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.
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.
Inclusion and the Common Core Introduction to Inclusion To fully participate in an inclusive education program in your school means to allow all students to attend general education classes that are accepting and supportive learning environments for all students regardless of any disabilities or exceptionalities. When a student is welcomed into a neighborhood school it means to be a part of the school community and may now contribute in as many aspects of regular school life as desired. There are many benefits of inclusion into an age appropriate class and many schools are now incorporating the inclusive program into their school program and community. It is important to support the public education system and to fully incorporate
Competency Statement III To support social and emotional development and to provide positive guidance, I will supply children with an emotionally and physically safe and secure environment in which they will thrive, being able to develop their own sense of self. I will do this by smiling and greeting all children and their parents each and every morning. I will always address each child by their name. I will make sure every child gets some one on one attention when I can express appropriate physical touch and enjoyment in them being in my classroom. I will get to know each child, establish relationships with parents, and support their strengths as well as their needs.
Making all children feel a valid member of the school community is something all adults will do daily. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development When working with children and young people it is important to understand that there will be a varying level of attention and support required depending on their age and different needs. A main factor to consider is their stage a development, as a child’s concentration span will vary depending on this. As
4. Explain the strategic purpose of • School governors • Senior management team • Other statuary roles e.g. SENCO • Teachers • Support staff roles All roles in a school are important and no role is more important than another. School governors work within a school and are a critical friend to school, they offer support and advice through the schools good and bad times. They help to set high standards for the school, plan the schools future and set targets for school improvements.
Basic everyday good manners should be recognised and a subtle prompt given if missed to ensure the correct level of respect is both given and received. * Understand expectations and limits- All children within the school should know what the schools expectations of positive behaviour is. This could be outlined by class rules and school rules and should be made clear from the
209 Support children and young people’s positive behaviour. 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures in place in my setting relevant to promoting children and young people’s behaviour are, • Behaviour policy • Anti-bullying policy • Attendance • Dealing with conflict and inappropriate behaviour • Rewards and sanctions • Code of conduct Behaviour policy The behaviour policy is a guideline to staff on how pupils should behave. It is important for all staff to apply the behaviour policy for the safety of all pupils and staff. The behaviour policy should be clear for all staff, pupils and parents to understand and be followed at all times.
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.
There is a positive culture of learning and development that is celebrated by merits, certificates, displays and praise from teaching staff. School trips are used to help pupils to work together and increase team work and bonding. School clubs are varied and encourage pupils to further their interests in other areas. The school has an inclusive environment and positively reflects the importance of diversity, every effort is made to ensure that all pupils can be involved in all areas of school life and other cultures are celebrated. The aims or vision of a school are often seen in the school literature and are set by the head teacher in collaboration with the staff, parents and community.