TDA 3.4 – Promote children and young people’s positive behaviour. 1.1 – Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. There are a number of procedures and policies within a school that promote positive behaviour for children and young people. These include the behaviour policy, the code of conduct, rewards and sanctions, how the school deals with conflict and inappropriate behaviour, the anti-bullying policy and the school’s attendance policy. The behaviour policy is simply a set of guidelines on how school staff should deal with their students’ behaviour.
If lessons are catered to the children in your class it is more likely to captivate them and be more fun because it’s based on their interests and makes learning easier. This could be in a form of playing games, group discussions or independent work to stimulate lesson and make them more interesting. . Identify and obtain the information required to support learning activities.5 1.5 Information required to support learning activities includes: * Relevant school curriculum and age-related expectations of pupils * The teaching and learning resources required * Own role in supporting learning activities * And additional needs of the children involved. Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at.
To work and build on positive relationships with children there has to be a good understanding of putting the pupils needs first. There must also be an understanding that helping pupils develop good relationships with others is essential to promote the wellbeing of pupils and the school Principals that can promote positive relations :Demonstrate respect towards pupils; Use appropriate behaviour and
Having knowledge of different ways to teach to get the most out of an individual whom perhaps needs a different way of learning to get the most out of the pupil and help them to progress in their education. They must understand ways to enable a purposeful learning environment and how to promote good behaviour. Have an understanding of pupils’ expectations in relation to their age and how to achieve those results. Also making sure that they have an understanding and respect of the pupils’ social, cultural, linguistic, religious and ethnic backgrounds. How to maintain and develop a good relationship with pupils and to demonstrate that they treat all pupils’ equally, through this they will gain respect and trust from that individual.
UNIT 304 Knowledge Understand policies and procedures for promoting children and young people’s positive behaviour. 1.1 The policies and procedures we use in our setting relevant to promoting positive behaviour are the ‘Good behaviour for learning policy’ and the ‘Dealing with bullying policy’. The Good behaviour for learning policy explains what, as a setting, we expect from our pupils, staff, parents, governors and even visitors. It sets out our code of conduct, it explains how, as a school, we develop a positive learning atmosphere, what classroom management strategies we use and about the rewards and sanctions too. It lays out what we expect from the parents and what we will give back to them.
NCLB set forth a certain criteria to be met, but allowed the states to determine how they would accomplish it. Therefore, each state handles assessment and accountability differently. This makes it hard to show success or failure of the programs. Supporters and critics alike can cite research that supports their opinion. My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning.
Helping children to learn how to learn and encourage them to become lifelong learners through their learning styles. Code of Conduct- is how we expect a pupil to conduct themselves, how we expect them to behave. This is covered in the behaviour policy. Rewards and Sanctions- children should be rewarded for good behaviour, when a child feels good about themselves and has high self-esteem they will feel proud and valued. It is important that we praise and support in different ways at St Peters we have the DOJO system where we give dojo points for good
This in turn raises self-esteem. Comforting and reassuring children in times of stress or anxiety is an important part of a classroom assistants role. Reassuring children with low levels of confidence in their academic work and supporting them raises self-esteem. Children feed off praise, it motivates them. Empathising with children is appreciating how they might be feeling and responding in an appropriate manner.
At the elementary level, we are shaping how students feel about themselves which can affect them the rest of their lives. At the high school level, we have the opportunity to truly inspire and make a child feel as if someone believes in them. While teachers can do so many positive things with this power, they can also do much harm (as Dr. Wayson spoke on). I really enjoyed this section of his talk, however, my one critique is that I felt Dr. Wayson didn’t practice what he was preaching here. Perhaps he was leading by an alternate example or giving examples of what not to do, but I felt that Dr. Wayson picked on many of the members of the class.
Pg 231. Similarly McNaughton S, elaborates on the idea of continuity being a valid approach whereby “teaching and learning at school can be made more effective by enhancing the continuity between how things are done at school and how things are done in the child’s family and social setting” (chap 1,