The Children’s Authority believes that promoting positive behaviour is more productive in behaviour management than the use of physical or verbal punishment for challenging behaviours. The use of praise‚ positive feedback to children‚ incentive and reward schemes are all integral to promoting positive behaviour. Praise and positive feedback could be given in many ways. These may include the following: o A quiet word or encouraging smile. o Acknowledgement of positive behaviour in family meetings/get-togethers
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MarianT. Tiempo Course and Year: BSE IV - English Instructor:Isidro M. Biol‚ Jr.‚ Ph.D. Date:18 August 2014 Title:The Teacher’s Role in Educating the Children “Even on your worst day on the job‚ you are still some children’s best hope.” Definitely‚ as teachers everything is expected from us‚ especially in the field of teaching. Children soars us as a model and follow our instructions and sometimes they even obey us more than their parents’. We were once a child and share the same curiosities
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A positive relationship is a relationship that benefits children or young people to participate in and benefit from the setting. Effective communication is the key aspect of building a relationship between children‚ young people or adults. Body language‚ tone of voice and eye contact can tell us a lot about a person and also helps us determine how we are going to respond appropriately. Within the classroom we need to communicate effectively as we will come across a lot of different people with different
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Unit 304 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. The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are • Behaviour policy • Code of conduct • Rewards and sanctions • Dealing with conflict and inappropriate behaviour • Anti-Bullying • Attendance Behaviour
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at something else and not interested in what the client has to say. 3.5) You could contact the Stroke Association‚ the Deaf Association‚ Blind Institute‚ etc.‚ etc.‚ depending on the reason for the problem in communication. If you are asking how to communicate with a person who cannot communicate effectively‚ there are other ways to do so e.g. write notes to the person‚ point at objects‚ or draw things. 4.1) Confidentialty means you must introduce and maintain a policy within the home both
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(Kempinski)‚ it is impossible to state a definitive stance on abortion for them all. With the differing views from text‚ and voice alike‚ it’s hard to even classify a majority. There has to be differing opinions from different people‚ because that’s how people
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Health and Safety Executive The event safety guide (Second edition) A guide to health‚ safety and welfare at music and similar events This is a free-to-download‚ web-friendly version of HSG195 (Second edition‚ published 1999). This version has been adapted for online use from HSE’s current printed version. You can buy the book at www.hsebooks.co.uk and most good bookshops. ISBN 978 0 7176 2453 9 Price £20.00 The event safety guide replaces The guide to health‚ safety and welfare at
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UNIT 306 Promote equality‚ diversity and inclusion in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. When working in a school it is important that staff is aware of the ever changing legislation‚ especially the aspects related to promoting equality and valuing diversity. We need to be able to identify their relevance in school and that we are aware of them when carrying out our
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Assessment task – TDA 3.4 Promote children and young people’s positive behaviour Important: Within the evidence for the tasks below where relevant you also need to show examples of how you embed the knowledge into your own /the settings practice. Please remember you must show your own knowledge and practice do not copy what is in your research materials. Plagiarism is taken seriously. Task 1 links to learning outcome 1‚ assessment criteria 1.1‚ 1.2 and 1.3. LO 2 ac 2.1 LO 3 ac 3.5
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501 use and develop systems that promote communication Be able to address the range of communication requirements in own role 1.1 As manager of the service a large proportion of my working day is problem solving. I need to communicate effectively with colleagues‚ individuals that use the service‚ family and friends of those using the service‚ advocates and other external agencies i.e. residential managers‚ health professionals‚ social services. Daily handover gives all colleagues the opportunity
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