Support children and young people’s behaviour
Support children and young people’s behaviour
At Roseberry Primary School we seek to encourage a calm, purposeful and happy atmosphere where good relationships exist within a caring environment where all children are the opportunity to achieve their potential. Children are encouraged to develop independence and self-discipline in order to enable them to accept responsibility for their behaviour. A consistent approach to behaviour amongst the school community ensures that all pupils, staff and parents work to a common goal based on mutual respect and understanding of others. At Roseberry we are careful to distinguish between the child and their unacceptable behaviour. We ensure that all children understand they have a part to play when making choices about their actions.
Rewarding good behaviour
The basis of our reward system is the acknowledge of good behaviour. We seek to inspire children to achieve high standards of discipline and academic achievement by praise, encouragement and positive reinforcement of good behaviour. This is achieved in a number of ways: Effective use of praise linked directly to the golden rules
Verbal praise and smiling at children
Stickers or smiley faces
Sending good work to other staff members for rewards or praise
Good work assembly
Individual class reward systems
Token system – each week teachers will pick one of the rights to focus on (UN convention on the rights of children). Children are to be given a token for any good behaviour which links to the right throughout the week which would then be collected in a class pot. During Friday assembly, a name will be drawn from each pot and this child will be the star of the week. As a reward, these children will sit on a special star of the week chair. Praise – teachers will reward children for work or good behaviour with a variety of different rewards. For example, stickers, verbal praise and discussion about what the child has done. On occasion children will be sent to other colleagues or the head teacher when the teacher feels that the child has made a special achievement in the context of their ability.
Pupil of the week – each class teacher will choose specific focus for their class at the beginning of the week. For example, bringing in homework diaries, reading at home or for a special effort or achievement in a particular subject. A child from the class will be awarded with a certificate during the Friday assembly. Attendance certificates will be given each term for full attendance and accompanied by a small prize. Reward certificates may be given, an example would be for swimming. Golden time – all children will be given 30 minutes of golden time on a Thursday or Friday afternoon. Time lost during the week will be deducted from golden time. Golden activities will be planned during the first week of each half term with the children. The children will then choose, as a class, which activity they will do each week. Activities may on occasion be linked to topic work or to the time of year. The activities and rights of access will be displayed prominently in all classrooms next to the traffic light system.
Children who are given a reminder and a warning will be asked to move their name from the green traffic light to the amber and then to red (if this behaviour continues). Children who are moved to red will miss 5 minutes of their Golden Time for that week. One activity will be chosen by the children as an end of half term treat which will last for a longer period of time. This will only be for those children who have consistently followed the golden rules. Children who have received three ambers, an amber and a red or two reds are not to be included in the half term treat, these children will be removed from the behaviour system and given their own individual behaviour plans. Good works assembly – a good work assembly will be held each week led by key stage 2 children.
Two children from each class will be selected to present some work to the rest of the key stage. They will be presented with a certificate. Classroom rewards – it is expected that teachers have a positive reward system in addition to the traffic light system which is appropriate to the needs of the children within the class. The same system may be used between both classes in the same year group. Children outside the behaviour system – at
Roseberry we recognise that the usual systems for rewarding good behaviour does not work for all children and therefore different provision needs to be made for them. These children will each have an individual behaviour plan with a target chart. If children reach their targets they will receive rewards which have been decided on between the teacher and the pupil at the beginning of the week. Regular meetings will be held with parents to discuss progress as we believe parents need to play an active part in changing behaviours. Specific behaviour related activities will be completed during golden time led by a TA.
In the classroom I help the teacher make decisions such as:
Who has worked well independently or contributed in group work
Who has behaved well
Who it sitting quietly and listening to the teacher
Helping make these decisions is not only positive for the children but is also positive for me. The reason being so is that it makes me feel like I am achieving and doing my job correctly when I see how happy and over whelmed the children get when they are praised for their good behaviour and work.
TDA 2.9 – 1.2
It is important for staff to be consistent and fair when applying boundaries and rules for children and young people when dealing with behaviour in accordance with the school policies and procedures. For example:- If a member of staff is not consistent with applying rules and boundaries there would be confusion and chaos in the setting and this would not help promote positive behaviour in the children, but if the staff are consistent then the children in the setting will know what is expected of them in terms of behaviour. The benefits of all the staff being consistent and fairly when promoting positive behaviour and dealing with unwanted behaviour is that the children will know what is excepted behaviour and they will look to the staff as role models. This will benefit the school as staff and children will be working together and school life will be positive and welcoming.
TDA 2.3 – 2.2
It is very important that we are aware of how we act around children and young people, they are constantly learning and picking things up. Children model their self’s and their attitudes and behaviour on how others behave, especially adults. They constantly copy the actions and mannerisms of adults in their lives, parents, carers and teaching staff in their school. As adults working with children you have to be aware of the impact your behaviour has on a child’s social and emotional development, by providing a good positive role model.
For example, if we use good manners and treat others with respect then the children are likely to follow you and behave in a similar way. Observing behaviour of adults affects children’s own behaviour and how they deal with their own feelings and how they relate to others. This is the main reason it’s important to provide positive role models for children’s behaviour. If a child saw two adults messing around or arguing and fighting then they may think this is acceptable behaviour and try this behaviour their self’s.
TDA 2.3 – 3.2
The main differences between communicating with adults and communicating with children is the vocabulary in which we use. When communicating with adults we tend to use a more serious and formal way to communicate, unlike when we are communicating with children and young people. This is because we have to adapt our vocabulary when speaking with children. So that they understand what you are saying or asking of them. There are lots of different types of communication types. Such as; positive and negative, verbal and non-verbal communication. We adapt our type of communication when speaking with adults than when speaking with children.
Children may not understand some types of communication, such as non-verbal, they may become distressed and confused because they don’t understand. A child needs clear instruction, we must remember to use vocabulary that can be understood by the child, a calm tone and body language that will not send mixed messages. Adults understand more and are on the same wave length as each other, and even if they didn’t understand you they would probably just ask you to explain a little better so that they did understand you or in a different communication technique.
TDA 2.3 – 3.5
The practitioner and children and young people
When dealing with disagreements with children and young people, us as the practitioner must remain calm at all times and always maintain a professional relationships at all times. If a child picks up on the fact that you’re stressed or behaving unprofessional then the whole situation could spiral out of control and this could make the child and the whole situation even worse. Sometimes it can be better if you and the child take a 5 minuet time out to calm down before you try and sort the problem out fully. Never engage in confrontation with a child, if you needed too you could always ask for help or a little support from a colleague, to help you out or even take over for 5 minutes while you gather your thoughts.
A lot of confrontation with children can be because they don’t understand what has been asked of them because you haven’t communicated properly. This can be avoided by always checking if the child understands and give clear instructions. Never give long lists of instructions because it could confuse the child, which could turn in to a disagreement. Remember children thrive with praise so you could focus on the good things that have happened that day after the situation is coming to an end and the child would be in good frame of mind again.
The practitioner and other adults
When dealing with disagreements with other adults you must always remain calm and maintain a professional relationship at all times. Never engage in confrontation of any type because this is not being a good role model to the children and your other colleagues, and it is very unprofessional. Adults are always going to have different opinions and views, and we should always respect this. If a problem occurs always discuss this with your colleagues as professional adults and try and work the problem out together so that it’s fair for everyone involved. Sometimes like when dealing with children, you and the other adult involved could also take 5 minutes time out before sorting the problem out fully. Always be friendly and approachable and this
will make you easier to get along with and approach if a problem did ever arise.
Case study 1
I would explain to the child that I would also like to speak to her mum to discuss what has happened today, and to also discuss her behaviour with her mum as she was reminded a number of times to focus on her work but still continued to disrupt the other children in the group. For the outcome of this scenario I would expect the mother of the child to understand and agree that her child’s behaviour is not acceptable and that if it does continue then further action may need to be taking. In this case the mother might wish to talk to her child at home to discuss and explain why it’s important that she behaves appropriately in school and in the classroom.
Case study 2
I think that in this case the head would suggest that this conversation needs to be discussed in her office as it is not appropriate to be discussing anyone’s personal life or circumstances whether it’s a child, adult or member of staff in the corridor. The issues identified in this scenario would be confidentiality. The reason being so is that both teachers were breaking the rules of confidentiality by discussing a child’s personal life and/or circumstances in the corridor where either another child, adult or staff member could have over heard the conversation and also discussed it with someone else. Both teachers in this scenario have not took into consideration the child’s needs of respecting their personal circumstances by doing this. They have also not took into consideration the impact this could have had on the child they were speaking about if the issue was overheard. This could affect the child either in school or at home.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 25 September 2016
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