Behaviour and the Institutional Setting: The Role of the Current Policy on Behaviour in Schools Contents Abstract 2 1. Introduction 3 1.1 Overview of Policy 3 1.1.1 Aims 4 1.1.2 Standards of Behaviour and School Ethos 4 1.2 Summary 5 2. Behavioural Policies 6 2.1 Department of Education 6 2.1.1 Framework 6 2.1.2 Department of Education Expectations 7 2.2 Discipline 8 2.3 Analysis 9 3…
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Through an examination of the guidelines provided by the Department of Education and education experts who weigh in on behaviour, the policy has been assessed for how it fits within a variety of perspectives on behaviour. Examining theory and practical applications of behaviour policies, the quality of behavioural response is evaluated and the nature of educational experiences of children is evaluated through the lens provided by the educational policy under evaluation. Behaviour and the Institutional Setting: The Role of the Current Policy on Behaviour in Schools 1. Introduction Behaviour can be defined through different terms, the first indicating the actions that someone makes and the second indicating the type of actions that a person may make. One is based upon observed conditions while the other is defined by expected conditions. School policies on behaviour are concerned with expectations of how a student will conduct themselves in the school atmosphere. Policy indicates what is expected and what to expect if those expectations are not fulfilled. The following paper will examine a school policy and analyze it for its meaning and its effectiveness in influencing the conduct of students within the institution. The policy has been created for a school which caters to infants and toddlers so does not have some of the more stringent concepts that later school periods would require. 1.1 Overview of Policy The policy begins by stating the its aims and in defining the behavioural environment that is intended within the school, followed by a discussion of the importance of behaviour on learning and how classrooms would be managed in order to create the desired behavioural outcomes. There is a discussion of how rules should be applied and how reward systems should be implemented, as well as a discussion sanctions taken when behaviour has not lived up to the set standard. Finally, the parental responsibility and the need for close communication with parents is positioned on the policy so that a representation of how parents fit into the discussion of behaviour should be included for the benefit of both the children and the staff. Through outlining the various means by which behaviour is addressed, a policy has been formed that is intended to affect the conduct and nature of the environment within the school. 1.1.1 Aims The aims are outlined in six points. The first is a blanket statement that states that the intention of the policy is to encourage good behaviour and to use reinforcement to do so. The second aim states that there is an intention to define acceptable standards of behaviour. The forth aim becomes more problematic is it suggests that there is intended for consistency within the responses to positive and negative behavioural situations, but this aim is not defined anywhere in the policy. This puts the policy into question in relationship to effectiveness unless there are parameters and rigidity to how sanctions are levied when behaviour does not meet the intended standards. The fourth aim describes the intention to promote “self esteem, self discipline, and positive relationships” (Behaviour Policy n.d.). One of the problems with this statement is that
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According to Stecher, Vernez, and Steinberg, NCLB aims at the overall goal of attaining national uniform and high standards of education in all students and schools by the year 2014 with much emphasis placed on Math and Reading skills. In order to realize this, teachers recruited are to undergo training.
This will be the first time that students in this institution will be wearing stipulated dress codes. This will identify students as unique members of this school and differentiate them from those of other schools. 1.3 Students will dress officially during school hours, while on both school and academic trips as well as when other school activities when out of school.
The author references the increase of school shootings and educator awareness, but notes that even though some schools have policies like a “crisis document” which specifies staff responsibilities during an emergency, most teachers are unfamiliar with those policies and would likely not be able to follow them in an actual crisis.
This study in turn has proven that finding the best approach to effective behaviour management is not easy. Nevertheless it has clarified issues that matter in deciding which behavioural management approach should be chosen. Among the discipline models studied, those under the moderate approach – Driekurs’s and Glasser’s – are enticing.
honest behaviour that is no evidenced by health issues while gray absenteeism refers to questionable behaviour that has symptoms as evidence but no health problems. From this theory, absenteeism is categorized as culpable absenteeism and innocent absenteeism. Under culpable
Withdrawn behaviour among children takes place when there is a lack of social responsiveness among them. Usually, it is observed that the birth of sibling instigates withdrawn behaviour among the child. In this case, positive behaviour can be promoted through the great support of the parents and carers.
The consequences applied so that they motivate the students to follow the rules appropriately therefore enhancing students behavior. Most of the teachers tend to apply effective consequences that will enable them to succeed in controlling the students behaviors (Raby, 2012).
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