for themselves.
Rewards
Our school major aim is to encourage children to practice good behaviour by operating a system of praise and reward for all children.
Our school works on a system based on merit awards through which children can be rewarded for academic and non-acedemic achievements, for effort and for being caring, and for all aspect of good work and behaviour.
Incentive stickers are available to all pupils. In addition, each class teacher gives verbal or written praise as often as possible.
In some classes raffles tickets are available particularly the lower class (year 3) pupil for good behaviour, for example throughout the day. At the end of the each day, 5 raffles are drawn to see which team scores house points and on some occasions they get prices instead. First raffle drawn scores 5 points for their team point and last one scores 1 point. The pupils do enjoy this reward system and this type of approach shows that their efforts are seen to be valued.
Children are also encouraged to display their achievements in and out of school in assemblies and in their own news board outside the hall. Recent achiever received a certificate in front of a whole assembly for conquering his fear/s with swimming. He was proud of himself.
Similarly in year 1 & 2, the teacher gives the children a diddi dot card each, this means that everytime the children shows good behaviour or they do some good work or are generally helpful they get a diddi dot sticker to stick in their card, they have to fill 2 diddi dot cards which they then take to the headmistress for a golden ticket. When the children achieve a golden ticket they have a photo taken where the children are instructed to put it on the apple tree right in front at reception area for everyone to see.
Here are examples of Diddi Dot Smile Stickers, Diddi Dot Reward Cards & Teachers Special Award Certificate
[pic][pic] [pic][pic][pic]
Our school value good attendance and monitored very closely. The children are rewarded for good attendance as individual as well as a whole class. Their strategies for Promoting Attendance and Punctuality are:
Attendance awards for individual children:
1. Termly - 100% attendance – certificate
2. Annual - 100% attendance - £5 Voucher
Attendance awards for classes of children:
1. Weekly - best class attendance - trophy
2. Termly - best cumulative class attendance - £100 award for class
Sanctions
The Behaviour policy states the boundaries firmly and clearly. All sanctions must be in line with the policy.
In our school there are here are 3 levels of sanctions that may be applied to poor behaviour.
Level 1 – first time offenses, minor breach of school rules. These are generally dealt with by the class teacher in a caring, supportive and fair manner considering their age. Verbal reprimand and reminder may be used or loss of free times such as playtimes, time out or moving to a sit alone.
Level 2 – repeated poor behaviour or breach of school rules; behaviour that disrupts learning and the school environment. In cases pupil may be placed on a daily or weekly report system to monitor their behaviour with parents’ support.
Level 3 – serious offenses and major disruption to school environment behaviour that harms or threatens to harm people or property, behaviour that may be regarded as criminal in nature for example physical assault, bullying, stealing, leaving the school premises without permission, verbal abuse etc.
In this kind of instances (although minor) the headmaster a verbal warning by the headmaster or the deputy head follows, they can be withdrawn for the rest of the day, a letter will be sent to let parent know of the problem.
If behaviour doesn’t improve the school make a meeting with parent. At this stage most pupils rectify they behaviour, but if behaviour carries to be problem or recurring then exclusion procedures are implemented after consultation with the Governing Body. I have recently seen a case where the child has been given numerous warnings from the Headmaster but the child carried on with his/her bad behaviour during lunchtime. A meeting was held with the parent and the child is on home dinners now. On some serious cases the normal procedures maybe abandoned which results the child being taken home straight away.
2. Describe, with examples, the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting
It is important that all staff be consistent when managing pupils’ behaviour. Children need to have boundaries that they can understand and which are regularly reinforced by adults. If it is not clear to them how they are expected to behave or if adults give them conflicting messages, children become confused and upset, and find it hard to know how to behave next time.
If you are supervising an activity, the children will expect you to apply the same rules as other staff. It undermines your own position if you allow unacceptable behaviour and another staff member has to discipline the children you are working with.
Although all children will test boundaries for behaviour, if they are met with the same response each time they will be less likely to repeat it. Rules should be appropriate for the age or ability of the child and the language used should make the expectations of adults clear. When managing pupils’ behaviour, be careful of stereotyping or making assumptions about how they will behave. If pupils are expected to behave well or badly, they will usually live up to the expectation.
It is also important when assessing children and young people’s behaviour to bear their development stages in mind and to view the factors affecting their behaviour. It is well known that behaviour is commonly affected by certain factors. There are some factors that stem from the children and young people themselves: like illness, accident, tiredness; or from their home situations (new baby, parental separation or divorce, change of carer – either at home or in a setting, loss or bereavement etc).
1. Be able to support positive behaviour
1. Describe the benefits of encouraging and rewarding positive behaviour (reflective account)
Encouraging and rewarding positive behaviour: benefits eg children and young
People more likely to repeat behaviour which is recognised/praised/rewarded; behaviourist theory of BF Skinner
The benefits of encouraging and rewarding positive behaviour
Positive behaviour management is about using positive rather than negative approaches to encourage children and young people to behave appropriately. B. F. Skinner will understand that when children are given positive reinforcement for aspects of behaviour, they are likely to repeat that behaviour.
Promoting positive behaviour involves:
● setting clear boundaries, which are applied in a calm and consistent way
● encouraging children and young people to make their own choices about behaviour – and to understand the negative consequences if they choose inappropriate behaviour
● setting ‘positive’ rules rather than ‘negative’ ones. Negative rules tend to begin with the word ‘Don’t’, and tell children and young people what they must not do, but do not guide them as to what they may or should do.
At that stage, the 4 year olds will be moving up into reception class and they need to know the difference between right and wrong, what behaviour is expected from them and what isn't.
By promoting positive behaviour in nursery, they are much more likely to carry it up to reception class. Positive behaviour needs to be encouraged as the children need to know when they're doing something really good, like sharing.
Whilst negative behaviour shouldn't be ignored, it should always be picked up on, it shouldn't be constantly referred back to, whereas positive behaviour can. For example, if a child let another child share their toy on Monday, but on Tuesday wouldn't let someone else use their toy, I would say "Kyle, remember yesterday when you let James play with the toy with you? That was a really (emphasise the 'really') kind thing to do." A lot of children, particularly 3-5 yr olds love to know they're being nice and helping someone and saying something similar to the above can influence the child to share a toy, or whatever the situation may be.
Also, if a child is constantly "told off" for negative behaviour, it will damage their overall self confidence and they'll soon begin to think that everything they do is "wrong".
For the older children in year 3s I usually use verbal praise (such as ‘Well done’) or attention – this could be non- verbal (smile of approval, a nod), I sometime use thumbs as way of showing my support & acknowledging when a child is trying really hard and answering questions posed by the teacher.
I also use tangible rewards such as stickers or raffle tickets as an incentive to promote positive behaviour. I have given a raffle a ticket for example where I have seen a child putting a lot of effort into their work and even if tasks are not finish. In these circumstances, I let the child know I am rewarding him/her not for completing a work but for making the effort to do their work. I understand that when children are given positive reinforcement for aspects of behaviour, they are likely to repeat that behaviour. Children do appreciate been recognise for their effort and try to please more. For example the child who was given a raffle a ticket is very keen to show he can do his work without too much interference from myself, and the child who was given a thumb for contributing in class discussion will turn around proudly to show you he/she is listening & can answer a question knowing I will be watching him/her proudly.
http://www.kidsdevelopment.co.uk/bfskinnersbehaviouraltheory.html
Berk, Laura E. (2009). Child Development. 8th ed. United States of America: Pearson Education, Inc.
2. Apply skills and techniques for supporting and encouraging children and young people’s positive behaviour (assessor) techniques eg build trusting relationships with children and young people, be consistent, recognise children’s positive behaviour/effort, give clear directions, use positive recognition, ensure children and young people know why they are being rewarded
Skills and techniques for supporting and encouraging positive behaviour
In trying to understand behaviour, it is helpful to note whether there are particular incidents or situations that seem to trigger inappropriate behaviour. Some of these can be avoided altogether by minor changes in routine or approach, but others, such as siblings teasing each other, will occur frequently; children and young people therefore need to be given strategies and support to be able to cope with them effectively. It is important never to reject the child but only what the child has done (for example, ‘That was an unkind thing to say’ rather than ‘You are unkind’).
The A- B- C of behaviour • Antecedent: what happens before, or leads up to, the observed behaviour. • Behaviour: the observed behaviour – what the child says and how he or she acts (this is any behaviour, both positive and negative). • Consequence: what happens following the observed behaviour. Part of your role as a practitioner is to observe children and young people’s behaviour, whether or not you make a written record, so that you can contribute to discussions about a child’s behaviour and develop positive practice in managing inappropriate aspects. In your work setting you should try to see not only how other staff and parents deal with incidents, but also which methods seem to be effective with which children or young people.
Using rewards
There are different forms of reward: • verbal praise (such as ‘Well done’) • attention – this could be non- verbal (smile of approval, a nod) • stars or points (for older children) leading to certificates or for group recognition • sharing success by telling other staff and parents • own choice of activity or story • tangible rewards such as stickers.
Rewards work on the principle of positive reinforcement – based on the idea that if children and young people receive approval and/or a reward for behaving acceptably, they are likely to want to repeat that behaviour.
If one child is praised (for example, for tidying up) others are often influenced to copy or join in so that they, too, will receive praise and attention. For young children, the reward must be immediate so that they understand the link between it and the positive behaviour. It is of little value to promise a treat or reward in the future. Similarly, star charts and collecting points are not appropriate for children younger than five years old. There are problems associated with rewards in that some children and young people may behave in a particular way purely to receive the reward rather than from an understanding of the need to consider safety, others and their environment or enjoying what they have achieved for its own sake. The type of reward also needs to be considered; for example, is it desirable for children and young people to be given sweets as rewards? Some parents may have strong views about this. Rewards might work in the short term, but do not always succeed in the long term. They might even undermine lifelong learning by encouraging children and young people to seek reward, rather than be disposed to learn because something is
interesting.
The purpose of ‘time out’ is to remove the child from ‘positive reinforcement’. If you read the work of B. F. Skinner you will understand that when children are given positive reinforcement for aspects of behaviour, they are likely to repeat that behaviour. This is how reward systems work.
It is obvious therefore that if a child behaves inappropriately, they should not be rewarded.
An example of ‘time out’ might be where a 7-year-old child is throwing clay at others during a craft activity. After being repeatedly told, this behaviour continues. Perhaps he is enjoying the attention of being reprimanded. Perhaps he enjoys the reaction of the other children. If given ‘time out’ he is taken away from the activity and supervised by an adult until the time is up. Then he can rejoin the activity. The supervising adult should not give verbal or facial responses to the child. ‘Time out’ should only last for a few minutes.
As a TAs (volunteer) & lunchtime supervisor my aim to:
• understand and work within school behaviour policies
• manage behaviour in a positive way, as part of a team
• support pupils to understand expectations of behaviour
Talk is paramount. You both need to be able to say how you’re feeling and share your thoughts.
All decisions come through compromise and bouncing ideas off each other
From Primary Teachers,
January 2007
No 48, DfES
Maslow’s hierarchy of needs
In promoting positive behaviour TAs should aim to:
• build positive relationships with pupils, parents/carers and colleagues
• focus on developing their skills and qualities
• consider how they can influence aspects of the learning environment
The job of the school staff is twofold: to provide an environment that, as far as possible, meets the needs of the young people concerned, and to support them to develop the skills and behaviours they require to get their needs met. When needs are met, there is less reason to engage in challenging behaviour.
Positive relationships
You will only be able to provide a nurturing environment and help children develop appropriate skills if staffs have positive relationships with the young people and understand them well. We know from research into parenting techniques that when parents use approaches that develop positive parent-child relationships, children are less likely to develop behavioural problems (Webster-Stratton, 1992; Sanders, 1999). If staff really know each young person well and are tuned in to what they need and want, they are able to help the young people to learn to identify their own needs and develop ways of getting these needs met more independently. http://www.senmagazine.co.uk/articles/938-how-can-we-teach-positive-behaviour-to-those-with-asd.html http://www.howto.co.uk/family/childminding/encouraging_positive_behaviour/
2.3 Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour (assessor) techniques eg have realistic expectations according to age/stage of development, sanctions realistic to age/stage of development, responses appropriate to individual needs of child eg Attention
Deficit Hyperactivity Disorder (ADHD), Asperger’s syndrome
Penalties
Setting limits/boundaries for a child/young person is clearly a good thing, but all children will try to test these limits. Sometimes they will behave in a manner that is totally unacceptable. It is important to have penalties you can use at those times. For example, not letting a child go out to play, or other activities that they enjoy for a short period of time.
'Time-out' is an effective penalty in school for younger a child which involves removing the child from the group or family to sit quietly on their own, for example on the stairs or hallway for a specified period of time. It should not be anywhere you can see them. Avoid places where the child can amuse themselves easily like the play area. The length of time should be roughly a minute for every year of the child’s life. In other words, if the child is aged 5 then the time out should be approximately five minutes. It is important to be aware of the child’s safety during this period.
These penalties should be viewed as an opportunity to learn how to behave well, not as a means of punishment. They should be consistently enforced and they should be seen as being fair, in other words they should 'fit the crime'. The opportunity for a second chance to behave in an appropriate manner should be available to the child. For example if they have refused to pick up their toys they should be given a short penalty then allowed the chance to pick them up again. Being sent to their room for the remainder of the day or grounded for a week does not encourage a child to do as they have been asked.
How to make it work • Be realistic about how much a child will conform to your expectations (for example, don’t expect teenagers to keep their bedrooms tidy – this is their opportunity to express their independence).
• Don’t be too harsh in deciding on the severity of the penalty, for example, being sent to bed for the rest of the day or grounded for an entire week.
• It is important to see the penalty through to the end, i.e. don’t end the 'time-out' period before it is due to end.
• Be consistent in applying penalties.
4. Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting(assessor)
reasons eg children and young people copy adults, unrealistic to expect children to behave positively if adults behave inappropriately
2. Be able to respond to inappropriate behaviour
1. Select and apply agreed strategies for dealing with inappropriate behaviour (assessor) strategies eg use agreed behaviour management strategies, agreed sanctions, intervene early, repeat directions calmly, send for additional help if needed, give eye contact to the pupil who is misbehaving, use proximity, relate negative comments to the behaviour, remove items that are being used inappropriately, use time out if agreed strategy
2. Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred
types eg pupils a danger to themselves and/or others, dealing with a difficult situation alone, dealing with an unpredictable situation/pupil, referral to SENCO, other teachers or members of support staff, head teacher or deputy
Practitioners may need to refer the following types of inappropriate behaviour:
• Behaviour that is inappropriate for the child’s stage of development: e.g. a child over four years old who continues biting, or an older child who hits other children or is physically aggressive in other ways • Self- harming behaviour • Bullying
Professionals who may become involved include the following:
Health visitors work primarily with children up to five years and their families, checking for healthy growth and development.
Play therapists have specialist training and work with children through play to help them feel emotionally secure.
Paediatricians are doctors who specialise in the care of children and young people up to the age of 16, to check for normal development and diagnose difficulties.
Educational psychologists assess children and young people who have special needs, and give advice, particularly for those with emotional and behavioural difficulties.
Child psychiatrists work with children and young people and their families to help them to express their thoughts and feelings.
criteria 2.2, 2.3, 2.4 and 3.1. Evidence could be a diary or logbook which may include professional discussions, witness observations, activities. This will need to include evidence of learners in the workplace
• applying skills and techniques for supporting positive behaviour
• giving supportive, consistent responses to children and young people’s positive behaviour
• acting as an effective role model of expected standards of behaviour
• applying agreed strategies for dealing with inappropriate behaviour.
Textbooks
Bentham S - A Teaching Assistant's Guide to Child Development and Psychology in the Classroom (Routledge, 2003) ISBN 978-0415311083
Burnham L – Supporting Teaching & Learning in Schools (Heinemann, 2010) ISBN
978-0-435032-03-6
Blake S, Bird, J & Gerlach S - Promoting Emotional and Social Development in
Schools: A Practical Guide (Sage Publications, 2007) ISBN 978-1412907316
Hendry R - Building and Restoring Respectful Relationships in Schools: A Guide to
Restorative Practice (Routledge, 2009) ISBN 978-0415544276
Kamen T - Teaching Assistant's Handbook: NVQ and SVQ Levels 2 & 3 (Hodder
Education, 2008) ISBN 978-0340959381
O'Moore M & Minton S J - Dealing with Bullying in Schools: A Training Manual for
Teachers, Parents and Other Professionals (Sage, 2004) ISBN 978-1412902816
Roffey S - Changing Behaviour in Schools: Promoting Positive Relationships and
Wellbeing (Sage, 2010) ISBN 978-1849200783
Journal
Times Education Supplement (TES)
Websites
www.dcsf.gov.uk/everychildmatters Department for Children,
Schools and Families www.kidscape.org.uk Kidscape www.tda.gov.uk/upload/resources/ppt/support_staff_ The Training and Development
Agency for Schools www.teachernet.gov.uk/wholeschool Teachernet www.teachingexpertise.com Teaching Expertise
Lindon, J. (2005) Understanding Child Development: Linking Theory and Practice. Hodder Arnold. ISBN 034088669
Smith, P. Cowie, H. and Blades, M. (2003) Understanding Children’s Development. Blackwell Publishing. ISBN 0631228233
Mortimer, H. (2004) Managing Children’s Behaviour. Scholastic. ISBN 0439971306
Support Children and Young People’s Positive Behaviour
1. Know the policies and procedures of the setting for promoting children and young people’s positive behaviour.
1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour
The purpose of school policies on behaviour are:
• Captures the values and beliefs of the school
• Sets out expectations of behaviour
• Indicates how good behaviour will be developed and encouraged
• Sets out how inappropriate behaviour will be addressed
• Promotes a consistent and shared approach for the whole school community
Our school ethos and value is maintaining high standards of behaviour, high expectations …show more content…
upheld in a sympathetic atmosphere. The school wants children to learn to take responsibility for their own actions and behave well at school because it enhances educational and social opportunities, and promote calm happy working environment in which children feel safe and secure.
All the children in our school are instructed to keep within the school rules so that they know what is expected of them. After registration the teacher explains the school rules to them, the teacher explains that they are not allowed to run in the corridors, they have to use their inside voices, to follow instructions and to keep their hands and feet to themselves and also to hold the door open for people behind them and to treat one another with respect.
For the behaviour policy and procedures to be affective, roles and responsibility are clearly defined. All member of school community work play as role models (teaching & non-teaching staff, parents, children & governors) work towards the school’s aim by:
Valuing children, promoting good relationship and creating a sense of belonging to the school community, providing a ordered environment, offering equal opportunities in all aspect of school life, encouraging and praising good behaviour and work, rejecting all conducts of bullying and harassment, helping to develop strategies to eliminate undesirable behaviour and generally value all kids to work as a team & encouraging one another.
Code of conduct: All children are given explicit guidelines on their expected behaviour within the school premises. All expectations are given in clear and precise manner paying attention of the relevant age range. At the beginning of the year, all pupils in each year group are given a chance to be involved in drawing up their own classroom rules for positives behaviour: They call it ‘the classroom rule’. This is a list of agreed class rule that makes a good class. The teacher will remind the class of this "list" if ever behaviour is not up to standard.
Anti-bullying: The school promote good behaviour. It is made clear that bullying is a form of anti-social behaviour. It goes to describe what bullying is, what children can do If they are being bullied, what do you do if they know someone is being bullied, role of parents as well as strategies used by school uses in cases where bullying is suspected. Incidents of bullying are recorded as such in the School Incident Log.
Dealing with conflict: Most problems are the normal, everyday kinds of conflict that happen all the time in schools and most of the time adults don’t need to get involved. They are usually low-level disagreements and after a while children learn how to deal with them for themselves.
It is our school policy to support children as they learn this process, not to deny them help if they want it, but to give them as much opportunity to sort out their problems for themselves without taking over and doing it for them.
Mediation is used when children feel the problems they are faced with are more serious than they can cope with on their own. Mediation allows children the chance to speak and to be heard. It allows them the opportunity to discuss their problems and to listen to the point of view of others. However, it is not meant as a final resort or as a cure-all, but as one further opportunity for children to resolve their disagreements and conflicts for themselves.
Rewards
Our school major aim is to encourage children to practice good behaviour by operating a system of praise and reward for all children.
Our school works on a system based on merit awards through which children can be rewarded for academic and non-acedemic achievements, for effort and for being caring, and for all aspect of good work and behaviour.
Incentive stickers are available to all pupils. In addition, each class teacher gives verbal or written praise as often as possible.
In some classes raffles tickets are available particularly the lower class (year 3) pupil for good behaviour, for example throughout the day. At the end of the each day, 5 raffles are drawn to see which team scores house points and on some occasions they get prices instead. First raffle drawn scores 5 points for their team point and last one scores 1 point. The pupils do enjoy this reward system and this type of approach shows that their efforts are seen to be valued.
Children are also encouraged to display their achievements in and out of school in assemblies and in their own news board outside the hall. Recent achiever received a certificate in front of a whole assembly for conquering his fear/s with swimming. He was proud of himself.
Similarly in year 1 & 2, the teacher gives the children a diddi dot card each, this means that everytime the children shows good behaviour or they do some good work or are generally helpful they get a diddi dot sticker to stick in their card, they have to fill 2 diddi dot cards which they then take to the headmistress for a golden ticket. When the children achieve a golden ticket they have a photo taken where the children are instructed to put it on the apple tree right in front at reception area for everyone to see.
Here are examples of Diddi Dot Smile Stickers, Diddi Dot Reward Cards & Teachers Special Award Certificate
[pic][pic] [pic][pic][pic]
Our school value good attendance and monitored very closely. The children are rewarded for good attendance as individual as well as a whole class. Their strategies for Promoting Attendance and Punctuality are:
Attendance awards for individual children:
1. Termly - 100% attendance – certificate
2. Annual - 100% attendance - £5 Voucher
Attendance awards for classes of children:
1. Weekly - best class attendance - trophy
2. Termly - best cumulative class attendance - £100 award for class
Sanctions
The Behaviour policy states the boundaries firmly and clearly. All sanctions must be in line with the policy.
In our school there are here are 3 levels of sanctions that may be applied to poor behaviour.
Level 1 – first time offenses, minor breach of school rules. These are generally dealt with by the class teacher in a caring, supportive and fair manner considering their age. Verbal reprimand and reminder may be used or loss of free times such as playtimes, time out or moving to a sit alone.
Level 2 – repeated poor behaviour or breach of school rules; behaviour that disrupts learning and the school environment. In cases pupil may be placed on a daily or weekly report system to monitor their behaviour with parents’ support.
Level 3 – serious offenses and major disruption to school environment behaviour that harms or threatens to harm people or property, behaviour that may be regarded as criminal in nature for example physical assault, bullying, stealing, leaving the school premises without permission, verbal abuse etc.
In this kind of instances (although minor) the headmaster a verbal warning by the headmaster or the deputy head follows, they can be withdrawn for the rest of the day, a letter will be sent to let parent know of the problem.
If behaviour doesn’t improve the school make a meeting with parent. At this stage most pupils rectify they behaviour, but if behaviour carries to be problem or recurring then exclusion procedures are implemented after consultation with the Governing Body. I have recently seen a case where the child has been given numerous warnings from the Headmaster but the child carried on with his/her bad behaviour during lunchtime. A meeting was held with the parent and the child is on home dinners now. On some serious cases the normal procedures maybe abandoned which results the child being taken home straight away.
2. Describe, with examples, the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting
It is important that all staff be consistent when managing pupils’ behaviour. Children need to have boundaries that they can understand and which are regularly reinforced by adults. If it is not clear to them how they are expected to behave or if adults give them conflicting messages, children become confused and upset, and find it hard to know how to behave next time.
If you are supervising an activity, the children will expect you to apply the same rules as other staff. It undermines your own position if you allow unacceptable behaviour and another staff member has to discipline the children you are working with.
Although all children will test boundaries for behaviour, if they are met with the same response each time they will be less likely to repeat it. Rules should be appropriate for the age or ability of the child and the language used should make the expectations of adults clear. When managing pupils’ behaviour, be careful of stereotyping or making assumptions about how they will behave. If pupils are expected to behave well or badly, they will usually live up to the expectation.
It is also important when assessing children and young people’s behaviour to bear their development stages in mind and to view the factors affecting their behaviour. It is well known that behaviour is commonly affected by certain factors. There are some factors that stem from the children and young people themselves: like illness, accident, tiredness; or from their home situations (new baby, parental separation or divorce, change of carer – either at home or in a setting, loss or bereavement etc).
1. Be able to support positive behaviour
1. Describe the benefits of encouraging and rewarding positive behaviour (reflective account)
Encouraging and rewarding positive behaviour: benefits eg children and young
People more likely to repeat behaviour which is recognised/praised/rewarded; behaviourist theory of BF Skinner
The benefits of encouraging and rewarding positive behaviour
Positive behaviour management is about using positive rather than negative approaches to encourage children and young people to behave appropriately. B. F. Skinner will understand that when children are given positive reinforcement for aspects of behaviour, they are likely to repeat that behaviour.
Promoting positive behaviour involves:
● setting clear boundaries, which are applied in a calm and consistent way
● encouraging children and young people to make their own choices about behaviour – and to understand the negative consequences if they choose inappropriate behaviour
● setting ‘positive’ rules rather than ‘negative’ ones. Negative rules tend to begin with the word ‘Don’t’, and tell children and young people what they must not do, but do not guide them as to what they may or should do.
At that stage, the 4 year olds will be moving up into reception class and they need to know the difference between right and wrong, what behaviour is expected from them and what isn't.
By promoting positive behaviour in nursery, they are much more likely to carry it up to reception class. Positive behaviour needs to be encouraged as the children need to know when they're doing something really good, like sharing.
Whilst negative behaviour shouldn't be ignored, it should always be picked up on, it shouldn't be constantly referred back to, whereas positive behaviour can. For example, if a child let another child share their toy on Monday, but on Tuesday wouldn't let someone else use their toy, I would say "Kyle, remember yesterday when you let James play with the toy with you? That was a really (emphasise the 'really') kind thing to do." A lot of children, particularly 3-5 yr olds love to know they're being nice and helping someone and saying something similar to the above can influence the child to share a toy, or whatever the situation may be.
Also, if a child is constantly "told off" for negative behaviour, it will damage their overall self confidence and they'll soon begin to think that everything they do is "wrong".
For the older children in year 3s I usually use verbal praise (such as ‘Well done’) or attention – this could be non- verbal (smile of approval, a nod), I sometime use thumbs as way of showing my support & acknowledging when a child is trying really hard and answering questions posed by the teacher.
I also use tangible rewards such as stickers or raffle tickets as an incentive to promote positive behaviour. I have given a raffle a ticket for example where I have seen a child putting a lot of effort into their work and even if tasks are not finish. In these circumstances, I let the child know I am rewarding him/her not for completing a work but for making the effort to do their work. I understand that when children are given positive reinforcement for aspects of behaviour, they are likely to repeat that behaviour. Children do appreciate been recognise for their effort and try to please more. For example the child who was given a raffle a ticket is very keen to show he can do his work without too much interference from myself, and the child who was given a thumb for contributing in class discussion will turn around proudly to show you he/she is listening & can answer a question knowing I will be watching him/her proudly.
http://www.kidsdevelopment.co.uk/bfskinnersbehaviouraltheory.html
Berk, Laura E. (2009). Child Development. 8th ed. United States of America: Pearson Education, Inc.
2. Apply skills and techniques for supporting and encouraging children and young people’s positive behaviour (assessor) techniques eg build trusting relationships with children and young people, be consistent, recognise children’s positive behaviour/effort, give clear directions, use positive recognition, ensure children and young people know why they are being rewarded
Skills and techniques for supporting and encouraging positive behaviour
In trying to understand behaviour, it is helpful to note whether there are particular incidents or situations that seem to trigger inappropriate behaviour. Some of these can be avoided altogether by minor changes in routine or approach, but others, such as siblings teasing each other, will occur frequently; children and young people therefore need to be given strategies and support to be able to cope with them effectively. It is important never to reject the child but only what the child has done (for example, ‘That was an unkind thing to say’ rather than ‘You are unkind’).
The A- B- C of behaviour • Antecedent: what happens before, or leads up to, the observed behaviour. • Behaviour: the observed behaviour – what the child says and how he or she acts (this is any behaviour, both positive and negative). • Consequence: what happens following the observed behaviour. Part of your role as a practitioner is to observe children and young people’s behaviour, whether or not you make a written record, so that you can contribute to discussions about a child’s behaviour and develop positive practice in managing inappropriate aspects. In your work setting you should try to see not only how other staff and parents deal with incidents, but also which methods seem to be effective with which children or young people.
Using rewards
There are different forms of reward: • verbal praise (such as ‘Well done’) • attention – this could be non- verbal (smile of approval, a nod) • stars or points (for older children) leading to certificates or for group recognition • sharing success by telling other staff and parents • own choice of activity or story • tangible rewards such as stickers.
Rewards work on the principle of positive reinforcement – based on the idea that if children and young people receive approval and/or a reward for behaving acceptably, they are likely to want to repeat that behaviour.
If one child is praised (for example, for tidying up) others are often influenced to copy or join in so that they, too, will receive praise and attention. For young children, the reward must be immediate so that they understand the link between it and the positive behaviour. It is of little value to promise a treat or reward in the future. Similarly, star charts and collecting points are not appropriate for children younger than five years old. There are problems associated with rewards in that some children and young people may behave in a particular way purely to receive the reward rather than from an understanding of the need to consider safety, others and their environment or enjoying what they have achieved for its own sake. The type of reward also needs to be considered; for example, is it desirable for children and young people to be given sweets as rewards? Some parents may have strong views about this. Rewards might work in the short term, but do not always succeed in the long term. They might even undermine lifelong learning by encouraging children and young people to seek reward, rather than be disposed to learn because something is
interesting.
The purpose of ‘time out’ is to remove the child from ‘positive reinforcement’. If you read the work of B. F. Skinner you will understand that when children are given positive reinforcement for aspects of behaviour, they are likely to repeat that behaviour. This is how reward systems work.
It is obvious therefore that if a child behaves inappropriately, they should not be rewarded.
An example of ‘time out’ might be where a 7-year-old child is throwing clay at others during a craft activity. After being repeatedly told, this behaviour continues. Perhaps he is enjoying the attention of being reprimanded. Perhaps he enjoys the reaction of the other children. If given ‘time out’ he is taken away from the activity and supervised by an adult until the time is up. Then he can rejoin the activity. The supervising adult should not give verbal or facial responses to the child. ‘Time out’ should only last for a few minutes.
As a TAs (volunteer) & lunchtime supervisor my aim to:
• understand and work within school behaviour policies
• manage behaviour in a positive way, as part of a team
• support pupils to understand expectations of behaviour
Talk is paramount. You both need to be able to say how you’re feeling and share your thoughts.
All decisions come through compromise and bouncing ideas off each other
From Primary Teachers,
January 2007
No 48, DfES
Maslow’s hierarchy of needs
In promoting positive behaviour TAs should aim to:
• build positive relationships with pupils, parents/carers and colleagues
• focus on developing their skills and qualities
• consider how they can influence aspects of the learning environment
The job of the school staff is twofold: to provide an environment that, as far as possible, meets the needs of the young people concerned, and to support them to develop the skills and behaviours they require to get their needs met. When needs are met, there is less reason to engage in challenging behaviour.
Positive relationships
You will only be able to provide a nurturing environment and help children develop appropriate skills if staffs have positive relationships with the young people and understand them well. We know from research into parenting techniques that when parents use approaches that develop positive parent-child relationships, children are less likely to develop behavioural problems (Webster-Stratton, 1992; Sanders, 1999). If staff really know each young person well and are tuned in to what they need and want, they are able to help the young people to learn to identify their own needs and develop ways of getting these needs met more independently. http://www.senmagazine.co.uk/articles/938-how-can-we-teach-positive-behaviour-to-those-with-asd.html http://www.howto.co.uk/family/childminding/encouraging_positive_behaviour/
2.3 Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour (assessor) techniques eg have realistic expectations according to age/stage of development, sanctions realistic to age/stage of development, responses appropriate to individual needs of child eg Attention
Deficit Hyperactivity Disorder (ADHD), Asperger’s syndrome
Penalties
Setting limits/boundaries for a child/young person is clearly a good thing, but all children will try to test these limits. Sometimes they will behave in a manner that is totally unacceptable. It is important to have penalties you can use at those times. For example, not letting a child go out to play, or other activities that they enjoy for a short period of time.
'Time-out' is an effective penalty in school for younger a child which involves removing the child from the group or family to sit quietly on their own, for example on the stairs or hallway for a specified period of time. It should not be anywhere you can see them. Avoid places where the child can amuse themselves easily like the play area. The length of time should be roughly a minute for every year of the child’s life. In other words, if the child is aged 5 then the time out should be approximately five minutes. It is important to be aware of the child’s safety during this period.
These penalties should be viewed as an opportunity to learn how to behave well, not as a means of punishment. They should be consistently enforced and they should be seen as being fair, in other words they should 'fit the crime'. The opportunity for a second chance to behave in an appropriate manner should be available to the child. For example if they have refused to pick up their toys they should be given a short penalty then allowed the chance to pick them up again. Being sent to their room for the remainder of the day or grounded for a week does not encourage a child to do as they have been asked.
How to make it work • Be realistic about how much a child will conform to your expectations (for example, don’t expect teenagers to keep their bedrooms tidy – this is their opportunity to express their independence).
• Don’t be too harsh in deciding on the severity of the penalty, for example, being sent to bed for the rest of the day or grounded for an entire week.
• It is important to see the penalty through to the end, i.e. don’t end the 'time-out' period before it is due to end.
• Be consistent in applying penalties.
4. Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting(assessor)
reasons eg children and young people copy adults, unrealistic to expect children to behave positively if adults behave inappropriately
2. Be able to respond to inappropriate behaviour
1. Select and apply agreed strategies for dealing with inappropriate behaviour (assessor) strategies eg use agreed behaviour management strategies, agreed sanctions, intervene early, repeat directions calmly, send for additional help if needed, give eye contact to the pupil who is misbehaving, use proximity, relate negative comments to the behaviour, remove items that are being used inappropriately, use time out if agreed strategy
2. Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred
types eg pupils a danger to themselves and/or others, dealing with a difficult situation alone, dealing with an unpredictable situation/pupil, referral to SENCO, other teachers or members of support staff, head teacher or deputy
Practitioners may need to refer the following types of inappropriate behaviour:
• Behaviour that is inappropriate for the child’s stage of development: e.g. a child over four years old who continues biting, or an older child who hits other children or is physically aggressive in other ways • Self- harming behaviour • Bullying
Professionals who may become involved include the following:
Health visitors work primarily with children up to five years and their families, checking for healthy growth and development.
Play therapists have specialist training and work with children through play to help them feel emotionally secure.
Paediatricians are doctors who specialise in the care of children and young people up to the age of 16, to check for normal development and diagnose difficulties.
Educational psychologists assess children and young people who have special needs, and give advice, particularly for those with emotional and behavioural difficulties.
Child psychiatrists work with children and young people and their families to help them to express their thoughts and feelings.
criteria 2.2, 2.3, 2.4 and 3.1. Evidence could be a diary or logbook which may include professional discussions, witness observations, activities. This will need to include evidence of learners in the workplace
• applying skills and techniques for supporting positive behaviour
• giving supportive, consistent responses to children and young people’s positive behaviour
• acting as an effective role model of expected standards of behaviour
• applying agreed strategies for dealing with inappropriate behaviour.
Textbooks
Bentham S - A Teaching Assistant's Guide to Child Development and Psychology in the Classroom (Routledge, 2003) ISBN 978-0415311083
Burnham L – Supporting Teaching & Learning in Schools (Heinemann, 2010) ISBN
978-0-435032-03-6
Blake S, Bird, J & Gerlach S - Promoting Emotional and Social Development in
Schools: A Practical Guide (Sage Publications, 2007) ISBN 978-1412907316
Hendry R - Building and Restoring Respectful Relationships in Schools: A Guide to
Restorative Practice (Routledge, 2009) ISBN 978-0415544276
Kamen T - Teaching Assistant's Handbook: NVQ and SVQ Levels 2 & 3 (Hodder
Education, 2008) ISBN 978-0340959381
O'Moore M & Minton S J - Dealing with Bullying in Schools: A Training Manual for
Teachers, Parents and Other Professionals (Sage, 2004) ISBN 978-1412902816
Roffey S - Changing Behaviour in Schools: Promoting Positive Relationships and
Wellbeing (Sage, 2010) ISBN 978-1849200783
Journal
Times Education Supplement (TES)
Websites
www.dcsf.gov.uk/everychildmatters Department for Children,
Schools and Families www.kidscape.org.uk Kidscape www.tda.gov.uk/upload/resources/ppt/support_staff_ The Training and Development
Agency for Schools www.teachernet.gov.uk/wholeschool Teachernet www.teachingexpertise.com Teaching Expertise
Lindon, J. (2005) Understanding Child Development: Linking Theory and Practice. Hodder Arnold. ISBN 034088669
Smith, P. Cowie, H. and Blades, M. (2003) Understanding Children’s Development. Blackwell Publishing. ISBN 0631228233
Mortimer, H. (2004) Managing Children’s Behaviour. Scholastic. ISBN 0439971306