Encouraging and establishing student self-control through a process of promoting positive student achievement and behavior is what every classroom needs. Classroom rules and procedures should be established with students the first week of school. Each student should have full understanding and be aware of what is expected of him/her. Providing a safe learning environment where students can participant is a key factor in classroom management. A student needs to feel comfortable with themselves, others, and the teacher, so there can be meaningful discussion and interactions.
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.
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
I believe that students also need to learn about effective communication strategies primarily in school so that they can find ways to work together with their teachers and peers to find academic success. The successful methods of communicating that is learnt in school can be carried out in communicating with others out side of school as well. Within the classroom I encourage
This in turn should create a caring, happy atmosphere in the school which can enable effective teaching and learning. The school has its own code of conduct which all members of the school are to support. The school code of conduct is as follows; This is our school we will: • look after everything in and around it • follow instructions first time • always do our best work and let others do the same • treat everyone as we would like them to treat us • move sensibly round school and always walk inside. The school looks out for positive behaviour done by pupils and emphasis is placed on the acknowledgement of this. There is to be a clear understanding by staff, pupils are parents of what is acceptable and unacceptable behaviour.
Unit 304 Outcome 2 Promote positive behaviour 2.1 Explain the benefits of actively promoting positive aspects of behaviour Social, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. They are fundamental to school improvement so where children have good skills in these areas, and are educated within an environment supportive to emotional health and well-being, they will be motivated and equipped to: * be effective and successful learners * make and sustain friendships * deal with and resolve conflict effectively and fairly * solve problems with others or by themselves * manage strong feelings such as frustration, anger and anxiety * be able to promote calm and optimistic states that further
TDA31 Communication and professional relationships with children, young people and adults | | TDA31-1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. | | To have a positive relationship with children, young people and adults you will need to show them effective communication skills with you and other peers. How you approach people and how you respond to them should all come into account. You should always try to make children feel comfortable in your presence and try to put them at ease. To develop a positive relationship with a child can often take some time.
TDA 3.1 Communication and professional relationships with children, young people and adults It is immensely important that we develop positive relationships with children, young people and adults and this begins with the manner with which we approach and respond to them. Having positive relationships means we are more than likely to communicate information well to parents and other visitors to the school environment and this will gain their trust and in turn will be beneficial to the pupils. The more positively we deal with this will, in turn, mean that we end up with better relationships and should communications not be clear or break down, this is when misinterpretations become evident and lead to relationships deteriorating. When individuals feel comfortable in our company they are more likely to communicate effectively with us and this is paramount in relationship building. Other essential aspects to be considered include the following: Showing respect and taking the time to listen, making sure of clarity on key points, showing consideration for others and remembering personal issues, finally being effective in your communication and retaining a good sense of humour.
By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities. The children would learn more, and you would be more successful as a teacher. *Appreciate and support the bond between the child and family. If you appreciate the bond between the child and family, teaching in the classroom
Children depend on adults (who also are as healthy as possible) to make healthy choices for them and to teach them to make healthy choices for themselves. Teaching: Children benefit most when their teachers have high levels of formal education and specialized early childhood professional preparation. Families: Young children’s learning and development are integrally connected to their families. Consequently, to support and promote children’s optimal learning and development, programs need to recognize the primacy of children’s families, establish relationships with families based on mutual trust and respect, support and involve families in their children’s educational growth, and invite families to fully participate in the program. Community: As part of the fabric of children’s communities, an effective program establishes and maintains reciprocal relationships with agencies and institutions that can support it in achieving its goals for the curriculum, health promotion, children’s transitions, inclusion, and diversity.