Support Children and Young People’s Positive Behaviour Essay Example for Free

Support Children and Young People’s Positive Behaviour Essay †¢ AC2.1 Describe the benefits of encouraging and rewarding positive behaviour It is important that the adult influences of the classroom recognise and praise the positive behaviour of individual pupils – especially those who struggle to maintain good behaviour and tend to be told off more than others. It is also essential to praise constant good behaviour (from pupils who never misbehave) to avoid the development inappropriate behaviour. Children respond to all kinds of positive praise. In my setting, the class teacher and LSA’s often add positive words like ‘fantastic’, ‘brilliant’ or ‘well done’ when acknowledging their input towards the class. We also use house tokens to reward good behaviour. Giving the pupils a physical reward makes them feel that the efforts they make in their positive behaviour is very appreciated. The more we praise good behaviour of individuals, the more likely the pupil is to continue the good behaviour and maintain a positive attitude towards school and learning. †¢ AC1.1 Describe what each policy/procedure says, and what its purpose is The primary school in which I work has many policies and procedures in place to ensure that all school rules are adhered to, at all times, by all staff and pupils. It is the duty of the schools staff (teachers, LSA’s etc.) to ensure that the pupils follow the school rules, and that we ourselves are always knowledgeable about existing and new policies and procedures, and enforce them where necessary. A hard copy of the schools policies and procedures must be available for all staff members and visitors to the organisation to read. The school’s behaviour policy is very important and must be understood by all teachers and LSA’s, to ensure that the pupils are given fair, consistent guidelines on behaviour. Policies and procedures are enforced to ensure that the pupils understand what is expected of them and the boundaries and restrictions to help them manage their behaviour. Enforcing such policies and procedures from an early age will help the children develop and understanding of how to behave, not just at school, but throughout day-to day life. If the schools behaviour policy is understood  and practiced by adults on a daily basis, the children will follow their example by displaying good behaviour, and should carry the skills of respect and good behaviour through to adulthood. In the contents of the behaviour policy of the school I attend, it states the sanctions to be followed where the school rules are broken. On the first and second occasion the pupil is given a warning. On the third occasion the pupil is given a yellow card. On the fourth occasion the pupil has to miss part of the next available playtime (5 minutes in which to reflect on their behaviour and how they can make it better – should the pupils behaviour improve after the third warning, the yellow card is to be disregarded). If poor behaviour persists the pupil’s parents are informed, and an appropriate strategy is to be agreed between the parents and teacher – whilst keeping the head teacher informed. Should the pupil continue to show bad or inappropriate behaviour, the pupil will be sent to the head teacher, who will then discuss the agreed strategy with parents and the pupil concerned. The behaviour policy also states that praise and rewards should be regular and consistent. We must offer positive verbal praise when possible. Class rewards will be used in each class to encourage peer reinforcement of appropriate behaviour. The behaviour policy also contains details of the school rules, the ‘VIP awards’, and the ‘star of the week award’. Children with examples of excellent behaviour or exceptional work will be sent to the head teacher for praise. †¢ AC1.2 Describe the importance of all staff being consistent and fair when applying each policy/procedure. In my setting, all staff members have read the schools policies and procedures, and are kept up-to-date of any amendments or changes. Staff members are expected to practice these policies and procedures at all times whilst monitoring the behaviour of pupils in all activities. 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. Recently, I witnessed a pupil at my setting using inappropriate language during a music lesson, where the class teacher was not present. I took the pupil to one side and bent to their level. I informed the pupil that the language they had used was both inappropriate and unacceptable. I told the pupil that I would be informing the class teacher of the incident and that should it happen again, I would be sending them straight to the head teacher’s office. Another child had overheard the inappropriate language and copied it. I took the same action with the second child, and then separated them, moving one child to the other side of the classroom. After the music lesson, I informed the class teacher of both incidents, who thanked me for my input and said that the pupils would need to be closely monitored for the rest of the day. †¢ AC3.2 Describe occasions when behaviour problems have been referred to others. Describe why the behaviour was referred to someone else, and explain why it was referred to that person. In a recent maths lesson, I was sat with a SENCO pupil offering lesson support. During the lesson the pupil started stabbing a school text book with a pencil. I told the pupil to stop, and informed them that they had caused deliberate damage to school property. I told the pupil that I was giving them their first warning and told them that I hoped it was their last warning. About 5 minutes later, while the pupil thought I wasn’t looking, they began stabbing the book again. I immediately removed the book from their desk and referred the situation to the class teacher. I informed her that the pupil had already received one warning, and had continued to cause damage. The class teacher was concerned that the pupil had continued to damage the text book even after having a warning. She decided to refer the pupil to the head teacher’s office, to help them understand the consequences  of their actions and the repercussions of damaging school property. During a morning break, I noticed that a child who was normally very sociable was sat on their own. I approached the child and sat next to them. I asked them if they were ok and whether they wanted to join in with the other pupils who were playing, to which they replied no, they wanted to sit alone. I asked if they wanted to sit me with me for a while and then maybe join in with the other children if they felt like it, to which they said yes. I asked them if they were feeling ok, or needed a drink perhaps, but they said no. The pupil sat with me, very quietly, for the whole break. I was concerned as this was a sudden change in behaviour. After break I approached the class teacher and asked to talk in private. I informed the class teacher that I was concerned about the pupil as they were normally very sociable but today they were very quiet and seemed troubled. The teacher thanked me for my input and informed me that the pupil was experiencing a difficult time at home. The teacher asked me to keep a close eye on the pupil and continue to offer support. The teacher also said that she would discuss the pupil’s change in behaviour with their parents, as the home life was having an effect on their school life. I referred the above mentioned incidents to the class teacher, as the class teacher has a greater knowledge of the individual pupils and their background. I felt that as a volunteer Learning support assistant I had offered all possible contributions towards the situation. I thought that the situations need to be taken further than my jurisdiction, so referred them to the class teacher. In both cases, the class teacher made a decision to refer the situations even further, to the parents or head teacher. I did not feel that it was appropriate for myself to make such a decision, so referred the situation to my immediate supervisor.

Thornton Wilders Our Town Essay -- Essays Papers

Thornton Wilder's Our Town Our Town is play written a while ago, but it relates to any time. Showing that routine is a part of everybody’s life. No matter what day and age you live in your going to have a routine. This play shows an example of two families and their daily routines. The whole play relates to routine even the different acts. Our Town takes place in Grover’s Corner, New Hampshire around the turn of the century. (1900’s). This play uses a lot of flashbacks. There’s one with George and Emily when they first fall in love at Mr. Morgan’s shop. It also uses foreshadowing. When they told of how everyone died. Another flashback is when Joe comes back after about ten years and they talk about the dead and everyone’s lives. George was one of my favorite characters. He’s really the only one I could relate to. He seems to be the only one that isn’t caught up in the routine thing as much as the other characters. He plays baseball and loves Emily. He is the protagonist. Emily was a round static character too. Simon the town drunk was an antagonist, flat, and dynamic. There were 3 acts. These three acts are all different days that are years apart. A cycle, born, get married, and die. In Our Town Act one was the beginning of a day and the childhood of George and Emily. Act two was in the middle of the day years later where George and Emily get married. Finally Act three is the end of the day when Emily is dead and goes back for her twelfth birthday. The stage direc...

Primary Education and School Children Essay

The Government of India in 2001 launched the Sarva Shiksha Abhiyan (SSA), a nationwide programme to provide universal primary education, thereby encouraging secondary education also. The Center passed The Right to Education Act in 1 April 2010, which guarantees free and compulsory education to every child in the 6-14 age groups. But, the lack of awareness on the requirement of pre-school education & operational challenges including the availability of quality teachers are some of the issues that still limit the widespread benefits from the government act. Though the number of institutes has gone up significantly since then, but most of them provide an average education. Many state-funded schools in India lack even the basic infrastructure. In fact the quality of education, especially in remote villages, is very dismal. The quality of teaching in elementary schools is not up to the mark. Teacher absenteeism is widespread, teachers are not adequately trained and the quality of pedagogy is poor. One of the major challenges is the diminishing inclination of youth towards the teaching profession. The low salary base, lack of incentives and a lethargic job with less of dynamism have made the profession a last resort for the youth. Also, the profession has lost the level of respect that it deserved. Nowadays, it is only been seen as a supplementary income, and they keep trying to enhance their qualification, till they get into a better job. While there is immense shortage of primary and upper primary schools, there are some schools in many parts of the district where a single teacher is taking all classes from 1-5. As per RTE Act norms, the ratio of teacher and students should be 1:30 in primary schools and 1: 35 in upper primary schools. But, past 2 years since the enactment of the RTE act, there is a shortage of 1. 2 million teachers in India. This gap has led to lack of interest in the students too, which led to decline in the enrolment and also shift towards tuitions. Key national highlights by ASER report 2009 * The percentage of all rural children in Std 5 reading text at Std 2 level shows a decline from 56. 2 percent in 2008 to 52. 8 percent in 2009. This means around 40% of all rural children in Std 5 in India are at least three grade levels behind based on their level of learning * In math, for children in Std 5, the ability to do division problems has hardly increased. From 2007-09, for children in government schools the ability has actually declined from 41 percent to 36% * In Government Schools, 17. 1 percent students take private tuitions, and it rises to 30. 8 percent by the time they reach standard 8th * In private schools more than 25 percent students take private tuitions from standard 1 itself. Some of these challenges can be overcome by adopting Innovative teaching/ learning methods to achieve the desired quality: For high quality education throughout, India needs to focus on strengthening nation wide network, which would provide equal quality education to all students, including the students from the rural areas and villages, irrespective of the type of school. New methods of delivery would enable to augment access, quality and improve delivery at various levels of education and also to bridge the gap between the faculty requirements and their availability. Information, Communication and technology (ICT) tools such as videos, television and multimedia computer software that combine text, sound, and colourful, moving images can be used to provide challenging and authentic content that would engage the students in the learning process. ICTs can also be used to improve access to and the quality of teacher training. Some international examples in this regard are: * Cyber Teacher Training Center (CTTC) in South Korea is leveraging on Internet to provide better teacher professional development opportunities to in service teachers. The government-funded CTTC, offers self-directed, self-paced web-based courses for primary and secondary school teachers * In China, large-scale radio and television-based teacher education has for many years been conducted by the China Central Radio and TV, University, the Shanghai Radio and TV University (RTVU) and many other RTVUs in the country. Some progressive approaches the Indian education sector has adopted * Eight hundred and fifty schools in India use Tata Sky Active. Besides over a million Tata Sky homes spend more than INR 30 every month to buy services such as Active English, Active Learning and Active Wizkids. * Activity based learning – * Katha: A Initiative involving Amar Chitra Katha characters to impart education to school children * Hey Math: Content providers are selling different school fundamentals as a learning package to children. Initiatives are now in place to sell science packages * Campus-Connect Programs – Governments are having partnerships with training schools for vocational training, like Government of Delhi and IndiaCan have partnered to impart English education to bus drivers * Voucher Schools – * A school voucher or education voucher is a certificate issued by the government which parents can apply toward tuition at a school * The government of Rajasthan has announced two schemes that use school vouchers- Gyanodaya for classes 6-12 and Shikshak ka Apna Vidyalaya for classes 1-5. Trends in Education Sector in Pre-school: Trends| Examples:| Entry of Big Corporate| * Many corporate houses have / are planning to set up their own chain of pre-schools – Pre schools are viewed as attractive investment opportunities due to the growth potential. * For e.g. Alphakids set up by Camlin group and Globe Tot’ers by Yash Birla Group, P&G’s flagship Corporate Social Responsibility Program Shiksha. | Joint Ventures with Builders| * Increasingly preschools are forming joint ventures with builders. Partnering with builders helps in imparting flexibility in the business against high lease rentals * AEZ group and Mothers Pride entered into a JV for a Preschool| Upgrade to K 12| * Preschool chains are moving up the value chain by upgrading to K-12 schools to ensure scalability  for preschool firms * Kidzee, Euro Kids and Kangaroo Kids are upgrading to K-12 school and a large majority of their preschool population is expected to be the potential customers for K-12| Expansion to Tier I & Tier II Cities| * Demand and affordability is increasing in small towns with the growing awareness among people about the need to send children to preschools. * Euro kids plans to add 1000 pre schools in medium term with Tier II and Tier III cities as growth drivers| Leveraging Infrastructure foreconomic viability| * In order to maximize space utilization, preschools are leveraging the existing infrastructure to generate additional revenues * Additional programmes are being offered in the same premise in order to allow higher utilization of the infrastructure|.

Poetry Analysis - 783 Words

Poetry Analysis Essay â€Å"Poema para los Californios Muertos† Lorna Dee Cervantes poem, â€Å"Poema para los Californios Muertos† (â€Å"Poem for the Dead Californios†), is a commentary on what happened to the original inhabitants of California when California was still Mexico, and an address to the speakers dead ancestors. Utilizing a unique dynamic, consistently alternating between Spanish and English, Cervantes accurately represents the fear, hatred, and humility experienced by the â€Å"Californios† through rhythm, arrangement, tone, and most importantly, through use of language. Many times readers do not grasp a strong sense of the meaning or provocation of a poem simply through its title. However, the title â€Å"Poema para los Californios†¦show more content†¦The most important aspect that differentiates this poem from many others is the dramatic use of dual language. Because many readers must use the translated notes to understand the Spanish portions of the poem, it requires them to deeply consider the speakers connotations. Many readers will not realize Cervantes intentional placement of the Spanish portions. Stanzas one, two, and three begin in English and end in Spanish. However, stanza four begins in English and ends in English with only one line in the middle consisting of Spanish. Though it is overlooked, this tactic offers a path upon which the subconscious may embark. To the speaker, California has been overrun and forever changed by the white people, represented by English. 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