Summarise The Polices And Procedures Of The Setting Relevant

A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy.

Demonstrate ways of supporting children and young people to review their behaviour and the impact of this on others, themselves and their environment.

| |Everyone expects high standards of behaviour from adults who work with children and young people. When individuals accept |

Set out the duty of local schools to provide the relevant services for the needs of children and to ensure that they are safe and their welfare is good. It also sets out the duty to provide effective and accessible services for all children and underpins the five Every Child Matters outcome with are 1, Be Healthy 2, Stay Safe 3, Enjoy and Achieve 4, Mark a Positive Contribution and 5, Achieve Economic Wellbeing.

Following the introduction of the whole school behaviour policy, it was also made compulsory for schools to include a system of rewards and sanctions (Elton, 1989, Steer, 2005; DFE, 2014; Payne, 2015). Within school X it was found that this system was based on the behaviourist principles of Skinners (1974) theory. The use of rewards and sanctions in school X consisted of positively reinforcing desirable behaviours and correcting negative behaviour through sanctions. The behavioural theory underlines that by reinforcing a particular behaviour, children will repeat it as they begin to associate rewards with a particular behaviour (Skinner, 1974; Morgan, 2009; Rogers, 2011a). For example it was observed that when a child was positively praised for helping others, the teacher would reward the child by awarding a dojo. A dojo is used as a form of praise which amounts to a score at the end of the week based on how many dojos a child receives. This will then feed on to the merit card and sticker system enabling children to be rewarded by prizes. Consequently children were able to make associations between the desired behaviour and its outcome. This is therefore identified as a form of extrinsic motivation (Roffey and O’ Reirdan, 2001; Payne, 2015).

On the case of children or young people who have already suffered some kind of abuse, school staff needs to have knowledge and skills to be able to offer a good recovery environment, supporting the harmed person on the best way and preventing the harm happening again.

This pack has been produced to help people in a support role, raise awareness of the importance of effective communication and professional relationships with children, young people and adults who are working in an educational environment. The pack will be separated into three key areas,

As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests to ensure their safety and welfare. Young children are very vulnerable and depend on parents and other carers to fulfil their basic needs, such as nutrition, warmth, shelter, love and attention. Practitioners need to actively promote the wellbeing of every child. This includes providing opportunities for children and young people to develop and learn, to play, to communicate and socialise with each other in the

A strong collaborations and good relation between the adults will encourage the good behaviour in children. The adults working within the school must aim for creating an optimistic and positive environment which holds high but practical expectations of every child who attends the school and highlights the significance of being respected as an individual within the school. By encourage the children through example like truthfulness and politeness, having a relationships based on fairness, kindness and understanding of the needs of the other children within the school.

My teachers in lower grades used punishments more than rewards to influence my behaviors. Starting from kindergarten the punishment system was introduced to me. Whenever I misbehaved, I had to move the clothespin with my name on it, up the next paper plate which symbolized a higher tier of punishment. The three levels were green, yellow, and red. The first tier, green, symbolized freedom to play during recess, the second tier, yellow, symbolized a penalty of time that had to be sat on a bench, and the final tier, red, symbolized a trip to the principal’s office. The fear of having to go see the principal or having to sit on the bench for a period of time was my motivation to not misbehave.

Safeguarding of children and young people throughout their school years can only be provided by a strong relationship between the individuals and organisations that are responsible for their development in the different age groups. All children should be dealt with as individuals as they all have different problems. Some children have to be dealt with by specialists who have training in a specific area. Teaching staff must be able to recognise when children require specialised help, and they must support the work of these specialists. Staff at the school and specialist support workers must work together in partnership to ensure that the best service is being provided for students. Teachers must share all applicable information about children

The token economy is used as a positive reinforcer for the changing of behavior from being negative to positive. If the students exhibit negative classroom behavior, they do not receive a token. In some cases, the reward system can be used in such a way that if a student displays inappropriate behavior, his token(s) can be taken away. In this type of reward system, if a student earns a certain amount of tokens, they can receive a greater reward for the amount of tokens that they have received. This is an effective incentive to encourage the students to act appropriately in the classroom. Examples of inappropriate behavior are as follows: being disruptive, disrespectful of others, talking without raising their hands, getting out of their seats without permission, speaking out of turn, and not paying attention in

3 Chapter 7: Standard 1: understand the principles and values essential for working with children and young people 37 Chapter 9: Standard 3: understand health and safety requirements 56 Chapter 10: Standard 4: know how to communicate effectively 69 Chapter 11: Standard 5: understand the development of children and young people 88 Chapter 12: Standard 6: safeguard children (keep them safe from harm) 105 Chapter 13: Standard 7: develop yourself 118 Chapter 14: what next?

My philosophy regarding consequences for behavior management consist of positive praise for positive behavior. Providing consequences needs to be specific and clear. Many students are seeking something with their behavior either positive or negative. Depending on how the consequence is approached it may negatively reinforce the behavior and trigger a trauma response, putting themselves and others at risk.

The advice given in the article is broad. The course material concurred with the experts’ two recommendations of praising good behaviour and natural consequences. I did not find any