Unit 209 – Support Children and Young People’s Positive Behaviour Assignment overview Introduction This assignment is intended to provide evidence of a candidate’s knowledge, understanding and skills required to support positive behaviour of children and young people. By completing all tasks within the assignment the candidate will provide evidence that meets the Learning Outcomes and assessment criteria of Unit 209 – Support Children and Young People’s Positive Behaviour Tasks There are three tasks to this assignment. A Policies and Examples B Explanation Assignment coverage
Learning outcomes covered TaskTask NameLearning Outcomes Covered APolicies and Examples1 Know the policies and procedures of the setting for promoting children and young people’s positive behaviour 1. 1describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour 1. 2describe 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 BExplanation2Support positive behaviour Respond to inappropriate behaviour 2. 1 describe the benefits of encouraging children and young people’s behaviour 3. 2 describe the sorts of behaviour problems that should be referred to others and to whom these should be referred Unit 209 Support Children and Young People’s Positive Behaviour Task A – Policies and Examples Outcome 1 ref 1. 1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour – use the Categories below Behaviour Policy•To create a positive learning environment. To make sure children feel safe, secure, calm and happy when at school. •To ensure that children recognise that they are responsible for their behaviour and that there are consequences for both good and bad behaviour. •A well behaved class will have maximum learning time. •To make parents, staff and governors aware of what is expected of them and the children. Code of Conduct•Children expect members of staff to be a positive role model and help to guide them in the right direction. •Treat everyone and everything with the same respect as you would expect to be treated. To be kind and polite to all and not to use offensive language. • Rewards & Sanctions•Used to recognise, acknowledge and celebrate good behaviour, effort and achievement. Thus making a child wants to achieve, succeed and be proud of themselves. •Stickers are used in numeracy and literacy. •Marbles are placed in a jar every morning if the child has read at home, once the jar is filled they have an extra 10 minutes of playtime. •Golden time, playing games of the children’s choice. •Celebration table in the dining hall specially set out table that the children sit at with the head teacher. Positive talking, nice sitting etc. •Time taken off of their golden time •Missing playtime. •Detention. •Sent to the retreat room. •Go on report. Conflict and inappropriate behaviour•First act would lead to a formal warning issued by the teacher or TA. • Second act would mean a second formal warning and the child missing out on their playtime and being sent to the “take a break” room where a record is kept of how many times a child receives this consequence. A regular pattern of 5 in one term will result in the next step. The third formal warning would mean the behavioural leader being informed who would discuss the issue with the child and inform parents. •Fourth, reported to KS leader and internal exclusion and formal letters to parents. •Fifth, reported to deputy head and meeting with parents to be made. •Final, reported to head teacher and possible exclusion. Anti-bullyingAll staff, including lunchtime assistants and teaching assistants follow the same procedure when an incident of suspected bullying is reported or witnessed •Reassure the child that they have done the right thing by telling someone. Ensure the child knows that the best thing is not to retaliate. •Listen to the child and make a record of any key information with names, dates and times. •Is there any evidence may be written or a witness. In the case of cyber bullying help the person to keep evidence such as screen capture or not deleting emails or texts and help the child to understand how to prevent it from happening again e. g. changing contact details, leaving a chat room. Share the information with the Head teacher or Deputy Head teacher and consider subsequent action and support. •Inform both sets of parents of action to be taken. •If bullying persists the Head teacher will involve the parents in improving the situation. Attendance A letter will be sent to the parents of any child identified as having attendance problems informing them of the school’s concerns and offering support to resolve any problems that may be preventing a child from attending.
The child’s attendance will be closely monitored and if after a two week period there appears to be no improvement the parents of the child will be invited to a meeting with the head teacher to discuss the issue and hopefully resolve any problems preventing the child from attending. If the parents do not attend the meeting or after the meeting the attendance of the child does not improve a formal referral to the EWO (education welfare officer) will be made.
Schools have a school behaviour policy and a part of this is their attendance policy. Children are encouraged to attend school on a regular basis by receiving rewards for attendance this can lead to a better behaved child too as they begin to feel valued and so want to be in school. 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 your setting – Outcome 1 ref 1. Firstly it is important that everything is relevant to a child’s level of ability and understanding as you need to consider what the child understands when applying rules. Every child no matter of what their age or circumstances needs structure and guidelines to follow. This helps a child realise what is consistently expected of them in the surroundings of the school and what is deemed as bad or unacceptable behaviour. Rules and structure give a child a sense of security.
It also goes towards creating a positive learning environment which in turn leads to maximum quality learning time as there are fewer disruptions. Teachers and TA’s should liaise and work together so that they are applying the same rules for the children otherwise a child will become confused e. g. if one asks them to work quietly and the other lets them chat whilst they are working they will not know what the rule is so may not follow it and be confused when they are then told to be quiet.
If a child sees another behaving badly but does not then see that child being pulled up on their behaviour they will have a tendency to want to join in with them which can lead to a disruptive class. Positive talking is very effective, rather than constantly telling certain children to sit down and be quiet for example telling a child that they are doing “good sitting” will promote others to follow as they want to be praised and recognised for their good behaviour too.
Having a smiley face and a sad face on the white board and just saying well done followed by the child’s name and what they are doing positive then writing their name under the smiley face, or not so well done and writing that child’s name under the sad face also helps the children quickly sit and listen to their teacher as they know that there will be a sanction for the children that are persistently on the sad side.
These sanctions could be as simple as shortening their golden time or taking away a house point. Every new school year the children are asked to sit with their new teacher and TA to discuss and put in place classroom rules that they have all agreed on for good and bad behaviour. Here is an example of the sort of things that are expected in our class. Unit 209 – Support Children and Young People’s Positive Behaviour Task B – Explanation Outcome 2 ref 2. 1 – Outcome 3 ref 3. Describe the benefits of encouraging and rewarding positive behaviour When a child is rewarded for their good behaviour it promotes a sense of self worth within them and can also lead to boosting their confidence. This can make them more eager to want to carry on achieving and therefore being rewarded for their efforts. Rewarding children also shows them that their teachers and TA’s are aware of their positive behaviour and the effort that they are making.
It can have an all round effect on other children in the classroom as they will see the rewards that they too can have by making a persistent effort to behave in the expected manner towards others and themselves and this can lead to a positive learning environment for all. It is a good thing for young children to learn self discipline and motivation as it will help them to achieve and have a sense of pride in all areas of their lives. Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred Physical abuse leading to visible injuries –Head Teacher •Racism, in any shape or form– Head Teacher •Using abusive language- Head Teacher •Bullying –Behavioural manager and Class teacher •Vandalism – Behavioural manager and Head Teacher •Lack of compliance when trying to deal with an incident – Deputy Head Teacher •Consistent Anger directed at others – Behavioural manager •Inappropriate sexual behaviour or language – CP officer and class teacher
Economy-The Basics, Fourteenth Edition, by John J. Macionis
Economy-The Basics, Fourteenth Edition, by John J. Macionis.
Essay 1 information INSTRUCTIONS To successfully complete this course, you must write an essay based on information found in your textbook Sociology: The Basics, Fourteenth Edition, by John J. Macionis and selected readings from Seeing Ourselves: Classic, Contemporary, and Cultural Readings in Sociology by John J. Macionis and Nijole V. Benokraitis. You must only use your textbook and reader to complete the essay exam. No outside sources are allowed. Based on the subjects below, you’ll choose one of the topics and submit a well-written argument based on one of the topics that is 750 to 1,000 words in length. Your essay should be typed in complete paragraph format and double-spaced. Save your cover page, essay, and references page as a single document in Microsoft Word or rich text format only. Include an APA-style References page. Remember: If you use the exact words of any of the authors, you must use quotation marks and parenthetical in-text citations. Visit this site to learn more about proper formatting of citations, both in text and on a reference page. Remember, you only need to select one of the following topics I chose: Economy Begin by reviewing Chapter 8, “Social Stratification,” in your textbook, Society: The Basics. In addition, read “Nickel-andDimed: On (Not) Getting by in America,” (Reading 36) in your reader, Seeing Ourselves. Based on what you’ve read, argue if a family can survive on a minimum-wage income. Be sure to consider take-home pay and such necessities as rent, food, transportation, and clothing. Consider whether such things as cable television, Internet, smart phones, and general entertainment should be considered necessities or luxury items in America. Finally, state your position on whether or not the “American Dream” is still achievable for most Americans. Your essay must include n A stated opinion on whether a family can survive on a minimum-wage income n A logical argument based on the readings and your own personal experience (or that of others) Process Your essay assignment must include 1. A title page 2. The body of your paper (750–1,000 words) 3. References, if needed The Title Page The first page of your paper will be the title page. Provide the following information: n The title of your chosen topic and the article you are basing your topic on n Your name and student ID n Current date (e.g., November 1, 2017) n Introduction to Sociology 125 n Essay 1 25017500 Developing the Body of Your Paper As stated earlier, you are to choose one of the assigned topics and create a thoughtful, well-written essay of 750 to 1,000 words based solely from the sources provided (i.e., your textbook and the reader). If you use the exact words of any of the authors, you are required to use quotation marks and provide proper citations both in the text and a properly formatted reference page. To learn more about the proper American Psychological Association(APA) way of formatting in-text citations and a reference page, please visit any of these places: Formatting Format your paper using a standard font, such as Times New Roman, 12-point, double-spaced. Set the margins at a standard 1-inch on all sides. Since you’ve given your information on the title page, no header is necessary. The standard style format for citations is American Psychological Association (APA).
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