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
This will help the child to grow up being happy and will help shape a childâ€™s ability to form other relationships later in life. If a child canâ€™t rely on their adult to look after them and respond to
One piece of evidence to support my claim is a passage from bell hooks’ essay Childhood Love Lessons. hook makes a point that studies showed that that males and females who were violently humiliated and abused repeatedly, with no caring intervention, were likely to be dysfunctional and will be predisposed to abuse others violently (hook 15). This piece of evidence shows that we are shaping the way how our children will react and do certain things in their future. They will learn different meanings of love and discipline than other kids will. By the parents or abuser, the kids will learn that this is the only or right way to discipline a child so this will happen to their children.
For children and young people to develop positive relationships it is crucial for adults to model effective communication in the classroom. As a teacher or teaching assistant, you have the platform to facilitate social learning and lead by example. One of the main reasons why effective communication is important, is because it makes children feel happy and comfortable at school, and in your presence. Not only will this help children to thrive in a learning environment, but will also filter through to their lives at home and outside of school.
Hence, when learning incorporates topics central to children’s lives they become more confident and engaged as it’s of interest to them. Taking the children’s funds of knowledge on board bridges the chasm between the household and school, the reciprocal relationships between parents and teachers and the
Research suggests that children who demonstrate secure attachment styles go on to have more positive social interactions which lead to learning how to trust others and increases self-esteem (Zastrow & Kirst-Ashman, 2013). Additionally, it is important for social workers to know the what contributes to children obtaining secure attachment. Zastrow and Kirst-Ashman (2013) highlight that caregivers which spend significant time with their child, react to their child’s needs, the caregiver has a deep commitment to the child and are emotionally responsive, and a caregiver is present over a long period. Providing training for caregivers to learn how
The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
If we are unable to communicate with the parents then this could have an impact on the child’s development and lead to the child’s issues progressing and getting worse. Strong positive relationships within the school environment and with parents is very beneficial to children. It helps to model effective communication and set a good example of appropriate behaviour towards others which in turn helps the children to recognise boundaries and what is acceptable when communicating with their peers and adults. Plus building a strong, trusting relationship with the children and young people makes them feel valued and helps provide a more effective learning environment and helps build their confidence with communicating as they progress through their lives.
One of the objectives of social and emotional learning is to develop skills that aid in forming more positive relationships and attachments with both adults and peers. There are activities that can be done in schools, as previously mentioned, that could prepare children with these skills of interacting positively and resolve conflicts in an effective way (O'Leary, 2012). Social and emotional learning is very much associated with the idea of positive psychology. This is due to the fact that the development of social and emotional skills in children will have a positive effect on different areas in their life, like a better sense of confidence, and improvement in their learning and in their mental health. Positive psychology is the study of what
Involving young people and their parents in decision making is important, this can be done at review meetings, consultation papers, contracts and the questionnaires. The benefits of participation can be seen from two aspects: Benefits for children and young people and parents. Success of projects and initiatives develop sustainability. Improved skills and knowledge ranging from practical skills such as presenting ideas, speaking in and to groups, writing and preparing reports, letters, posters, negotiation and public speaking, Involved confidence in feeling valued and being of some worth to friends and peers, and feeling successful.
The Holocaust and its memories is a touchy subject and can sometimes be accused of not having its full validity and truthfulness. Some accuse Elie Wiesel’s Night to be made up or exaggerated, while others believe everything that is said in the book really happened. In my opinion, Elie Wiesel’s Night was not a total lie or fabrication, but I do believe some of it was exaggerated out of fear, hallucination, paranoia, etc. After discussing all of his experiences and struggles throughout the Holocaust, there are some aspects of the story that can be questionable to the reader.