Promote childrens behaviour Essay

Unit 304 Promote tikeren and up lower peoples haughty conduct The social occasion of a aim is multi-faceted. It exists non only to educate, but to guide shaverrens development into well-adjusted, indep oddmentent, and palmy adults. In order to assign support and time to a split in its entirety, pupil behaviour require to be managed effectively. Boundaries and rules need to be set for children and a consistent approach applied by on the whole staff. Documented policies and procedures enable every last(predicate) to have a clear apprehension of expectations and common goals. There ar, however, behavioral or discipline problems that need to be referred to others and all need to be aware of when the situation needs special economic aid and where to obtain this. All staff, from teaching to support staff and lunch period supervisors, inwardly my setting have sight of the behaviour policy and are expected to adhere to the principles and strategies contained within it. T his ensures that all know what is expected from them and children rump respond positively.I believe that children respond well to having clear, consistent, boundaries and guidelines. When met with unclear, or differing rules, they allow for attempt to test or push the boundaries as they do non have the security of knowing where they stand. This is likely to be most spare with older students. When all staff follow the correct procedures and middling hope 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 intimately their behaviour. As a unpaid worker within the inform, I have the same status and authority as contr minuteed teaching staff with regard to behaviour management. I am fortunate to have the full support of the class teacher and this reinforces my boldness in dealing with inappropriate behaviour.The childre n nooky see that there is a group approach to behaviour management and that they will be hard-boiled in the same manner, regardless of who is with them at the time. . The school works collaboratively with parents by supplying each with a copy of the school promises at the start of the academic year. These are signed by the teacher and the children. The aim of the school is to reward good behaviour in order to develop an ethos of almsgiving and co-operation. This is certainlytrue within the class in which I provide however, I am aware that some days coffin nail be a battle against brusque behaviour and it is a challenge to hap positive behaviour to praise, but absolutely essential. A child whitethorn become accustomed to only getting attendance for bad behaviour, which may serve only to reinforce his actions especially if it is the only attention that they receive.The guidelines for the bowl of school in which I volunteer indicate that a child sit in the thinking chair, w hen they have behaved inappropriately, followed by piteous their differentiate if the behaviour continues. Further occurrences would mean the class teacher speaking to the parents. I recently told a child not to swing his p.e bag from his have it a federal agency and discussed with him the capability dangers of doing so. He continued to display the actions that I had asked him not to and so I mathematical functiond the thinking chair. Further occurrences would have involved moving Julie Gibson10/11/2013his name and continuing with the set behaviour procedure. Before travel to join the rest of the class, we discussed why he had been on the chair and the potential injuries he could have sustained. In this instance the class teacher excessively spoke to his parents beca theatrical role of the dangerous nature of his actions and spoke to the whole class ab turn up the incident, to reinforce the dangers. The following week, I observed the child warn another, not to put their cord around their neck as it could hurt. I praised the child for his actions and explained how much I valued his support. I knew that this position child like to be praised in front of his peers and so at a commodious moment, I stopped the class and explained to them that I was awarding him a team point for sensible behaviour in class.The pride and boost to his self-esteem was clear to see. Applying the same rules and boundaries helps children feel equal, valued and respected. Fairly applied boundaries can also help children become to a greater extent independent and co-operative. It is important for all pupils to be recognised and rewarded for positive behaviour. As previously stated, children who are more often thrustn attention for poor behaviour, require positive behaviour to be recognised and rewarded when positive behaviour is displayed. When children attempt to gain attention through undesirable behaviour, it is often bring out to ignore it if possible and give attention to th ose behavingwell. Research and studies developed by B.F Skinner in the 1940s, apprise that behaviour that gives them recognition or praise is more likely to be repeated. In order to maintain a balance, children need six positive receipts for every contradict.If possible, negative behaviour should be ignored and diversion techniques used, to clog the undesirable behaviour. Boundaries help children feel safe and avoid confusion. By honour good behaviour, children experience a boost to their self-esteem, which, ideally creates a self-perpetuating response of good behaviour. Good behaviour creates a positive environment for training and should maximise performance in the classroom. There is no value in consistently applying rewards and sanctions, if I do not role model the actions that I am actively promoting. Children will take their lead from me and if I am not behaving responsibly or appropriately, they will not take me seriously. I ensure that interactions that I may have with other adults, or children are respectful and give a clear indication of the correct vogue to behave.If I make a mistake, I ensure that I explain and show my actions to rectify as I am aware that negative actions observed will have a resulting, negative influence upon the actions of the children within my class. When giving instructions and guidelines on required behaviour to the class, I use a positive tone and discuss the benefits with the class e.g why is it better to walk in class.? Children are likely to give responses regarding tripping and hurting themselves. By using this tactic, the children are setting boundaries collaboratively. When they do not act in the way agreed, they are breaking their own rules, notJulie Gibson10/11/2013simply ones enforced by me. When they do behave appropriately, I can highlight this and give praise and recognition. These may be by way of stickers and team points or recommending for a superstar certificate, to be awarded at the end of the week . Whilst all staff should feel confident in dealing fairly and consistently with inappropriate behaviour, there will always be occasion when others need to be involved. If it becomes clear that a situation is getting out of hand and there is possible danger to the staff portion, or pupil, assistance should be requested from another staff member. A pupil may begin to behave in an unpredictable way that makes thestaff member uncomfortable.Referral to the SENCO may be required if a child with additional needs has a behavioural problem requiring specialist assistance and additional strategies for use within the classroom. If staff have a problem with a particular child that is proving increasingly difficult to resolve, assistance from senior staff, or the organize teacher can be sought. They can assist in referrals to the topical anaesthetic authority behaviour unit and educational psychologists, who will make assessments and offer advice, help and support. Clearly when situations co ncerning behaviour reach a point where foreign agencies become involved, parents should be fully aware of difficulties and their cooperation sought to enable a combined approach from all sides.Consistency is key when dealing with behavioural issues. If all staff support each other to deal in a fair manner, applying rules and boundaries equally, children feel safe in the knowledge that rewards and sanctions with be the same, regardless of who is dealing with their behaviour. By actively promoting positive aspects of behaviour and role modelling requirements, children are more likely to repeat appropriate behaviour. When poor behaviour creates a situation where staff or pupils may be endangered, help from others should be sought. Behaviour can be managed when all get together to support children to work within boundaries and help them to feel confident in their surroundings. .