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.
People that influence you, you tend to look up to them and listen to what they have to say and what they do. This would mean you are trying to copy the way they are. You would copy their behaviour and the way they do things and you may copy certain things about them that you never had before. The behaviourist approach is when they learn through punishment and positive reinforcement. If they do something wrong then they get punished for it and get told to do the right thing which will make them learn and remember the right behaviour.
It can prevent children taking more drastic action like self-harming or suicide and can send a message to the bullies that what they’re doing is not working. If children are resilient they will be able to cope better with problems, they will have better health and they will be happier and more fulfilled. They will also be less likely to develop emotional problems like depression or anxiety. To get children to become resilient - to rely on themselves, they've got to believe that they are capable of doing this - how can adults help them? We as the adults have got to take children seriously, listen to them, make them feel that they are important, encourage children to try things out for themselves (you start with young children, by being close by, so they know there is an adult there if they need them - this often gives them more confidence to try things).
If the child is attempting to explain their work to you, then you must take your time in listening to them because if you begin to interrupt, then this may cause the child to become aggravated and frustrated. Learn to be patient and listen to them until they have finished telling you what they want to tell you. Another important attribute is always give a smile when you see a child. If you show the child that you are friendly and approachable, then you will instantly create a good relationship with the child, which can then be built on. If you appear angry and unfriendly, then the child will try to avoid any contact with you or will just stay quiet when you ask them a question.
The early year’s practitioner has to put the requirements of the children first, because this will help by keeping the children out of harm and keeping them protected. Respecting the individuality and the rights of the children. Be sensitive with the children and encourage them to meet the standards for their abilities. In the past physical punishment on the children was tolerable as a manner of controlling and punishing, but not anymore. Children are now protected by the Law.
For example if you tell a child not to do something they are likely to wonder why they cant do it, and do it anyway as they are curious of the reasons why they are not allowed to do it. Allowing children to take risks also enables staff the opportunity to assess them efficiently which may enable them to provide the support the child needs. The UNCRC states that every child has the right to make choices, this means children should be allowed to make choices about managing their own risks in a controlled environment. Depriving children of taking risks can: Lack of experience to carry out tasks efficiently Decrease opportunities for physical opportunities An inability to cope in stressful situations Problems managing other forms of risks Poor social skills Children should be able to take both physical risks, social risks and intellectual risks. It is important for children to take physical risks because; Helps them to learn to negotiate natural hazards such as ice Learn to use equipment safely and purposely Developing control and coordination Children should also be allowed to take social and moral risks because; Helps them to develop an understanding of expectations and rules within different social settings Develops reasoning skills Helps them to negotiate with others including learning to say ‘no’ It is also important for
Montaigne believes that the purpose of education is for children to develop knowledge in the field they are being taught and not to just get their heads filled with different facts that he or she doesn’t understand. I believe that children should be taught to understand and not be educated to memorize things. Montaigne believes that this doesn’t teach children anything because this can easily allow them to forget what they have learned because they are not understanding it. Montaigne states that education should put a child “through its paces, making it taste things, choose them, and discern them by itself” (pg.110). Children should learn through their own pace and we shouldn’t throw things at them that will be difficult for them to acquire.
• COGNITIVIST APPROACH, the cognitive approach centres around the theory that how you think affects the things you do, hence the best way to approach this within my role is to provide the child with tools to help them to respond to the triggers that affect their behaviour. This could enable them to improve and develop their problem solving skills, their self control and also introduces a way of coping with stress. • HUMANIST APPROACH, The humanist approach is centred on improving the child’s self esteem and aims to enable them to deal with their feelings and emotion, which causes a reduction in challenging behaviour. A good relationship with the child in your care is central to the humanist approach, as it enables you to understand the child, and helps the child to manage their own
These young kids have influence me to do better for myself and to encourage others to do better for them. When you give kids a little bit of guidance you can lay down the foundations to their future. By guiding through the rough times at school and some of the issues that they may be having at home. This has influence me to help out the younger generation by helping in other ways outside the school. When have someone by your side to guide you through everything you can make a huge impact by telling them the do’s and don’ts of life.