It lays out what we expect from the parents and what we will give back to them. The Dealing with bullying policy sets out our aims as a school and strategies for dealing with bullying so as to show parents that we will not tolerate it and that we as a school strive to provide a happy and friendly environment with the visions and values that promote positive behaviour and in so doing creating a place in which children and young people are able to learn. 1.2 Our Good behaviour for learning policy states that good teaching and learning are crucial to good behaviour and as a school we pride ourselves in encouraging and inspiring our children to succeed, our Dealing with bullying policy talks about our school curriculum being based around the five outcomes of ECM (Every Child Matters). Both policies are crucial in helping children and young people to: a) Feel safe…by allowing them to know that bullying is taken seriously and not tolerated as stated in the Dealing with bullying policy, it also reassures them that they will be listened to and acted upon. The Good behaviour for learning policy explains what appropriate action will be taken according to each case.
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
It gives leaders keys to breaking communication barriers. It explains that an effective communication strategy must begin with the understanding that the sender of the message and the receiver of the message sometimes come from different cultural backgrounds. The article pinpoints these key points, Developing Awareness of Individual Cultures, Demanding Tolerance, Keeping it Simple, and Asking for Help if You Need it. Even though this article is geared toward a company, administration could give their educators these same points when working with diversity within the school. Culturally Competent Consultation in Schools focuses on consultation between school personnel and parents.
(Gravells, 2012:53, 54). Diversity and Equality should be promoted by encouraging positive behaviour and using inclusion whilst the learners are on the course. You should start promoting equality and diversity from the outset so that the learners know what to expect and what is expected from them. Any unacceptable behaviour, discrimination or prejudices must be challenged immediately so precedence is in place. 1b) A teachers roles and responsibilities in lifelong
Not only will the diversity of our learners be valued but we must promote equality in all aspects of our role as a teacher or facilitator. We must understand the boundaries set to allow us to refer learners to other professionals were there is a need and know to whom they should be referred when the need arises. . It is vitally important that we, as teachers maintain and develop a safe and nurturing environment in which our learners can, not only learn new skills but develop appropriate behaviour and respect for others. Reece and Walker (2000 p5) says that “A programme where the contents is carefully derived from an analysis of the student’s personal, social and /or vocational needs ,and which is implemented by you in such a controlled and organised manner that the student is almost certain to learn, and is aware when the learning has taken place.” 1.1 As a company delivering both construction training and foundation learning we take the “Health and Safety at Work Act “(1974) into consideration every day.
Blair Parrott 27th December 2011 Standards 1 Show how you promote the principles and values essential for working with children, young people, their families and their careers. To ensure you have any understanding you must be aware of the unit’s ethos and adhere to their priciples. Having worked with clients for many years the most important factor I believe is the respect and understanding you are able to show an individual, and the ability to respect their individuality, difference and diversity. You need to understand that each child is different so what works for one may not work for another, you need to have patience with each child and must not push the principles at them, small steps daily I feel works better. Getting to know the person over a period of time I feel is vital, you can not push a relationship and must let it take it’s natural course whilst showing you understand the welfare needs of the individual and are able to put into practice those needs for the child.
Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
ST MARGARET’S PRIMARY SCHOOL COMPLAINTS PROCEDURE All schools in Suffolk are committed to providing the best education for our young people and want our pupils to be healthy, happy and safe and to do well. We recognise the importance of establishing and maintaining good relationships with parents, carers and the wider community. We are aware that there may be occasions where people have concerns or complaints and the following procedure sets out the steps that should be followed in order to resolve these as quickly and informally as possible. School governing bodies are required, under Section 29 of the Education Act 2002, to have in place a procedure for dealing with complaints. It is expected that all complaints
The last essential right a teacher has in the classroom is to receive help and cooperation from parents and administrators when it is needed. To parallel Teacher rights the Students also have essential rights under the assertive discipline model. Students have the right to have teachers who help limit inappropriate, self-destructive behavior, and the right to know and choose how to behave knowing of the consequences of their behavior will automatically bring. In a classroom that follows the assertive discipline model the fore mentions rights are carried out and applied by three major strategy components used by the teacher; rules, positive recognition, and consequences. According to this model students need limits that will guarantee their and other students’ rights.
Supervision for Instructional Improvement Ebony A. Wilson Grand Canyon University Supervision and Instructional Leadership EDA 551 April 20, 2011 Supervision for Instructional Improvement Professional development is an essential tool in a movement towards greater success for all students and meeting the needs for school change in a society that is desperately in need of one. As stated by DeSimone (2011), "Teacher professional development is one of the keys to improving the quality of U.S. schools. Many education reforms rely on teacher learning— and the improved instruction that ideally follows — to increase student learning, so understanding what makes professional development effective is critical to understanding