The children in a school are valued, with an environment that fully encourages and celebrates their learning and progression and how they are developing. The provision of a safe and secure learning environment for all its pupils should be provided through recognizing the importance of welcoming diversity and equal opportunities. The atmosphere within a school should be positive, with this being reflected in the attitudes of the staff and pupils, all caring for and taking pride in their surroundings and in how the learning journey of each pupil takes
Within the school environment the ethos of the school should be noticed upon entering and the daily performance of the staff and pupils who attend and work for the school. All the staff that work in the environment have an important responsibly when it comes to children as children and young people are influenced by the behaviour they see from their role models, which can be teachers, family members and friends and teaching assistants such as myself. They are influenced by not just my behaviour but every adult within the setting, so everyone needs to make sure that they are not displaying negative behaviour or displaying a negative way of dealing with certain people or incidents involving others, otherwise this could affect other younger children
Learning Outcome 3.4 Every setting has a set of policies and procedures regarding the protection and safeguarding of children. These safeguarding policies will give practitioners guidelines about how they should work with children in a way which protects both the children and the practitioner within their everyday practice in the work setting and on off site visits. This is important as the setting will need to be aware of, and pass on to staff, how they should best protect themselves against incidents of alleged abuse or inappropriate working practices. Policies and procedures for safe working include, for example: • Working in an open and transparent way - It is important that practitioners prevent any situations and protect themselves
Legislation is put in place to ensure that schools operate fairly and lawfully. Schools have rules and guidelines that they have to follow to ensure children and staff are kept safe in the working and learning environment. Children need to be protected from abuse and abusive material. Legislations are set in place to protect them and strict rules need to be followed. Security checks are done on all staff members working with children.
It is important for the children to feel comfortable and safe. If the activity that they are doing reminds them of something that has happened to them then immediate care and support must be provided to the child. If the children are playing nicely with one another and then a child begins to hit or kick another child then that child that is hurting the other must be removed from the situation as they are causing a barrier towards play based learning. With play based learning it is important that it not cause any harm towards the children and must be health and safety checked beforehand. Therefore, we have a risk assessment to check before the childcare sector opens for the children and parents to enter as well as tidying up constantly.
This is so children feel safe and secure to enable them to develop effectively. Staff need to understand that the policies and procedures are put in place to protect children and what they can do in their role to ensure they are following them. There are many policies and procedure in place not only to protect children but staff too, each school should have a display or folder to outline these. A few examples
For example : Behaviour policy, bullying, attendance, code of conduct, sanctions & rewards and health and safety. If these policies and procedures are consistent and the boundaries and rules are adhered to by all children and staff alike, there should be no misunderstandings. This would mean that whoever is implementing a rule or sanction to a child it would be accepted by everyone. Fair rules means that the children are calmer and positive and there should be no arguments or disagreements. If all the staff are consistent, whoever they are or wherever they are working in the school - they could be an external football coach for an after school club - then the children and other staff would be content with any sanctions, rewards or discipline that are
The strategic purpose of school governors is to support the school in many ways. This includes, making sure there is a clear vision, ethos and strategic direction within the school. They support the head teacher and hold them accountable for the educational performance of the school and its pupils. They will oversee the financial performance of the school and make sure its money is spent in the right areas. They will also carry out a number of other significant duties, which include the appointing and dismissing of staff, hearing appeals and grievances, forming policy on the school's curriculum, setting standards for pupils' behaviour and discipline and setting and monitoring the school's aims and policies.
Working within our school setting Â we work in an open and transparent manor This includes ensuring , all doors have glass panels in or be left open so that we can be seen as we teach, this is set in place to discourage any false allegations of occurrences of abuse as it can be disproved and can also protect teachers them self from having abuse. By doing so we are allowing open teaching which can dissolve any accusations made by either students or staff. Listening to children- Â All staff members to ensure they make time to listen to their pupils as it could raise concern regarding the childâ€™s welfare as when a child is willing to speak and feels comfortable and safe enough to open up it is the staffs duty to ensure this child is listened to and taken seriously.
Behaviour is the way in which we act, speak and treat other people and our environment. Children and young people whose early social and emotional development is positive are more likely to make friends, settle well into school and understand how to behave appropriately in different situations. They have strong self- esteem and a sense of self- worth, but also have a feeling of empathy for others. They understand what the boundaries are, and why they are necessary. Behaviour has a significant impact on current and later success for children and young people, in terms of their social skill development, education and employment.
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
Learning from the three views of how students gain knowledge, the behaviourists, cognitive and the humanists view, has given me ideas of how I should approach in helping students with their learning outcome. I have noticed that by manipulating these three views in a classroom setting, it will help students in a diverse way, such as, making the classroom environment a safe and supportive area; helping students expand their knowledge by providing activities that is suitable for their age and providing basic needs that will help the student’s learning outcome. Likewise, by using these strategies, it will benefit how the students learn and they will find their learning activities engaging. Incorporating the behaviourist views of learning into my classroom setting I would make sure that I have provided the strategies that will help students to be involved in their school work. For instance, I would have the students sit in silence for two minutes at the beginning of the lesson for them to reflect to themselves and calm themselves down.
Common Behavior Problems Experienced by the Respondents Table 2 shows the common behavior problems experienced by the respondents. Among the common behavior problems are the following: irregular attendance in his or her classesranks first with a percentage of 86.67, meanwhile cutting classes ranks second with a percentage of 83.33, and disobedience ranks third with percentage of 70. Among the following indicators, the top three lowest are the following: destruction of school property ranks first with a percentage of 3.33, on the other hand gambling, non-wearing of ID and the prescribed uniform, and participation/organization of fraternities ranks second with a percentage of 6.67; immoral conduct ranks third among the lowest indicators with