• AC2. 1 Describe the benefits of encouraging and honoring positive behavior

It is of import that the grownup influences of the schoolroom recognise and praise the positive behavior of single students – particularly those who struggle to keep good behavior and be given to be told off more than others. It is besides indispensable to praise changeless good behavior ( from students who ne’er misbehave ) to avoid the development inappropriate behavior. Children respond to all sorts of positive congratulations. In my scene. the category instructor and LSA’s frequently add positive words like ‘fantastic’ . ‘brilliant’ or ‘well done’ when admiting their input towards the category. We besides use house items to honor good behavior. Giving the students a physical wages makes them experience that the attempts they make in their positive behavior is really apprehended. The more we praise good behavior of persons. the more likely the student is to go on the good behavior and keep a positive attitude towards school and acquisition.

• AC1. 1 Describe what each policy/procedure says. and what its intent is

The primary school in which I work has many policies and processs in topographic point to guarantee that all school regulations are adhered to. at all times. by all staff and students. It is the responsibility of the schools staff ( instructors. LSA’s etc. ) to guarantee that the students follow the school regulations. and that we ourselves are ever knowing about bing and new policies and processs. and implement them where necessary. A difficult transcript of the schools policies and processs must be available for all staff members and visitants to the administration to read. The school’s behavior policy is really of import and must be understood by all instructors and LSA’s. to guarantee that the students are given just. consistent guidelines on behavior.

Policies and processs are enforced to guarantee that the students understand what is expected of them and the boundaries and limitations to assist them pull off their behavior. Enforcing such policies and processs from an early age will assist the kids develop and apprehension of how to act. non merely at school. but throughout day-to twenty-four hours life. If the schools behavior policy is understood and practiced by grownups on a day-to-day footing. the kids will follow their illustration by exposing good behavior. and should transport the accomplishments of regard and good behavior through to adulthood.

In the contents of the behavior policy of the school I attend. it states the countenances to be followed where the school regulations are broken. On the first and 2nd juncture the student is given a warning. On the 3rd juncture the student is given a xanthous card. On the 4th juncture the student has to lose portion of the following available playday ( 5 proceedingss in which to reflect on their behavior and how they can do it better – should the students behaviour better after the 3rd warning. the xanthous card is to be disregarded ) . If hapless behavior persists the pupil’s parents are informed. and an appropriate scheme is to be agreed between the parents and instructor – whilst maintaining the caput instructor informed. Should the student continue to demo bad or inappropriate behavior. the student will be sent to the caput instructor. who will so discourse the agreed scheme with parents and the student concerned.

The behavior policy besides states that congratulations and wagess should be regular and consistent. We must offer positive verbal congratulations when possible. Class wagess will be used in each category to promote peer support of appropriate behavior. The behavior policy besides contains inside informations of the school regulations. the ‘VIP awards’ . and the ‘star of the hebdomad award’ . Children with illustrations of first-class behavior or exceeding work will be sent to the caput instructor for congratulations.

• AC1. 2 Describe the importance of all staff being consistent and just when using each policy/procedure.

In my scene. all staff members have read the schools policies and processs. and are kept up-to-date of any amendments or alterations. Staff members are expected to pattern these policies and processs at all times whilst supervising the behavior of students in all activities. We must describe any inappropriate behavior to the category instructor and take action where appropriate. We must be just and consistent when using the school processs to guarantee that the students are treated every bit. If students who behave severely are treated otherwise. or in their eyes below the belt. they will go baffled of their boundaries and unsure of what is expected of them. Treating misconducting kids otherwise will hold a negative impact on future behavior.

Recently. I witnessed a student at my puting utilizing inappropriate linguistic communication during a music lesson. where the category instructor was non present. I took the student to one side and set to their degree. I informed the student that the linguistic communication they had used was both inappropriate and unacceptable. I told the student that I would be informing the category instructor of the incident and that should it go on once more. I would be directing them straight to the caput teacher’s office. Another kid had overheard the inappropriate linguistic communication and copied it. I took the same action with the 2nd kid. and so separated them. traveling one kid to the other side of the schoolroom. After the music lesson. I informed the category instructor of both incidents. who thanked me for my input and said that the students would necessitate to be closely monitored for the remainder of the twenty-four hours.

• AC3. 2 Describe occasions when behavior jobs have been referred to others. Describe why the behavior was referred to person else. and explicate why it was referred to that individual.

In a recent maths lesson. I was sat with a SENCO student offering lesson support. During the lesson the student started knifing a school text book with a pencil. I told the student to halt. and informed them that they had caused calculated harm to school belongings. I told the student that I was giving them their first warning and told them that I hoped it was their last warning.

About 5 proceedingss subsequently. while the student thought I wasn’t looking. they began knifing the book once more. I instantly removed the book from their desk and referred the state of affairs to the category instructor. I informed her that the student had already received one warning. and had continued to do harm. The category instructor was concerned that the student had continued to damage the text book even after holding a warning. She decided to mention the student to the caput teacher’s office. to assist them understand the effects of their actions and the reverberations of damaging school belongings.

During a forenoon interruption. I noticed that a kid who was usually really sociable was sat on their ain. I approached the kid and sat following to them. I asked them if they were all right and whether they wanted to fall in in with the other students who were playing. to which they replied no. they wanted to sit entirely. I asked if they wanted to sit me with me for a piece and so possibly articulation in with the other kids if they felt like it. to which they said yes. I asked them if they were experiencing ok. or needed a drink possibly. but they said no. The student sat with me. really softly. for the whole interruption. I was concerned as this was a sudden alteration in behavior.

After interruption I approached the category instructor and asked to speak in private. I informed the category instructor that I was concerned about the student as they were usually really sociable but today they were really quiet and seemed troubled. The instructor thanked me for my input and informed me that the student was sing a hard clip at place. The instructor asked me to maintain a close oculus on the student and go on to offer support. The instructor besides said that she would discourse the pupil’s alteration in behavior with their parents. as the place life was holding an consequence on their school life.

I referred the above mentioned incidents to the category instructor. as the category instructor has a greater cognition of the person students and their background. I felt that as a voluntary Learning support helper I had offered all possible parts towards the state of affairs. I thought that the state of affairss need to be taken farther than my legal power. so referred them to the category instructor. In both instances. the category instructor made a determination to mention the state of affairss even further. to the parents or caput instructor. I did non experience that it was appropriate for myself to do such a determination. so referred the state of affairs to my immediate supervisor.