Promote Positive Behaviour free essay sample

Clayfields behaviour policy that staff should be aware of and adhere to; all new staff follow an induction programme to guarantee a dependable approach to behaviour management within . School group organization and teaching methods have a major influence on children’s behaviour as in classroom environments children are aware of the degree to which they and their efforts are valued. A relationship between a teacher/teaching assistant and the children, the positive strategies that are used, together with classroom displays that the children have done by themselves all have a bearing on a child’s behaviour. The whole ethos at Clayfielsd House is built around our emphasis on rewards that strengthen good behaviour and by showing children that they are highly valued as a individual. By giving children praise, whether it is informal or formal, in groups or individually, reinforces their feeling of belonging and achieving which in return produces good behaviour. Clayfields incentive system consists of; †¢ Positive and the appropriate praise. †¢ Writing/logging constructive comments about behaviour. †¢ Using the suitable sanctions when needed. †¢ Nominating ‘Star of the Week’ (Education staff offer a ? 0 book voucher). †¢ Mobilities, dependant on risk assessments and behaviour management plans. These types of rewards are intended to increase the motivation in a child and by recognising their success will lead to their good behaviour and a positive work ethic. However, where there is praise there must also be sanctions, this will teach children that unacceptable behaviour will not be accepted. Behaviour that may include; bullying, disrespect to adults, disruptive behaviour and racism, the use of sanctions in these instances are; It is made clear to the child why the sanction has been used in order for them to understand. †¢ That change in their behaviour is required in order for further sanctions not to be used. †¢ Group sanctions are avoided whenever possible as they can breed dislike amongst children. †¢ There is a clear difference made between minor and major offences. †¢ The focus is on the behaviour rather than the pupil as an individual. Restrictive Intervention: the act of any intervention which restricts a person’s right and freedom of movement. Restrictive intervention can be in forms such as; Social intervention – where harmful or destructive behaviour can be contained and moderated with the use of language including facial expressions and words, this intervention may be and should always be attempted first and relied on as a primary action. In my personnal experience as a RCW I find a better success rate with social intervention, defusing challenging behaviour incidents with sympathy or humour often helps calm the situation and move on to a resolution. This could then lead on to a restorative justice meeting where both parties can discuss openly their problems whilst resolving the initial issue. Mechanical intervention – the use of devices to prevent or contain a person’s movement such as locked doors. †¢ Physical intervention – using actual bodily contact which can only be used with clear justification and in guidance of staff training, policies and procedures a current MAPA certificate. Physical intervention may only be used upon ensuri ng safeguards are in place for the member of staff and also the person involved and when social and mechanical intervention is not sufficient . Moderate risk to prevent danger to others should be expected but physical intervention may not be used if there is a substantial risk of injury or it conflicts with any individual care plans in place. †¢ Planned Intervention using evidence from observations, assessments, care plans and risk assessments. A planned intervention may be ensuring that a member of staff sits with a child at group times to support, facilitate and moderate their behaviour towards the other children. Emergency intervention – actions taken to diffuse/deflect unpredicted events. A emergency intervention may occur in the form of a pre-empted self harm or fire risk. 2. Proactive Strategies Proactive strategies are the strategies that are already in place to deal with behavioural problems. Proactive behaviour management is basically ‘training’ the children in what is expected of them. Reasons children behave as expected could be that they simply ‘know’ what is expected of the m or they ‘know’ the consequences for not behaving appropriately. Praise is the best way of promoting a proactive behaviour management plan. We need to give lots of praise for positive behaviour and logical consequences for inappropriate behaviour. The best way to let children know what you expect of them is to remind them every day, tell them the rules of the setting, discuss choices with them and don’t forget to praise them when they are behaving appropriately. Stategies: Rule making and boundary setting Know how to undertake observations that identify events and triggers Know policies and procedures Celebrate and praise all childrens accomplishments Reactive Strategies Reactive strategies are how you deal with an incidence of inappropriate behaviour at the time it occurs. We respond to the child’s choice and implement a consequence for inappropriate behaviour. No matter how good our proactive strategies are we will at some time need to use a reactive strategy. Consequences that are reinforced to children on a daily basis as part of proactive strategies will be carried out in reactive strategies. If a child makes an inappropriate choice then we must redirect their behaviour. Stategies Use knowledge to manage an incident of conflict Support children to achieve a positive resolution and agree ways to avoid conflict in the future Although instances of poor behaviour are fairly minor at Parkhill School and can be dealt with through simple responses and communication, it is also important to remember that when using sanctions the sanction does not outweigh the actual offence.