Due to the nature of the individual’s vulnerability there are a number of legal issues which need to be taken into consideration when providing tuition for the staff group. As an organisation we have adopted PROACT-SCIPr-UK® within our behaviour support policy. PROACT-SCIPr-UK® is underpinned by the BILD Code of Practice. So throughout the whole teacher/training cycle I am bound to fall in line with practice outlined in the BILD Code of Practice as well as other legislative measures, I.e. ; The Children’s Act 1989, Bill of Rights.
Stephanie lockett essay 4227-115 promote positive behaviour all aspects of our job rolls will be regulated by policies and procedures and also current legislation that we have to follow within the care setting and we should receive mandatory training that we attend will be designed to cover all aspects of legislation such as the children's act, which provides a code of practice to be able to enable it's to provide the best possible care and support for the children and young people. We also have inspections from OFSTED who ensure we are meeting not only our care standards,but also those relating to behaviour and how we encourage positive behaviour is evaluated. As members of the team we have the responsibility of recording all incidents of behaviour to support these should include both positive and negative behaviour. At number four we record positive behaviour in the plan of care files in the positive behaviour section. We also have a format called record of intervention also at number four we have three different types of these forms they are for self harm, absconding and behavioural.
Certain curriculum goals of anti-bias curriculum are to foster each child's: *building of a well-informed, confident self-identity; *comfortable, empathic interaction with people from diverse backgrounds; *critical thinking about bias; * capability to stand up for themselves and for others in the face of unfairness. A belief in the importance of human diversity and the fair treatment of all people is a must for doing anti-bias work. When teachers become dedicated to learning how to implement anti-bias courses in their settings, they seem to go through four identifiable stages. ESTABLISHING THE ENVIRONMENT Stage one includes teachers raising their own consciousness of anti-bias matters related to themselves, their program, and the children in their care. A support group is vital for this method.
Effective teaching should acknowledge the impact of factors such as attitudes, perception, expectations, abilities, gender, socio-cultural background and maturity on every learning experience. (“Principal of effective learning and teaching”, n.d.). The purpose of instigating variety of teaching strategies is to avoid monotonous diet of same teaching style which will cause even the keenest student to lost interest. For instance, using technology to achieve maximum success is very vital, educators need to be aware of the different types of learners and how they can address their needs through the use of technology. (Ktoridue, Zarpetea, Yinguo, 2002) Teachers share a significant responsibility in preparing young people to lead successful and productive lives.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
The teacher should have the ability to check learners understanding during lessons. It is important that the teacher recognises learners may respond in different ways to feedback and should adapt techniques accordingly. Evaluation of the course is essential to ensure it is up to date and still relevant, that it meets the needs of the learners, and that objectives and learning outcomes are being achieved. Self-evaluation is also important to ensure teaching techniques are appropriate and that the
It is important to note that this special emphasis is not to the detriment of others, but is crucial in the aim of retaining and developing those who, historically, would have struggled to remain engaged. Effective strategies and policies in relation to equality, diversity and inclusion are based on meaningful dialogue with learners; ‘Know your learners’ is a key principle to follow. (Gold dust website, 2009). The statutory inclusion statement sets out three principles for developing an inclusive curriculum which all schools have a responsibility to provide. This provides all learners with relevant and challenging learning.
Explain Ways to Promote Equality and Value Diversity Explain ways to promote equality and value diversity Equality and diversity can be endorsed by identifying the boundaries students may have. By identifying these potential barriers it will benefit the learning experience of an individual and as a group, and help overcome those boundaries a student may have. Teaching has to be structured to meet individual learner’s needs, using different strategies to promote comprehensive learning. In terms of Diversity, all the factors like gender, race, age, religion and other social needs have to be taken into account. All learners should be given equal rights to participate in all activities of learning regardless of age, sex, religion and race.
Assessment Question 9 – Inclusive Learning Strategies In Inclusive learning we need to make sure students have full access to either an education or training whilst being treated equally and fairly, regardless of their needs, abilities or disabilities and most importantly without prejudice. In simple term’s it is about including and not excluding learners. This statement is backed up in both Ann Gravells book when she says. ‘Some learners could feel excluded during your session if their particular needs are not met.’ (2011, p.49) and in Linda Wilson's book when she states that inclusion is 'about creating interesting, varied and inspiring learning opportunities for all learners; ensuring all learners contribute and are never disadvantaged by methods, language or resources.' (2008, p.153).
The contract is known to all parties involved, including the principal and parents of the students. There are three major components according to Wolfgang (2001): prevention, action dimension, and resolution. There are also several other components, which include focusing on long-term behavioral change, remembering that discipline is part of the job, rules should be logical, teachers should model what they preach, always portray dignity while disciplining, hold responsibility in higher regard than obedience, stop using ineffective methods, and keep in mind that being fair does not mean treating each student the same. Of the three main components, the first step is prevention. Prevention means pre-planning, which includes foreseeing