3 policies which promote positive pupil behaviour - Coursework Example

?Test Paper 2 Missing Questions -12,13,14 #12. After reading all your materials, identify at least 3 policies which promote positive pupil behaviour.For each policy explain what procedures a school would follow. Use Elliot Park as an example, or a school in which you have had experience. The School Standards and Framework Act 1998, Section 61 requires schools to lay down their behaviour policy in black and white. The policy elaborates on how the school promotes positive behaviour, excellent attendance and tackles absenteeism. The most effective behaviour management policies of a school are necessarily based on a deep sound understanding of the factors that drive the behaviour. Overall, a well-thought out behaviour management policy while helping mould the ethos of the school, would also help to gain students’and parents’ confidence in the school. Three approaches in the policy that could potentially promote positive pupil behaviour are: (1) Laying down a code of conduct for pupils clearly specifying what behaviour the school expects. This will clearly enunciate what behaviour the school expects from the pupils. The rules could spell out demands such as polite and tolerant behaviour from all members of the school community, cooperation and consideration for others, honesty, respect for the rights and property of others, a positive attitude towards work, development of friendliness and trusting relatioships. The rules should also spell out what behaviour does not conform with the expectations of the school. For example, lack of punctuality, playing truant, refusal to work, causing malicious damage to peers’ and school’s property, stealing, lying, bullying, verbal or physical abuse, use or introduction of banned substances, use or introduction of dangerous implements including knives and so on. (2) Rewards and sanctions as strategies to encourage good behaviour. A positive approach to managing behaviour invariably has rewarding good behaviour as its focus. The rewards could consist of a gesture (such as smile) of approval, private or public verbal praise, award of stars or ‘smileys’, written comments on work, being assigned a special responsibility, credits and certificates/ commendations/prizes, house points etc. When students flout the ‘good behaviour’ rules despite appropriate help, sanctions become necessary. Sanctions could range from a look of disapproval, to reprimand, counselling, move to another seat, loss of recreational time, setting additional work, interviews with parents etc., and, finally, permanent exclusion. (3) Classroom organization for successful implementation of the policy. To ensure that the expectations of good behaviour as set out in the school policy are met, it is necessary to display in the classroom a limited number (preferably 5) of important rules of good behaviour as is appropriate to the age group of the class. Teachers should take the responsibility of explaining the rules to the students. Also, when a student breaks a rule, the teacher should work with the students and make them understand what rule was broken and why, how to fix the damage done, and how a repetition of the same can be prevented. #13. Identify ten strategies which you understand would support appropriate class room behaviour. 1. Limit the set of rules to a minimum. This will make it easier for the pupils to remember and follow. 2. Be proactive. Some advance planning and preparation can prevent disruption of work. 3. Work within a clear framework of clear instructions. However, there should be flexibility e.g., to postpone the activity if the students are tired. 4. Set specific goals for lessons as well as behaviour. There should be scope for negotiations with the pupils about both. 5. Be positive. Keep smiling and maintain good humour, and encourage the pupils to work towards meeting the set goals through rewards. 6. Be realistic about pupils’ behaviour. Pupils can be noisy and inquisitive. Proper seating arrangements can minimise noise and other disruptions. 7. Be alert to signs of potential bad behaviour. These include poor concentration and excessive chatter. 8. Ignore certain behaviour. Attention-seeking and other such non-life threatening behaviour are best ignored. 9. Take account of time. Some types of behaviour could result depending on the time of day (e.g., lunch time), week (e.g., Friday afternoon) or year (e.g., around Christmas time or prior to summer vacation). 10. Keep calm. Shouting will make matters worse. A strategic use of a short break or rest is a good way to deal with bad behaviour, and which helps the students to calm down. #14. You are supporting a pupil who is being bullied. Describe 5 ways in which you might be able to achieve this. 1. By encouraging the pupil to talk. This will help in establishing a rapport with the pupil who is a victim of bullying which is very essential. 2. Listening to the pupil’s problems. This will aid in understanding the whole problem and empathising with the pupil’s problem. 3. Believing the pupil who says he/she is being bullied. This is very important as it helps infuse confidence in the pupil. 4. Providing reassurance that it is not their fault; no one deserves to be bullied. This also instills confidence. 5. Taking appropriate action, following the school’s policy on anti-bullying. The school’s behaviour policy will provide the necessary insight into how best to tackle the problem. However, great care is needed in this since children often instigate problems but make it look as if they were the victims. Reference BTEC Teaching Assistant: Helping to keep children safe. Version 6. ICS Ltd. Read More