Trained teachers will automatically know the types of measures to use incase a student exhibits a certain undesirable behavior. These measures will ensure that students behave in an appropriate manner and their performance is excellent. They will also make sure that the relationship and interaction between them and their students is healthy therefore building a favorable learning environment. They should be in a favorable condition to notice various problems that individual students go through, advice, keep close watch and offer valid solutions. For a school to be the best place to mould good behavior and emotions, it needs to have consistent rules and consequences in case an individual breaks them.
Keeping up to date in your chosen field, attending regular training, maintain continuous professional development and continuing high standards of work and conduct thus complying with legislation and organisational codes of practice. It could be argued that students’ have the responsibility to keep themselves safe and free from harm in the learning environment, and to a certain degree, they must take some of this responsibility, but as Minton (1991) stated ‘As a teacher your responsibility for the safety of your students is a legal requirement’. This puts the onus right back to the teacher to create a safe learning environment, and along with this comes the responsibility of adhering to legislation and legal requirements for health and safety laid down by the Health and Safety at Work Act 1974, being mindful of
Establish ground rules with your learners which underpin Behaviour and respect for others The ways in which I would establish ground rules would be in my first lesson. The right setting of my group is relevant because I need to create a comfortable atmosphere for my learners. Having a sensible class room layout where the chairs are positioned around me, my learners can have a clear vision of what I am demonstrating. Ideally, my class would benefit from being situated in quieter surroundings, because background noise could cause distraction. Rules such as: mobile phones switched off, respecting each others confidentiality, good time keeping and most importantly being non judgmental, is my definition of good practice procedure for my learners.
If you are in a position of trust you must not break that trust without the student’s permission. This means as an assessor I will do my very best to keep information confidential and the person who is dealing with me, knows they can trust me. There are eight principles from the Data Protection Act, which a Teacher needs to know about and to comply with. 1. Data must be processed fairly and lawfully.
In addition to have good manners e.g. saying please and thank you. Pupils should be kind, understanding, supportive to one another, and respect pupils who may have learning difficulties or disabilities. Additionally pupils should be aware that no form of bullying will be tolerated and there will be consequences for those that do. Furthermore pupils should come to school ready to learn and have the correct uniform and equipment.
Respond positively to what is said. Effective communication involves pupils being able to understand and use the language of learning. Youn need to be able to utilise language effectively yourself in order to encourage and extend pupils learning. Developing postive working relationships with adults adults is important because it helps to maintain a positive learning environment that benefits pupils, parents and staff. Try to avoid 'jargon' or technical language unless you are sure that they too understand its meaning.
Children can pick up behaviour and attitudes from adults from around them .For this reason, I feel my appearance must always be presentable and my clothes should be appropriate to wear in a school setting. For example ensuring they are neat, clean, not revealing and professional. In order to set a good example, I would need to ensure that I follow the same rules I would like the children to adhere to. Such as, being punctual, speaking in a calm soft tone, being kind, not talking over others, being aware of people’s feelings and remaining patient. In regards to displaying positive non-verbal behaviour, I would ensure that I do not let anything personal impact my mood whilst teaching, appearing to be focused, happy and calm and making sure that the children do not pick up on any negativity.
The teachers had to be responsible for students’ physical safety, safety from insult and diminishment, and even “there was safety to take risks, to push beyond what you can comfortably do at present” (46). Only such a guarantee could bring students psychological and spiritual comfort in their studies. Beside safety, the respect of people toward others was also important in a democratic classroom, especially toward students of different ethnicities. “From what I could tell, it meant many things, operated on many levels: fair treatment, decency, an absence of intimidation, and, beyond the realm of individual civility, a respect for the history, the language and culture of the peoples represented in the classroom” (46). They had to respect each other’s background, language and history.
It is the responsibility of every staff member to ensure that health and safety procedures are followed. This will help minimise the risk of accident or injury to both staff and residents as well as visitors to the home. However, the supply of relevant equipment and training lies with the company. Every employer must ensure that employees are provided with induction training. A lack of appropriate training could result in injury or harm.
Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils? As a Teaching Assistant I must ensure that my relationship with pupils is appropriate to their age, gender, disability, ethnic origin and their abilities. My conduct and language all require care and thought, particularly when dealing with adolescent boys and girls. As a Teaching Assistant I must maintain high standards of personal moral conduct when engaged in professional activity and this must also be carried on outside of the school environment. All staff have a responsibility to maintain confidence in their ability to safeguard the welfare and best interests of children and young people.