Children and young people play an important role in making decisions regarding school life and school services. This is very important because every child can bring to school new ideas and fresh view for work with pupils. This is key to providing them the best possible preparation for life.Every child has a right to know every skills and opportunities that will help them in life later and they will be able to achieve more then they thought they could at the start. This will help them make better decision in the future for themselfs and for others. In our school we have children with dyslexia and with speaking/language problems who need extra support however they still contribute in full time lessons with other children who help them.
Children will have more confidence and are more likely to participate better if they have strong and effective positive relationships with their teachers. In one example taken from http://panhandle.unl.edu/at_the_center_78: the author Carol McCloud talks of filling a childs “emotional bucket” with positive interactions. If we fill this with emotions of value, such as trust, confidence and encouragement, we are certain to extract the most from the children we interact with. It is the same for the adults we need to communicate with. We want to work productively and well together as a team for the benefit of the children we wish to inspire and to create the right decisions for all those involved.
Communication and professional relationships with children, young people and adults. Effective communication is important to contribute to a positive and professional relationship. The way you communicate should be clear, strong and by using appreciate vocabulary suitable to whom you are communicating with. Always modelling effective communication and a positive relationship. This in turn sets the particular way in which we expect the pupils to communicate within the school.
Everyone should have equality of opportunity which means making sure there’s access for all children and their families to the full participation in all services for children and young people. A lack of access can cause poor self-esteem, misunderstandings, stereotyping and discrimination, lack of inclusion, lack of respect and lack of confidence. Inclusion Educational inclusion is about equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. It pays particular attention to the provision made for, and the achievement of, different groups of pupils within a school. All children have the right to have their needs met in the best way for them.
Youcef Motam Unit3 Equality, Diversity & Inclusion in Work with Children & Young People 1.2, 1.2 & 1.3 In England Every Child and Young Person Matters. This outlines the Children, Young People and Family commitment to equality, diversity and inclusion. It outlines how we will improve outcomes for all children and young people and prepare them positively for living in a diverse society. This commitment underpins all directorate plans, policies, protocols and practices, and together they form the Equality, Diversity and Inclusion Strategy. It has been produced by practitioners, school and setting staff, parents, carers and young people.
I believe that children learn in different ways and have different interests, styles and paces which need to be celebrated. A good classroom management plan should be one of mutual respect and understanding in the student - student relationship as well as the student - teacher relationship. As older students teach younger ones the procedures, read them stories, and help them write their names, they develop valuable leadership skills and nurturing behaviours. I do believe in independent learning and that learning is an internal process that requires personal engagement but that independent learning goes hand in hand with learning as part of a community. I agree that the structure of the multiage classroom enhances this since whole group interactions are dependent on the development of self-direction and independence in the children.
I would always use encouraging words, be approachable, understanding and show empathy in order to stimulate and encourage positive behaviour. I should set clear rules and boundaries in the classroom that will support and encourage positive behaviour from my first introduction to the pupils. My manner, body language, posture and communication must appear confident and authoritative as pupils are more likely to co-operate. Teaching strategies that I could use are: • Keeping a classroom clean and tidy, attractive, safe and well stocked with materials and resources will help to create a calming atmosphere for the pupils and also help them to respect their school environment • Displaying pupils work is an excellent way of encouraging them to take pride in their own work and abilities • Photographs of pupils, where permitted, working respectfully and displaying them in the classroom also promotes good behaviour • Encouraging and praising children with low self-esteem to lead teams or groups will help build positive behaviour, personality and character • Provide stickers and creative wall charts to show a pupils success and always verbally praise a pupils positive behaviour and contribution to the classroom to illustrate their success • Star of the Week: This strategy is adopted by many KS1 and KS2 schools; it should be used for different reasons each week to encourage less able pupils or pupils with more challenging
All staff in school should know and use rules consistently and behaviour should be monitored closely by the schools senior management. Children and young people should be shown fair and consistent boundaries at all times they respond well when they know what is expected of them, if all members of staff use the same strategies when managing behaviour. If behaviour is not managed well this could waste lesson time and children’s learning could suffer. Children should know the sanction and rewards and the order in which it will be applied no matter who talks to them about their behaviour. If they are consistent and fair the children get to understand quickly what id acceptable and what’s not.
The school strives to develop a trusting and caring environment, based upon mutual respect and understanding where all people are treated fairly. The policy is based around aims that will enable children to develop reasoned self-discipline and socially acceptable behaviour, demonstrating good manners, respect and helpfulness towards each other and all adults. It aims to allow all at the school to reach a high level of self-esteem where children are happy, feel good and enjoy each other's company. Maintain high standards of tidiness and orderliness around the school, encourage children to take a pride in their school and the wider community. The policy includes guidance in two important areas: 1] Promoting appropriate behaviour in the children and young people in the setting 2] Discouraging inappropriate behaviour in the setting It outlines Specific procedures for staff to follow which help in achieving these aims such as: ● Being a positive role model.
Social and Cultural Diversity in School Students in schools today need a learning environment that encourages positive social interactions. Teachers and students face an increase in cultural and social diversities among the classroom and it is vital to support those students. Creating a respectful and supportive learning environment is crucial to the success of students. Students should feel safe, respected and valued in order to learn new skills throughout their learning process (Burden). The learning environment in a classroom should include the physical setting as well as an emotional setting.