Importance of Childrens Essential Needs to a Schools Behavior Management Policy - Essay Example

With reference to current research and your own experience, consider importance of childrens essential needs to a schools behavior management policyGood practice is defined as the aspect of doing things which are elementary yet contemporary for the sake of children on a consistent basis. A school’s behavior management regimes require the students to learn the deeds which are important for them to decipher. This is because the students must know what they are being taught and how they would have to carry their own selves in the coming times. Good practice comes about with a sense of encouragement that must be given to the students as they seek to learn something new every day. They want to understand the true basis of life, and for that they must be told the difference between the good and the bad. Good practice within schooling comprises of a great deal with doing elementary basics for the students so that their basis is made stronger and that they do not have issues which are of the most basic nature. Their nurture must be done in a way that their personalities mold in a positive manner and that optimism should reign supreme. It is usually the responsibility of the parents and teachers to make sure that the good practice is embedded within the personalities of the students, and that there are absolutely no glitches in the make-up of their work domains when they grow up within the future (Noell 2002). Hence good practice is deemed as very pivotal towards schooling of students, the grooming and other realms. More than anything else, good practice comes about with an effort to turn desires into realities, on the part of the school authorities through school behavior management policies. As far as the identification of threats towards normal development of students is concerned, there are aplenty. These suggest that normal development can be marred if there is disconnect between the school’s behavior management domains and the students for a long amount of time. Perhaps the curriculum taught to them is not in line with the requirements that the students have at that particular stage within their lives. There are a number of other threats as well, all of which can bring about trouble for the students and their future aspirations (Shuttleworth 2003). These include the basis of interruption that the students might have within their lives as well as the modern sources of entertainment which take away the attention of the students every now and then. The threats come in large numbers as fun and frolic seems to be a much happening thing as compared to the curriculum and books that these students read. Now it is the responsibility of the schools to make sure that there is a balance between the books and the play time as there must be equality within the relevant ranks. These threats come about every now and then, and the same keep on changing as the children grow up and increase their social circle. With the advent of computers and Information Technology, they have been glued on to the social networking websites and chat programs – an element that takes up a lot of their space, both within their homes and now even in schools in essence. Within the school management behavior regimes, it is pertinent to comprehend that the role of parents is of utmost essence. In fact the school has a very significant role at establishing the relationships with the parents because they are the ones who are the ultimate saviors of students within their lives. The schools teach these students that they must keep their parents in the loop for everything and that their lives need to be governed by them at all times. These discussions are important because these pinpoint the basis of success, not only within the school behavior management programs but also in the overall personality regimes of the students at large. Clear cut emphasis is placed on the fact that the students must be up and willing to share each and everything with their parents, so that they do not run into problems every now and so often. This would essentially mean that their parents are being proactively informed about their wards’ progress, their growth mechanisms and the manner in which they are being educated at school as well as at home (Kirylo 2009). Significant milestones within the lives of the students should also be accounted for and thus the parents must know as and when their children are achieving them. These elements form the core essence of success and achievement for the students if seen from a school behavior management perspective. In essence, the relationships with the parents must be the cornerstone behind the fulfillment of the school behavior management programs and policies which are on the up these days, and due care should be taken to turn the difficult tasks under these domains into achievable ones. As far as the school behavior management policies are related, the relationships should be established with children so that they understand the basis of these school behavior management programs in entirety. If they do not respect the school’s policies and regulations, it could be a huge problem for the school to decipher. This is because the schools should really set a benchmark for these students as they have to grow up and become a respectable part of the society that they live in. Children should have a positive feel about the school behavior management ideology and hence the programs and policies which come under the same aegis must be drafted in such a way that optimism is written all over it. Children require love and tenderness as they grow up, and thus it is the responsibility of the school to assure that its school behavior management programs and policies are in line with this ideology (Kazdin 2005). The end result is one of success and achievement and should be understood as such. If the children are not given proper attention, resentment could creep in which is a very unfortunate aspect within the school behavior management programs and policies. In essence, the needs and desires of the students (children) should not be taken for granted, and they must be given the time and space that they so dearly require. This will set a good precedent for a number of things that happen within the school behavior management domains as well as help offer a solution for the problems as and when the same arise. The application of behavior management skills within a student’s repertoire is significant and its demonstration should be made apparent in a manner that would bring about sanity in not only the school’s ranks but also within the domains of the student himself. What this means is that workshops, training programs, lectures, essay competitions, debates and such activities bring together the students with the school, and hence the school behavior management programs are highlighted for all the right reasons. The application of behavior management is made certain by devising programs which are apt, look after the rights of the students, create an atmosphere of growth and development, and have an overall feel of prosperity attached with it. Students must always be told where they are going wrong and what is the best method to get over with their problems. They should not be left high and dry (Kay 2007). Help and facilitation must be on hand to avoid any scuffles which might arise at some point in time. What this means is that the students should know that they can always seek the assistance of their elders, and more specifically their teachers within the school domains so that they can deliver at their best and learn for their pertinent growth and developmental basis. These are important elements which must be considered within the realms of school behavior management programs and policies. Intervention is important as it delivers a message that someone is there to prevent the students from going towards the wrong zones. It helps the students to understand the true meaning of behavior and how they should commit their own selves within the relevant domains and perspectives. Intervention works to good effect when the discussion centers on the aspect of bringing about a change in their attitude which is long-lasting and based on solid propositions. However encouraging students must remain the key no matter how difficult the circumstances and situations turn out to be. This will help them solve their own behavior related problems at their own. On that count, it is always quintessential to keep a check on these children so that they do not stray from the set course of action, and commit to doing the good practice which is always very necessary on their part (Bentham 2005). How intervention is evaluated is necessary because if it is not effective, then there is no role for it to survive within the long run. If it is deemed as effective from the long term standpoint of students and their understanding domains, then perhaps the school behavior management programs are being run on a proper basis. Encouragement for the good deeds for the sake of these students must remain the key no matter how difficult or trying the times turn out to be. At the same time, these students must be told to mend their ways when their behavior patterns go down the drain. Liaising with parents and children at the same time requires persistence and hard work on the part of the school authorities. This is because a proper liaising basis helps the students and their parents to get coordinated with the tasks and actions which are in place, and how changes would have to be incorporated within the relevant ranks. The parents should be kept in the loop as per all the school behavior management programs and policies, because if they do not believe in these programs and policies, it would be easier to convince them with persistence and support. The same can also be provided through documentation that the students can take their homes and give it to their parents for reading purposes. The parents must also be called upon once in a month to let them know about the progress of their students from a behavioral standpoint and how the parents should meet their children’s issues on and off. A set agenda is in place to tackle all such issues, which must be solved on a consistent basis (Long 2007). There is a need to coordinate these problems with the parents because they are the ones for whom the entire process of school behavior management regimes are working to good effects. In essence, the liaison is essential as it creates a positive camaraderie amongst the students, their parents and the teachers at school. The school behavior management ideology is based on the premise that the students would mend their ways and be a positive part of the society, and indeed this shall happen if proper consideration and care is paid. It is important to understand the needs of the children as far as the comprehension of school behavior management programs and policies are concerned. If the needs of the children are not being met properly, there is a good enough evidence available which would suggest that the children would falter, and that their educational domains would come down drastically. If, however the students are being given the encouragement and the resources so that they can grow exponentially with regards to their skills and capacities, they would give their best within the academic fields and showcase their true talents (Hantler 2008). There is a catch within the entire scenario because this is something which comes out as a bone of contention between the wellness of the students and the school behavior management programs that are being run. The immense need to educate the students for the overall betterment of the society is an important one, and one which will yield positive results without a shadow of a doubt. Therefore it would be a very constructive thing if the needs of the students are realized very early one and all-out efforts are enacted to ensure that the same are achieved. Similarly the needs of the children with regards to the modern classroom are also necessary to have an insight upon. This is because the students must be apt with the norms which govern the school and the school behavior management programs have to take a close look at such measures before incorporating the same. The dynamics of understanding how a student would have to cope up with the advancing technologies right from a very young age suggest that the modern classroom discussions must be made easier. It is often seen that the grown-up individuals find it hard to understand how the modern classroom really works, but expecting the same from the domains of the students is a Herculean task in its own right. One should believe that much consideration should be paid if things are to be set right from the school behavior management regimes perspective. Bringing to light the same notion, when the needs of children are not met in a proper manner, they become dull and their concentration fades off. What this means is the fact that they undergo serious torture and depression, and even start running away from the school quarters. They have serious difficulties in differentiating the good and the bad as and when they think about school. The school behavior management programs become a bane for them as much as they think. The children have an emotional disconnect with the school which is a grave concern for the school behavior management regimes, and should be treated with utmost care and attention by the people who matter the most (the higher authorities at school). Due consideration should therefore be paid to the fact that the school behavior management programs are inclusive of their emotional growth patterns and developmental processes. There must not be any catch in these scenarios as they seek to learn something new with each passing day. The behavioral views on learning include the discussions of the school behavior management programs which could be seen within the context of the learning processes. If learning is affected, this could mean that the problems have exponentially increased with the passage of time, and much more is in store in the days to come. Good practice must come about with regards to these students because they seek to learn and then implement what they have learned at school by practical actions and behaviors. In the end, it would be very appropriate to state here that good practice comes about with thinking that must be developed with the passage of time within the students themselves (Shippen 2006). The role of the school is of utmost essence here as it can make or break a student’s career, in the days to come. The entire society depends a great deal on the ways and means through which the school behavior management comes about. Therefore it is a good reason to take care of any problems that might arise in the future for the students through a vision that is chalked out on solid footings and a perspective which is only positively-driven than anything else. All said and done, the school behavior management programs bring about the best behaviors of students on a consistent basis and encourage them to remain head on with their decisions which they commit in the name of good practice. References Bentham, S (2005). A Teaching assistants guide to managing behavior in the classroom Hantler, A (2008). How to nurture and enhance childrens emotional development. LDA, July 24 Kay, J (2007). Behavioral and Social Difficulties; a guide for the early years Kazdin, A (2005). Parent Management Training: Treatment for Oppositional, Aggressive, and Antisocial Behavior in Children and Adolescents. Oxford University Press Kirylo, J (2009). The Power of Relationship and Behavior Management. Childhood Education, Vol. 86 Long, R (2007). Omnibus edition of better behavior Noell, G (2002). Consultation, Follow-Up, and Implementation of Behavior Management Interventions in General Education. School Psychology Review, Vol. 31 Shippen, M (2006). Instructional Classroom Management: A Proactive Approach to Behavior Management, 2d Ed. Education & Treatment of Children, Vol. 29 Shuttleworth, D (2003). School Management in Transition: Schooling on the Edge. RoutledgeFalmer Found Online at: http://www.dcsf.gov.uk/index.htm Found Online at: http://sen.ttrb.ac.uk Found Online at: http://www.behaviour4learning.ac.uk Read More