Unit 304 Promote Children and Young People’s Positive Behaviour

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

complement each other. This can be a brilliant tool to promote positive behaviour as many students

The anti-bullying policy sets the aims that everyone at the school has “the right to feel welcome, secure and happy.” All staff, parents and pupils have a responsibility to prevent bullying, and the policy contains guidelines on how to achieve this. The policy explains how to define bullying to the two different key stages, including what does not constitute bullying. Children are taught how they can help each other to prevent bullying in the school, such as “we can ask the bully to stop”, “we can stand up for the person being bullied and help them” and “we can try to make

If the teaching assistant has spoken to the same pupil(s) several times about the same behaviour, has even taken the step of taking away house points from the pupil, yet they still continue with the same behaviour; the pupil should at this stage be referred on to the class teacher.

We must report any inappropriate behaviour to the class teacher and take action where appropriate. We must be fair and consistent when applying the school procedures to ensure that the pupils are treated equally. If pupils who behave badly are treated differently, or in their eyes unfairly, they will become confused of their boundaries and unsure of what is expected of them. Treating misbehaving children differently will have a negative impact on future behaviour.

Describe, with examples, the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting?

1.2 My expectations as a members of staff in my setting is to become a valuable practitioner, to be reliable and build good relationships with children and parents. I encourage children to play, learn and explore and I always keep in mind their best interests. I work well as a part of a team both with members of staff and parents in order to support learning and development. This will help children feel confident, safe and secure. It will make parents feel confident as well. I make sure I always follow policies and procedures in order to keep my work place safe following all the regulations and codes of practice.

It is essential that all staff have a consistent and fair approach when dealing with children and young people. Children find it easier to display positive behaviour when they know what is expected of them. When the boundaries and rules are unclear children can become confused and may not be sufficiently developed enough to be able to articulate their confusion. As a result their behaviour may deteriorate as they find other ways to express their frustration. When the rules and boundaries are clear and applied consistently by all adults children will feel much happier and safe.

policies are the code of conduct, home school agreement, reward systems, prefects and the staff.

Adopting strategies to manage behaviour within a school largely depends on the whole school policy for behaviour management.

Guidelines of behaviour expected Children should act with consideration for others at all times. They are encouraged to listen politely, speak and act courteously to adults and each other. They should come into school calmly and to ensure this, at the end of playtime, they should wait quietly in the playground until told to enter the building. Once in the classroom, they should settle down purposefully. They should also leave the building sensibly whether going out into the playground or going home at the end of the day.

Having a good policy that clearly explains the procedures for preventing and responding to bullying behavior is important for all schools to have. Bullying should not be tolerated, and all staff should not allow any bullying at school to occur. All children have rights, no matter who they are, or what language they speak. All schools have a duty give children an education in a safe environment.

As staff we are responsible for ensuring that we do everything we can to support this. We treat the children fairly and respectfully at all times and take the time to listen and appreciate them. Boundaries are clearly defined by staff and are reiterated regular and rules are applied consistently according to their age.

This essay will explore and evaluate the purpose of behaviour management policies within educational settings. It will analyse developmental differences and environmental influences, which may affect both the cause and management of children’s behaviour in real life settings, linking to theories of leadership and behaviour management. Finally, this essay will conclude by reflecting upon the most effective methods and theories of behaviour management, in relation to children and adults within educational environments.

My professional practice setting, during the previous OFSTED inspection dated 2013 was deemed “GOOD” for the behaviour and safety of pupils (appendix 1). During Physical Education lessons I interact with single gender groups across the whole school. Through my interactions with pupils I would consider that pupils come from a good social and moral background, with a high percentage of these students being Muslim. Being Muslin and worshiping at Mosque they are required to be respectful and behave in an appropriate manor when they are being lead in prayer. These traditional values are then evident in the way they conduct themselves in school. During my time at the school I have changed my job role. Firstly I was a teaching assistant for an individual child with BESD and Autism. I then had to make the transition to be the main classroom teacher. This change had implications which I needed to overcome. Aggressive and threatening behaviour isn’t something I have come across in school, without exception. Having had discussions with colleagues from different faculties, this is evident across whole-school. With this in mind my predominant area of focus for behaviour management will be low level disruption and the strategies I have put in place to discourage this particular behaviour. In addition to this I will also analyse the strategies used for the very small number of students that cause further disruption on a consistent basis across whole school and the actions/interventions