CYP Core 33 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place The Department of Education is clear that no form of bullying should be tolerated. The current anti-bullying guidance for schools is ‘Safe to Learn: embedding anti-bullying work in schools’. We strongly abide by the anti-bullying policy. Everyone has the right to feel welcome, secure and happy. Bullying of any sort stops members of the setting from being able to achieve their full potential and prevents equality of opportunity.
Most students try to avoid being lectured or get in trouble for something they can avoid. This is definitely extrinsic motivation that in turn create intrinsic motivation. Also, being able to see others students succeed around them can also motivate. If I don't care about my homework but I see that my friends do, I might be more likely to start caring about it
The principal is responsible to make the school mission effective, safe, under control, and give each individual their rights that the constitution provides them. Principals may also restrict speeches and events that students view, to prevent them from behaving bad or using illegal drugs or other substances.
Flunking students can be used as a positive tool by our education system. The consequence of flunking and holding students back alone can be used to motivate and encourage students to put full effort into class work. Most students fear flunking only because they’re afraid of what friends, peers and society will say or think about them; this is all wrong, the real fear should be failing and not being
They need to learn that the work environment is not a place where such behavior will be tolerated, so they don’t do the same thing in another more serious job. I agree with Ron DesVue's perspective, that the individuals should be confronted. However, it should not be by a co-worker. Ron is correct in saying; this is inappropriate behavior for the workplace, even if they are on break. They should learn to stop this kind of behavior before they graduate.
The problem in the school structure that Graff recognizes is lack of persuasion to get students to argue. This holds true in my personal experiences in academics. Despite the fact the educating administration is trying to avoid violent disputes because of arguments, they fail to see that properly structured arguments are the best way to avoid violence. Without the school system instilling the ideas and values of argument, students will lack an outlet for an argument consisting of words and are more likely to resort to violence for resolution. In a section of Gerald’s essay he advocates that educated conversation be shared with uneducated audiences as a basis for understanding any scholarly topic as well as a basis for a strong argument.
This naturally formed structure is not conducive to a cooperative, respectful, safe, learning environment. By careful observation, a teacher can learn valuable information and plot a strategic management plan, which uses the positive qualities of the hierarchy, such as student leadership, and rejects the negative qualities. While the teacher is observing her class, an equally intense reconnaissance of the teacher is being carried out by the students. With a thoughtful strategy, a teacher can change the destiny of her students (and herself), if she has the foresight and fortitude to commit to her plan of action. Self Management The students should be made aware of what their responsibilities are and exactly what is expected of them.
This commitment models the expectations for the staff and proves that I, as a principal, must strive to create a school culture that has a positive influence on life and learning in my school. The entire thought of developing successful learning communities in my school is a great challenge. I realize that I have much to learn and everything will not happen as quickly as needed. Change is never an easy process, but as I strive to build on the positive and eradiate the negative my focus will be to have a highly effective school with highly effective teachers. I found great value in
765 This won't just bring about understudies and general people to feel or see the isolation proceeding in the get ready arrangement that happens on grounds. Moves that should be made are that can't avoid being that school's staff is more included from allowing such things to happen. Some may think they are doing the privilege to talk unreservedly while a greater part share sees what it shows up, and that is isolation proceeding in grounds. All understudies should feel level with and not accept that the school support such things because it has each and every negative effect on the schools appearance, and how the understudies opinions are being toyed with to just start a dialog. It is greatly wrong for some to claim the privilege to talk openly is the time when one imparts; be that as it may, when others get harm, offended by such remarks is going too far.
The leading argument being that it will help ensure equality among students and decrease bullying. To favor this view, would mean to support the disguising of a tragic reality; something that would not prepare students for the world beyond schooling. It would also not stop bullying. Students would find other characteristics to tease about. To kill bullying you must aim at the reasons, not carelessly shoot at the means it is being done through.