Least restrictive principle The ethos of the setting is important, we need to consider the rules (too many, too strict, no rules etc..) Do we give enough responsibility to children? Do they get enough freedom? Reinforcing positive behaviour Children are more influenced by positive reinforcement than by punishment. Good behaviour is more likely to be repeated if it is rewarded in some way. Timing is very important, we need to give a reward (praise, stickers, extra attention) straight after they have done something good, otherwise it will be forgotten by the child very quickly.
For children and young people to develop into adults with a high level of self-esteem and confidence they need to be taught life skills that enable them to build resilience, cope with life's challenges and have the capacity to accept constructive criticism and fend off negative comments for what they are without association. They also need to learn how to celebrate successes as well as coping with failure. 6.1, 6.3, 6.4 It is vital that children are shown how to have the confidence to express their feelings and the ability to say no if they do not like the way they are being treated. There will be occassions where adults need to intervene but learning how to cope in challenging situations is vital to their future well being. Giving children a safe, nurturing environment in which they are able to learn how to use the tools required to build resilience is paramount.
It can leave the participant feeling bad with seemingly no way forward. Verbalising and exploring a learners thoughts can assist them gain a positive perspective of their own work and ability and will also help identify problem areas, therefore providing both the teacher and the learner with the ability to develop e.g. asking a learner where they think they did well and where they think they could improve. Some situations in which constructive feedback is required can include; ongoing performance discussions, providing specific performance pointers, following up on teaching discussions, providing correct guidance, providing a learner with consequences of their behaviour. Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner.
• Practitioners can plan far more effectively as they know the children’s developmental needs and interests. It is also just as important to continue to build on and maintain relationships as it is to develop them in the first place them as children need consistency and to know that they can always rely on you, regardless of whether you are feeling your usual self or not. You should always keep any promises made to children as something that might seem minor to you, is in fact a big thing to them and children do remember! If you keep breaking your promises to children, this will have a negative effect on your relationship as they will feel that they cannot trust you. All children are individuals and have different interests and likes and a good way of building on these is to offer them more toys or activities that they have an interest in, which in turn
If you keep telling a child off all the time they will begin to give up and feel like there is no point trying as they will just end up in trouble. If a problem persists and you are finding it hard to deal with and you feel have done everything you can then you will need to know who to go to for extra help and when to go to them don't leave it until it's too late and things have gone too far. Work within the 4r's framework The four R's are an important framework to work by and can really help you and the children to work well together as you all know where you stand. The four R's stand
Each time he made a mistake he was very close to jeopardizing everything just for acting foolish. Although he was blessed with another chance, they want to emphasize to youth that wise people learn from other people mistakes. They provided youth with a understanding on how mistakes lead to dead ends in the road of life. We Beat the Street shows youth how three intelligent
The ability to be undoubtedly sure of something is a golden quality; however, it can also be a destructive quality if taken advantage of. Certainty and doubt go hand in hand: too much certainty can make a person close-minded and ignorant—on the other hand, too much doubt makes a person unreliable in decision making, which is an important life-skill. Certainty and doubt should be equal in one’s life; they help to solidify opinion and personality and are key tools in learning experience. As children, humans spend the first few years of their lives learning from their surroundings. They gain opinion and personality on what they hear and see.
Also it is important to be realistic with Learners and accept that at times, mistakes can be made, and that the important matter is that this is accepted, managed and that all parties are able to move on to a more positive footing. Assessment Our responsibilities are: • To be fair and consistent • To assess promptly, within the agreed timescales • To be honest • To be innovative and give a balanced view Boundaries with assessment Boundaries with assessment are that not all Learners will fit into the boxes we need to adhere to, set by differing Examining bodies. It is also fair to state that assessment is only an individual’s perception of a performance and when one Learner meets the standard for one Assessor, they may not do so for another Assessor. Evaluation Our responsibilities are: • To evaluate honestly • To seek constructive feedback • To speak and gain guidance from peers If helpful • To consider exam results and tutorial feedback and incorporate into evaluation • To consider external assessment and Ofsted and incorporate feedback into evaluation and amendment of future
Spending time going through the learning activities and seeing how children have responded to a certain task or question, can really help change it for future activities. It is also important to look back at the learning objects so you can measure what the children have learned. It is important to have clear objectives at the planning stage, in order to evaluate whether pupils have achieved them after the lesson. If children have rushed through the activity and then looked bored then it would be obvious that the task was a bit too easy and not really suitable or beneficial for that group. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work to complete it.
We have to instruct our kids to be all the more tolerating, yet with a specific end goal to do this, the instructor (folks) need to be additionally tolerating. Kids imitate what their guardians do, and on the off chance that we are demonstrating to them proper methodologies to be shut minded and less tolerating of different societies, then our youngsters will do simply that. We have to push to our kids at a youthful age how it is totally unsatisfactory to tease, or make somebody feel as though they are not as great on the grounds that they may seem distinctive. In the event that we instruct these lessons to our youngsters at a youthful age, the lessons will get to be long lasting ethics that our children will educate to others. The message will be passed on.