It is also very important that children are shown what is expected of them this is also very beneficial to behaviour management. Many rules are seen as targets by the children. For example rather than having ‘Do not throw litter’ it would be ‘I/we will not throw litter’. This also encourages the children to behave and the children will know that this is what is expected of them. The code of conduct should also be displayed in various areas in the school so that the children remember them and they know what is consistently expected of them.
Test-taking, career-oriented, learning behavior, decision-making, and critical thinking are all areas in which I have strengths. I was able to apply this to my theory through the way in which class is conducted, and the students are assessed. DI and inclusion push for children to embrace their learning behavior and styles while helping them develop deeper thinking processes. Creating success and higher levels of thinking allow children to become goal orientated which will help them when it is time to choose career paths of their own. In my theory, an effective teacher must also be willing to change and adapt lesson plans based on the needs of the students.
In the setting in which I am situated there are policies which are relevant to promoting children and young peoples positive behaviour. Firstly the Behaviour Policy. This policy explains about behaviour and also includes the following; the schools code of conduct, rewards and sanctions and how to deal with conflict and inappropriate behaviour. The school aim to promote emotional growth, by encouraging children to take responsibility for their own actions and through developing self discipline, and respect for themselves, others and the environment. This in turn should create a caring, happy atmosphere in the school which can enable effective teaching and learning.
Her approach to early education was developed around schemas. She believed “a pattern of repeated actions. Clusters of schemas developed into later concepts” Another key element of Tina Bruce Theory is ‘free flow’ play. She believed children learn better from first hand experiences, developing rules and props, freely chosen activity, rehearsing recent learning or celebrating learning, imagining the future, pretending and co-ordinated ideas and feelings. Tina Bruce’s theory was put into practice with the twelve features of play, some of these are: • Children make up their own rules while they play.
Within pracitce Effective practitioners have a duty to value each child's indivudial needs and likes.children have to experience something before they get a true understanding of what it is like. Example. For the setting to be effective, practitioners must challenge and support children's philosophies of their doings, practitioners muct get involved in the childs thinking process. The practitioner can then be attentive of what the child shows an interest in andhave knowledge of whast the child understands. This can support the children's thinking and extend their learning.
It is an important aspect to carry out when allowing children to play, as it encourages children to be independent learners, and allows them to understand and learn about life and the world. This can be through carrying out role play through this they are able to act out situations of which encourages them to express their emotions developing and meeting their emotional
Demonstrate how to adapt communication with children and young people for: a) the age and stage of development of the child or young person b) the context of the communication c) communication differences. In order to build relationships with children I must adapt my behaviour and communication accordingly. Children of all ages, cultures and abilities need to feel secure and valued and my interactions with them need to demonstrate this. Through positively communicating with, and being involved with children I show them that they are part of the school community. To treat children equally a variety of unequal factors need to be taken into account in order to meet their entitlement as pupils.
According to this model students need limits that will guarantee their and other students’ rights. This model encourages teachers to set clear behavioral expectations and rules and establish consequences for students. They are to provide consistently
Additionally the child’s centred approach lets the children find their own learning styles and boosts the child’s confidence. Significantly enhancing their social and emotional growth ensuring children begin to gain high self-esteem with not just now but in the future, now that I know this I will encourage children to work independently and plan activities that involve problem solving. In different setting the adults have to take lead by organising different activities that will inspire the children to learn but in a safe environment. It is always key to remember that the child’s safety is paramount and everything else comes second. To successfully fur fill the requirements I as the adult will have to provide and make resources accessible so that I can interact with the children and observe and reflect on each of the child’s learning experiences.
The final paragraph will discuss what considerations are important to consider when developing curriculum, approaches, and assessments. Cognitive Behavioral Intervention (CBI) relies on students’ being honest about themselves and their character to be a successful approach. The cognitive approach is based on the idea that we can control our behavior by utilizing our thought process that causes our feelings and actions. The approach has short term as well as long-term results and produces techniques that students’ can use far after their years of educational training. Students’ with emotional and behavioral disorders can be trained how to problem-solve and given strategies