During Anti-bullying week the school will have special assemblies to demonstrate the types of bullying and how children can report this behaviour. As a Teaching Assistant I should be seen to be approachable to speak to about any concerns that the children may have, that these discussions are confidential and that they will receive support, guidance and protection from all parties involved in bullying and violence. Bullying comes in different forms such as: • Verbal – this is when someone is called names, threatened and made to feel bad • Physical – this is when someone is hit, punched, pushed or have their personal items stolen and any other kind of physical, aggressive contact. • Social - Social bullying is when someone is left out of games, deliberately ignored and has bad things spread about them and made to feel like an outsider. • Psychological / Mental – this is when someone is intimidated and stalked • Cyber – In this technological age Cyber Bullying has become a problem.
There is to be a clear understanding by staff, pupils are parents of what is acceptable and unacceptable behaviour. Each year group within the school has an agreed approach to discipline which includes procedures for recording positive behaviour and strategies for when rules get broken. Alongside this each class has its own positive comments boards and displays. Rewards are given to children for their good behaviour. There is a list of ways in which positive acknowledgement can be done.
Bullying is a problem that may affect many children. Bullying may make a child feel afraid, shame, or nervous. The idea of being bullied may make a person feel sick. When having a bully in your school it may make the person scared to go to the bathroom, cafeteria, or go outside. Sometimes when you worry about a bully it can affect a child ability to do school work.
Students must feel safe and secure in their class in order to learn and grow in education. In order to control these types of behaviors the teacher must first recognize the misbehavior and handle it in a professional manner from the onset. Students learn from example as much as from example. Teacher set the example. They can do this by putting a stop to the disruption and using it as a learning experience for all the other students.
Unit 8: 2.1, 2.2, 2.3, 2.4, 2.5 Ways to develop and maintain positive relationships – a checklist for new staff * Take time to actively listen to pupils but remain as a figure of authority within the school, by doing this, children will feel comfortable communicating with you, whilst responding appropriately to authority. * Ensure that boundaries are in place from the beginning of term. * Be a good role model for pupils. If pupils see you acting kindly towards others and treating them with respect, they are likely to do the same. * Encourage children to respect each other.
This make's the child very happy and like to continue or add more to what they have done. It also makes them feel good about themselves. Praises are very important when working with children because it also helps the develop their morals. Negative behaviour will be ignored as long as there is no health and safety risk. A tantrum will be ignored by the teachers but if a child is expressing negative behaviour such as hitting, they will then be told to stop in a firm voice (not shouting) Vygotsky - Adults should provide a play based curriculum and engage with children in play activities to extend their learning.
One of the policies are a children’s behavior policy It is a document that entails positive behavior, how to deal with aggressive behavior, bullying and foul language. It also explains what you should do if any of these incidents was to occur. There are many ways staff/teachers can promote positive behavior, being a positive role model, not using foul language, always showing respect for others e.g. good manners, please and thank you, listening to their views, understand and respect their view and needs. Praising pupils; if they have done well in reading or math’s or just overall good behavior, Let their parents know, reward them with a prize, sticker, or first in the queer at lunch and a certificate at the end of the week if they keep it up.
1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. Why effective communication is important Effective communication is important because it helps to improve the understanding between pupils and their adults. It also helps the staff at schools to communicate their feelings about students and plan future work. Sometimes if the communication is not very good between the adults in a classroom, it can affect the pupils. Children can notice the bad communication and that would not set a good example for growing, young children.
4) First, Accountability is good for schools because it shows if the kids and the teachers are showing up to school, teaching, and learning. The students are accountable for having to do the test and do good on them. In order for the kids to do this they have to show up to school on time. They also have to show up to school well rested to learn. The teachers are accountable for showing up to school and teaching the kids so they can do good on the test .
Using the age range of the children or young people with whom you work, consider which activities and methods of communication and support you could provide that would develop: Self esteem To develop self-esteem in the pupils I work with, I would ensure that the pupils in the class felt self-worth and the confidence to be happy with who they are. To help the pupils feel self-worth I would ensure that the pupils felt they were a positive, appreciated member of the class by giving the pupil encouragement, praise, reward and reassurance for any positive behaviour. To help the pupils with their self-esteem I also help pupils within the class form friendships with their peers, staff and when at home, by helping pupils with the skills needed to form good relationships and good communication skills. Successful friendships will help build the pupils self-esteem and confidence as they work with their friends to overcome problem as a team, share positives experiences and common interest, giving the pupil feeling of self-worth and in turn self-esteem. To help pupils to develop self-esteem I also lead by example and am always myself, no matter what others think to my taste in music for example and am always positive about myself.