Tda 3.4 Promoting Positive Behaviour Analysis
TDA 3.4 – Promote children and young people’s positive behaviour.
1.1 – Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.
There are a number of procedures and policies within a school that promote positive behaviour for children and young people. These include the behaviour policy, the code of conduct, rewards and sanctions, how the school deals with conflict and inappropriate behaviour, the anti-bullying policy and the school’s attendance policy.
The behaviour policy is simply a set of guidelines on how school staff should deal with their students’ behaviour. This policy usually includes information such as the code of conduct, rewards and sanctions, how the school deals …show more content…
with conflict and inappropriate behaviour, the anti-bullying policy etc.
Most schools have a code of conduct. The code of conduct are a clear set of rules as to how the children should behave in and around schools. These rules are sometimes written in a way that they can be like targets for the children e.g. ‘I will walk quietly around school’ instead of ‘Do not run in school’. As rules like this could be difficult for younger pupils to understand, some schools have separate rules for Key Stage 1 and Key Stage 2. For example, one KS1 rule could be to be honest to others while a KS2 rule could be to ‘try your hardest in everything you do’. In some cases, if the children do not understand a rule (this could be down to the way the rule is worded) then staff must discuss them regularly during class and assembly time so that the pupils can remember them.
Children who display a good following of the code of conduct should be recognised. Children who show good behaviour in class are usually rewarded with an achievement sticker or older pupils could get rewarded with things like a longer amount of Golden Time for example. If the child shows good behaviour outside of class then this could be mentioned in assembly or could result in the child being presented with a certificate or with a reward from a senior figure within school.
But on the other hand, bad behaviour should be dealt with with a scale of sanctions. Staff should always apply this and students should be also made aware of these. They should clearly explain the consequences of the child’s bad behaviour. An example of these scale of sanctions could be the following:
Moving down the behaviour chart in class.
Completing a behaviour book or record. (Whilst completing behaviour records children are asked to think about their behaviour, how it has affected others, what they might do to improve things and also what they might do differently in future).
Child referred to head teacher
Missing break time.
Class teacher meeting with parents.
Head teacher and class teacher meeting with parents.
In a setting, there will be different types of arguments and incidents of pupils showing inappropriate behaviour. The setting’s policy should have guidelines on how these types of behaviour should be adressed. Both teachers and pupils should have a clear idea on how these incidents will be dealt with and what will happen if they do not listen to the rules on this. They would be more likely to stick to these rules as they would know what will happen if they do not.
The school may also have an anti-bullying policy. This sets out the procedures for dealing with any type of bullying that happens inside and outside of school. A school usually deals with bullying with sanctions like this for example:
Parents being informed and invited into school to discuss and resolve the bullying issue,
The bully (bullies) made to genuinely apologise to the victim(s) verbally or in writing,
Loss of privileges,
Loss of playtimes (stay with class teacher, write lines or do extra work),
Stand outside the Headteacher’s/ Deputy Headteacher’s office,
Spend playtimes and lunchtimes with an adult,
Go on a self-improvement report,
Being removed from class to work in isolation,
Being withdrawn from participation in school visits, clubs and events that are not essential to the curriculum,
Fixed term exclusion,
Permanent exclusion,
If necessary and appropriate, police will be involved.
Most settings have an attendance policy which sets out how the school deals with attendance issues. Schools record attendance on a computer system which they can easily monitor a child’s attendance patterns so that if there is a serious dip in a child’s attendance for example, then letters could be sent home to the child’s parents notifying them of this. But on the other hand, if the child has a good attendance record then they could be rewarded with an attendance cerificate or the whole class could be rewarded if they all have good attendance.
1.2 – Evaluate how the policies and procedures of the setting support children and young people to:
Feel safe
Make a positive contribution
Develop social and emotional skills
Understand expectations and limits.
In my setting’s behaviour poicy, there are a couple of examples in which the pupils must understand expectations and limitations. An example of this is that “If children break the Golden Rules they must understand that they have chosen to do this and therefore must accept the consequences of their actions”. If the children keep this in mind then this could stop them from getting into trouble. It is the teacher’s responsibility to regularly remind them of this.
There can also be instances in the setting in which the child feels safe. This can be outlined especially in a school’s anti-bullying as there are guidelines as to how bullying is dealt with e.g. sanctions like permenant or fixed term exclusions. This could better a child’s attendance because this could have decreased as a result of the bullied child.
As a result of a school’s code of conduct, the child could make a positive contribution inside and outside of school. An example of a rule in a code of conduct could be to “Treat others the way you wish to be treated.” The child could apply this to their home lives as well to show that they have good manners outside of school as well as during school hours. This could also apply to developing the child’s social and emotional skills too.
1.3 – Explain the benefits 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 very important for all adults working with children and young people to be fair and consistent when inappropriate behaviour occurs. Every setting should have established rules and boundaries for children’s and young people’s behaviour. These boundaries and rules should be applied by the practitioners in accordance with the settings and policies procedures.
Boundaries are the guidelines, rules or limits which practitioner create for children so they can recognise what is bad and wrong and how the practitioner respond when the child step outside those limits. It is important that in the child setting the practitioner sets the boundaries for the child behaviour so the child understand what is acceptable and what’s not and knows that there will be a consequences of not acting within those boundaries. The children will notice that whatever child do wrong and whoever practitioner is working in the nursery at that time the rules remain the same for everyone.
For example children can play with sand and water tray but must clean the sand from the floor after all, they can use a paint board but must wear apron, they can go outside but must wear jackets and hats, they must wash hands before and after lunch.
This way of treating everyone the same when applying boundaries will give children feeling of a security and they will not feel confused when they behave inappropriate because they will not what to expect and what sanctions they will get.
For example when the child doesn’t listen, they will be getting sanctions such as not taking part in the activities or not getting the sticker or if they behave well they can choose their story or the activity that they do, The boundaries should be appropriate for the child’s age and stage of development.
In the setting it is important to have behaviour boundaries to create a positive environment where children can take care of themselves and their own safety, take consequences of their own actions and be proud of their own achievements. It can be to stop bullying, racial harassment, sexual harassment and all forms of racial discrimination. In the case of these incidents happening, the children will be investigated and parents will be informed and the decision will be made. All children are encouraged to respect each other so these rules are the targets which should be set for the child age and stage of development and cover children’s physical, social and verbal
development.
References
STLS textbook – Pages 58 and 59 http://www.grangefarmschool.co.uk/documents/Behaviour%20Policy.pdf http://www.manorpark.coventry.sch.uk/Mainfolder/Anti-Bullying-Policy-2014-AB.pdf
1.1 – Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.
There are a number of procedures and policies within a school that promote positive behaviour for children and young people. These include the behaviour policy, the code of conduct, rewards and sanctions, how the school deals with conflict and inappropriate behaviour, the anti-bullying policy and the school’s attendance policy.
The behaviour policy is simply a set of guidelines on how school staff should deal with their students’ behaviour. This policy usually includes information such as the code of conduct, rewards and sanctions, how the school deals …show more content…
with conflict and inappropriate behaviour, the anti-bullying policy etc.
Most schools have a code of conduct. The code of conduct are a clear set of rules as to how the children should behave in and around schools. These rules are sometimes written in a way that they can be like targets for the children e.g. ‘I will walk quietly around school’ instead of ‘Do not run in school’. As rules like this could be difficult for younger pupils to understand, some schools have separate rules for Key Stage 1 and Key Stage 2. For example, one KS1 rule could be to be honest to others while a KS2 rule could be to ‘try your hardest in everything you do’. In some cases, if the children do not understand a rule (this could be down to the way the rule is worded) then staff must discuss them regularly during class and assembly time so that the pupils can remember them.
Children who display a good following of the code of conduct should be recognised. Children who show good behaviour in class are usually rewarded with an achievement sticker or older pupils could get rewarded with things like a longer amount of Golden Time for example. If the child shows good behaviour outside of class then this could be mentioned in assembly or could result in the child being presented with a certificate or with a reward from a senior figure within school.
But on the other hand, bad behaviour should be dealt with with a scale of sanctions. Staff should always apply this and students should be also made aware of these. They should clearly explain the consequences of the child’s bad behaviour. An example of these scale of sanctions could be the following:
Moving down the behaviour chart in class.
Completing a behaviour book or record. (Whilst completing behaviour records children are asked to think about their behaviour, how it has affected others, what they might do to improve things and also what they might do differently in future).
Child referred to head teacher
Missing break time.
Class teacher meeting with parents.
Head teacher and class teacher meeting with parents.
In a setting, there will be different types of arguments and incidents of pupils showing inappropriate behaviour. The setting’s policy should have guidelines on how these types of behaviour should be adressed. Both teachers and pupils should have a clear idea on how these incidents will be dealt with and what will happen if they do not listen to the rules on this. They would be more likely to stick to these rules as they would know what will happen if they do not.
The school may also have an anti-bullying policy. This sets out the procedures for dealing with any type of bullying that happens inside and outside of school. A school usually deals with bullying with sanctions like this for example:
Parents being informed and invited into school to discuss and resolve the bullying issue,
The bully (bullies) made to genuinely apologise to the victim(s) verbally or in writing,
Loss of privileges,
Loss of playtimes (stay with class teacher, write lines or do extra work),
Stand outside the Headteacher’s/ Deputy Headteacher’s office,
Spend playtimes and lunchtimes with an adult,
Go on a self-improvement report,
Being removed from class to work in isolation,
Being withdrawn from participation in school visits, clubs and events that are not essential to the curriculum,
Fixed term exclusion,
Permanent exclusion,
If necessary and appropriate, police will be involved.
Most settings have an attendance policy which sets out how the school deals with attendance issues. Schools record attendance on a computer system which they can easily monitor a child’s attendance patterns so that if there is a serious dip in a child’s attendance for example, then letters could be sent home to the child’s parents notifying them of this. But on the other hand, if the child has a good attendance record then they could be rewarded with an attendance cerificate or the whole class could be rewarded if they all have good attendance.
1.2 – Evaluate how the policies and procedures of the setting support children and young people to:
Feel safe
Make a positive contribution
Develop social and emotional skills
Understand expectations and limits.
In my setting’s behaviour poicy, there are a couple of examples in which the pupils must understand expectations and limitations. An example of this is that “If children break the Golden Rules they must understand that they have chosen to do this and therefore must accept the consequences of their actions”. If the children keep this in mind then this could stop them from getting into trouble. It is the teacher’s responsibility to regularly remind them of this.
There can also be instances in the setting in which the child feels safe. This can be outlined especially in a school’s anti-bullying as there are guidelines as to how bullying is dealt with e.g. sanctions like permenant or fixed term exclusions. This could better a child’s attendance because this could have decreased as a result of the bullied child.
As a result of a school’s code of conduct, the child could make a positive contribution inside and outside of school. An example of a rule in a code of conduct could be to “Treat others the way you wish to be treated.” The child could apply this to their home lives as well to show that they have good manners outside of school as well as during school hours. This could also apply to developing the child’s social and emotional skills too.
1.3 – Explain the benefits 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 very important for all adults working with children and young people to be fair and consistent when inappropriate behaviour occurs. Every setting should have established rules and boundaries for children’s and young people’s behaviour. These boundaries and rules should be applied by the practitioners in accordance with the settings and policies procedures.
Boundaries are the guidelines, rules or limits which practitioner create for children so they can recognise what is bad and wrong and how the practitioner respond when the child step outside those limits. It is important that in the child setting the practitioner sets the boundaries for the child behaviour so the child understand what is acceptable and what’s not and knows that there will be a consequences of not acting within those boundaries. The children will notice that whatever child do wrong and whoever practitioner is working in the nursery at that time the rules remain the same for everyone.
For example children can play with sand and water tray but must clean the sand from the floor after all, they can use a paint board but must wear apron, they can go outside but must wear jackets and hats, they must wash hands before and after lunch.
This way of treating everyone the same when applying boundaries will give children feeling of a security and they will not feel confused when they behave inappropriate because they will not what to expect and what sanctions they will get.
For example when the child doesn’t listen, they will be getting sanctions such as not taking part in the activities or not getting the sticker or if they behave well they can choose their story or the activity that they do, The boundaries should be appropriate for the child’s age and stage of development.
In the setting it is important to have behaviour boundaries to create a positive environment where children can take care of themselves and their own safety, take consequences of their own actions and be proud of their own achievements. It can be to stop bullying, racial harassment, sexual harassment and all forms of racial discrimination. In the case of these incidents happening, the children will be investigated and parents will be informed and the decision will be made. All children are encouraged to respect each other so these rules are the targets which should be set for the child age and stage of development and cover children’s physical, social and verbal
development.
References
STLS textbook – Pages 58 and 59 http://www.grangefarmschool.co.uk/documents/Behaviour%20Policy.pdf http://www.manorpark.coventry.sch.uk/Mainfolder/Anti-Bullying-Policy-2014-AB.pdf