The procedure that is put in place for anti-bullying is: For the school of my placement takes action immediately if bullying happens, which then we help bullies realize the consequences of their actions and to teach them different and better ways of behaving in the future and we also support victims of bullying by providing them with ways on how to deal with any types of bullying if it was to happen again. Our code of conduct policy states that each year group has agreed a code of conduct with their teachers and in Reception the children have their own set of golden rules about how to behave in class. Home and school contracts are signed by parents and children. When they start at our school and a copy is sent home and a copy is retained by school. We aim to work together as a school and maintain a whole school approach to developing high standards of behavior.
| * Teachers, students, and parents work together to achieve success. * Class rules are a collaborative process between students and teacher. * The win-win discipline considers the emotional/physical state of students when they misbehave. This helps teachers understand why a student misbehaves without accepting the misbehavior. | * Real discipline has teachers tell students what they are to do then have them repeat until they do it right.
Policies are oftenly created by the governing bodies of the school in order for rules and regulations to be in place and enforced. When these policies are in place, it means there are some determined procedures of how schools operations are handled and all staff and pupils know about the expectation of them and act accordingly. This saves time, prevents confusion and unifies the school. To create a safe learning environment such policies are created which establish a safe physical and mental environment for the staff and students of the school. To achieve these, policies such as anti bullying policy, equal opportunity, fire drills and mental health guidelines etc are created.
An educator should constantly be revising lesson plans and expanding their own knowledge in order to deliver an optimal learning experience for the students. Incorporating guidelines to educate students without bias into a code of ethics ensures that students receive equal treatment in the classroom. An educator’s primary concern should be the physical and mental well being of the student. This being said, it is the responsibility of the educator to be vigilant of a student’s physical and emotional behavior while in the classroom. Child abuse is a dilemma that may be encountered when working as a professional educator in the school system.
PTLLS Assignment B1 3.2 Explain how to establish ground rules with learners to promote respect for others Ground rules are a set of agreed conditions under which learning takes place and underpin appropriate behaviour for everyone within the group, including the teacher. If they are omitted then situations may arise in the learning environment that can lead to learning problems, disruption or even exclusion. Gravells (2013) suggests that ground rules are best negotiated with students rather that being imposed upon a group, and although some rules are mandatory such as those relating to Health & Safety, Smoking, Physical Contact, many can be suggested by the students and subsequently negotiated if needed, both between the students and in necessary with the teacher as well. Creating the rules can act as a good ice breaking session for a new group, and will encourage them to start co-operating, and collaborating from an early stage. Allowing students to suggest their own rules helps to make each student feel that they have contributed to the rules and therefore will be more willing to abide by all of the rules.
To analyse the different ways in which ground rules can be established with learners to support behaviour and respect it will be necessary to identify some of the different methods available to teachers. The benefits or otherwise of these methods will be examined to assess their value and suitability to what they seek to achieve. Throughout education, business, life and sport, ground rules are used primarily as a means of managing any given group but also as a means of creating a safe environment and giving the participants responsibility. Within the learning environment there are a number of ways in which to establish those ground rules. No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
The instrument of the Assertive Discipline Model operates upon the premise that children can be controlled through the usage of body language, and the directions from the teacher with parental support (Canter 1992). The teacher is the primary promoter for change using this model and is solely responsible for the care and implementation of a forward, direct, and non-compromising model that will result in total student compliance. According to Charles H. Wolfgang (2001) Assertive Discipline is a classroom management system that revolves around the right of the teacher to teach and the right of the teacher to expect students to obey. There are clear expectations of students, and if the classroom rules are not followed, certain consequences are administered for the students that “choose” to break the rules. The teacher seeks
Preventing Teacher Burnout Preposition 3 of the National Board of Professional Teacher Standards (NBPTS) states that teachers are responsible for managing and monitoring student learning (Walden, 2008). This means that high performing teachers are expected to deliver effective instruction; engage students to ensure a disciplined learning environment; know how to assess the performance of individual students as well as the class as a whole; use multiple methods of measuring student growth and understanding and be able to clearly explain student performance to parents (Walden, 2008). Teachers, regardless of their level of commitment or dedication, face challenges at some point in their career that affect their ability to manage and monitor student learning (Kottler, 2005). Some to these challenges include constant bureaucratic restructuring; the nature of the system; feeling of indignity due to the lack of respect from parents, students, and the public (Nieto, 2003); backbiting and lack of support from colleagues; unsupportive friends or family; lack of adequate time and space to effectively perform duties; as well as personal emotional and insecurity issues (Kottler, 2005). When teachers find it difficult to deal with the demands of being a professional educator, burnout or rustout may result (Kottler, 2005).
Students need to see that there is equity in the classroom, including clear, consistent guidelines concerning procedures, expectations and discipline. This includes dress, behaviour and punctuality. Accessibility to students is promoted, although a professional ‘distance’ from my students is maintained to enforce equity and discipline. I am not their ‘mate’; I am their teacher and they must know there is a professional line. Is it not ironic then, that the very nature of teaching often makes us surrogate fathers, mothers, brothers and sisters?