Unit 8: 2.1, 2.2, 2.3, 2.4, 2.5 Ways to develop and maintain positive relationships – a checklist for new staff * Take time to actively listen to pupils but remain as a figure of authority within the school, by doing this, children will feel comfortable communicating with you, whilst responding appropriately to authority. * Ensure that boundaries are in place from the beginning of term. * Be a good role model for pupils. If pupils see you acting kindly towards others and treating them with respect, they are likely to do the same. * Encourage children to respect each other.
Outcome 3 Understand how schools uphold their aims and values 3,1 Define the meaning of a)aims Aims are what the school hope to achieve throughout the year. These are set out by the governing body who will use the national curriculum to see if children will achieve a key stage for that year or they are on course to do so at the key stage. At my placement school in assembly each monday they read out all the attendance figures and say whether they have reached the target level set out by the government of 95%. Also part of the assembly is to promote ways of which children should interact with each other which is another key aim of this school. All teachers have a high expectation of the pupil to get the higher standards.
We create a calm and purposeful ethos within our school. A Mission Statement- is a statement that defines the way your school approaches education. The mission statement allows parents to see the approach the school takes and can use this as guidance. It helps parents decide if what is offer matches their views on educational goals. In my school will strive to produce happy, healthy, confident and successful learners.
Accepting shared responsibility by knowing what our role is and what’s expected of us is very important, following recognised procedure and understanding shared values all promote good relationships. Educational values such as school Mission Statements and classroom Golden Rules helps all of us to promote a positive learning environment in the school. It is very important to have a good relationship with someone as they could help with disputes or disagreements, when they arise. Treat people how you expect to be treated, treat people as an equal and positively to promote effective communication. 1.2.
Positive relationships enable information to be communicated far more effectively. Working in a school this will benefit pupils when you are dealing with parents or carers as they will be more willing to get involved in the child or young person’s education and care. Building and maintaining positive relationships and effective communication with pupils will help them know and understand what is expected of them and acceptable boundaries. In order to develop positive relationships with children, young people and adults effective communication is vital. To effectively communicate we must: • think consciously (everyone is an individual) • explain (be clear, use appropriate language) • listen actively ( occasional nods and eye contact) • be true to our word (say what you mean, mean what you say) • recall (repeat snippets of what has been said to you) • have empathy (non-bias understanding of others situations) • clarify and question (ask the other party if they understand what you have said ) • body language (your own and reading the other persons) Not putting the above skills into practice will create barriers to effective communication and positive
Running head: A COMPARISON OF DISCIPLINE MODELS A Comparison of Discipline Models Grand Canyon University: EDU – 450 January 13, 2013 A Comparison of Discipline Models | Wong’s Pragmatic Classroom | Kagan’s Win-Win Discipline | Morrish’s Real Discipline | Strengths | * Establishes classroom management from the first day of school. * Establishes procedures which students are expected to follow and are able to rehearse until they become routine. * The procedures are divided up depending on the time of day which improves the organization and flow of the classroom. * This type of classroom focuses on classroom management, consistency, procedures, and routines. | * Teachers, students, and parents work together to achieve success.
He/she can review learning activities by direct observations in a formative way, by watching and listening and also using the children’s work to record achievements and progress made. Record keeping is also used to show achievements and progress and this can be used in the planning cycle to plan more learning activities scaffolding from the previous learning for each child. 1.2 Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided. I volunteer 16 hours each week and have done since October 2012 which gives me a clear insight and experience over a few days of the week of the weekly learning activities and also the everyday essentials of the week, however due to work commitments sometimes I need to leave early in order to be in work on time. Ideally a full time employed post in a primary school would benefit me with having full access to the week in the school.
We are not perfect or aim to be. We make mistakes. But the important thing is to believe in yourself and to correct what you did wrong so it doesn’t happen again. How else can you learn? Life is unpredictable so don’t try to change it.
I have witnessed what one student can do to a classroom and community of students. There has to be a way to protect the environment for the greater good. Creating a safe and enriching environment is the key to learning. We must reduce the adversity children face and provide structure and
Help Improve Own and Team Practice in Schools Explain in detail how you would you would take note of children and young people's responses to your own practice: Take and note about you've interacted with children, how they've responded to you and if you can improve or better what happened in a similar situation in the future. It is always important to remember that children are not clones, some respond well to humour, some do not. Even sarcasm meant in the most light hearted manner to some children could be mistaken in some cases as a form of passive aggressiveness, therefore it is best avoided on a one to one basis. It is also important to remember that the people you are assisting are developing in life, some are more advanced than others and some are more sensitive than others. Children may laugh at bit of harmless humour delivered on a friendly manner if being spoken to as a group and it can also be helpful to speed their attention spans which will be on a varied level in every single class sometimes even on each end of the spectrum.