The benefits of applying boundaries and rules for children and young people consistently and fairly are that all children and young people will know what is expected of them. They will understand what is acceptable and what is not. If rules and boundaries are inconsistent or unfair, children will become confused and will not know what is expected of them. They will be unsure whether their actions or comments will get them into trouble. If rules are not applied consistently as staff are not aware of them, children will react to this and comment on this, e.g. you have given X a warning and have not moved their name on the cloud. Therefore, by not being consistent during your daily practice you could be accused of favouritism, bias, discrimination or victimisation depending upon the circumstances. By not being consistent or setting …show more content…
However, it is just as important to recognise and reward positive behaviour by those children who always behave well. By emphasising positive behaviour in the classroom and explaining why, e.g. “look at child X, who is listening well, as they always do”, we are encouraging this behaviour, as we recognise and praise the child for behaving well. This can then improve the behaviour of other children as it is promoting a positive role
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(Curran, n.d., p. 6). The teacher will discuss further if this is the way he would want to be treated. Then, the teacher will implement specific praise. “Praise can be used to build positive relationships with students and assist in creating a supportive classroom environment” (Curran, n.d., p. 7).
If all members of the school community are using the same principles and techniques when managing behaviour, it is much more likely that the children will respond in a positive way. The children will know the range of rewards and dispensations, and the order in which they will be used, no matter who is speaking to them about their behaviour. Workforce re-modelling has had an impact on a number of different professionals who are now working in schools. Support staff and midday supervisors, as well as those running extended school provision, should know the importance and impact of consistent methods. It is also important that support staff are given status within the school so that they are respected in the same way as fully qualified teaching
Positive Behavior Support (PBS) is a system used within schools to help identify students with behavior challenges by using a behavior management strategy to reinforce their behaviors through positive interventions. The matrix for the schools will state the expectation in all areas of the school by doing their best, being responsible, respect and on time. This model is school-wide focus, which means all students is require to follow the matrix to demonstrate positive behaviors in the school. Each column, which is arrival/dismissal, bathroom, cafeteria and classroom is list in the specific areas for all students to see and follow, for instance arrival/dismissal will be in the hallways, bathroom in the bathroom, cafeteria in the cafeteria and classroom in the classroom. The matrix will not fix all behaviors occurring in the school, but it will allow students to visually see how to act while being in a certain
At the last faculty meeting you were introduced to a State initiative related to Response to Intervention and Instruction (RTiI). This behavioural focus of RTiI is rooted in a concept knows as Positive Behaviour Support (PBS), and what was presented to you is the beginning of GMHS taking this concept school wide. School Wide Positive Behaviour Support (SWPBS) is an applied science that uses a systems approach for establishing a culture that contains behavioural supports and promotes an effective learning environment for all students. It is an active way for students and faculty to establish the behavioural expectations here at GMHS.
Positive Behavioral Support System is a systematic approach to proactive behavior support in schools, to help school improvement and student learning (Sailor, Stowe, Turnbull III & Kleinhammer-Tramill , 2006). When you have a positive action to a child misbehaving, the action you take will affect him positively very much whether the child is in elementary school or in high school. It will affect every student in any grade level. We can effectively teach a good behavior to all students with our behavior. All children can exhibit appropriate behavior.
I model appropriate behaviors, establish routines and simple rules in the classroom, speak positively with the children, understand that children may not be ready to share, and they need to explore and experiment with control and saying ‘no’. I realize that all children may show challenging behaviors – they are learning to control their bodies, and to control their emotions. I feel the most important aspect of positive guidance for challenging behavior is to build strong relationships with the children. These relationships allow me to know exactly what each child needs in terms of developing their social, emotional, and problem-solving skills, their self-regulation, and their
In our daily lives the most common way of using positive reinforcement is through praise and rewards, an example of this would be how an elementary school teacher hands out stickers to reward students for their good actions. This strategy is effective, because it makes a person feel good for their arduous work. Positive reinforcement is very helpful because it strengthens behaviours through
For example, making a promise with the children of first go on an activity tomorrow will be remembered. When not keeping promises which means that a child or young person or adult may not trust again and does not make for a good relationship. Keeping confidentiality as appropriate :- Confidentiality is also essential about trust and respect for building the positive relationship among the children and young people. Being consistent and fair :-Is it fair? Or it is not?
In every school there are set policies and procedures so that all people working within the school are aware and stick to the same rules. Consistency is imperative. All adults working in the school would be : teaching staff, support staff, lunchtime supervisors, kitchen staff, governors, after school staff and temporary staff. There are many policies in schools that children and staff should be aware of.
Manage behaviour effectively to ensure a good and safe learning environment” – (Department for Education, 2012). When a behaviour policy works alongside an effective learning environment, the 7th standard of the QTS Teaching Standards will have been achieved. When achieving this the teacher is closer to accomplishing the rest of the Teaching Standards. In order for children to have an education which enables them to fulfil their potential as well as learning in a positive environment a well written behaviour policy must be set in place. Ensuring supporting a child’s behaviour within the classroom and around school will enable teachers to teach without any
If a child interrupts when the parent is talking, plays too rough, or pretends not to hear you they are showing symptoms of behavioral problems. Ignoring behavior problems like interrupting when a parent is talking doesn’t teach the child how to be considerate of others. The parent can tell the child to be quiet or not interrupt. Reminding the child again and again just trains the child to pay attention to the next reminder rather than the first time the parent tells them something. The parent can approach their child, firmly telling the child what to do.
How To Control Behaviours During Teaching and Learning process Reasons - Seeking attention - Power struggle - Fail to achieve recognition How to implement approaches - Assert discipline models - Use reasons and consequences of actions - Build positive rapport - Professional appearance - Body language There are some inappropriate behaviours that can be controlled during teaching and learning process, and teachers need a good plan and strategies that was practiced by many professionals in order to understand the behaviour of students and manage them properly. For beginner teachers, theories and models made by many behavioural psychologists like B.F. Skinner, Canter, Dreikurs and Glasser has helped them to get through the rough day in managing students’ behaviours. There are some students that misbehave simply because they seek attention from the elders. In schools, gaining extra attention from the teachers can give them many emotional boost or gaining benefits that they can misuse.
In order for praise to be effectively used in classrooms, it should be informative. Praise is a proven of students’ genuine academic achievements that reflects teachers’ appreciation of their effort, progress in learning, and accomplishments (even though more intensive expressions of praise are not required) so that students attribute their own success to more internal than external factors (incentives). Nevertheless, praise cannot be used to approve minor achievements (e.g., neatness, punctuality, or behaviour conformity) on behalf of an outstanding work. To use praise in its simplest form, (Brophy, 2000, p.167-168) one should emphasize on the prominence of incorporating it in declarative sentences, such as “I never thought of that before”
Instead of boosting a child’s self-esteem, praising their effort brings bad impacts such as increases disappointments in a child’s life. For instance, in Griffin’s article, Ian, who is constantly praised by his parents, is discouraged by slightest failure. He is frustrated when he failed his test and yelled at his parents. Furthermore, in the book “How Not to Talk to Your Kids” by Po Bronson, he warns parents not to praise their children who are struggling because they will never learn to deal with future. As we can see, praising is a form of reward.
The way I view my students and clients as well as my aims as an educator with them, has been heavily influenced by my schooling experience. At primary school, I was quite clever and very well behaved. Manners and behaving appropriately in public was a very important message I received in my schooling years. That message was consistently in my head and kept me on the straight and narrow. As the youngest child, my parents also spoilt me and didn’t require me to help out in the house or over exert myself in tasks which I undertook.