Fifty and Fabulous

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Promote children and young people’s positive behaviour (A/601/4069) Part 2

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Supporting Teaching and Learning in Schools

Unit 5: Promote children and young people’s positive behaviour (A/601/4069)

Learning Criteria: Be able to promote positive behaviour.

This unit required me to carry out activities that were witnessed in a school setting. Due to confidentiality I will not be posting my paperwork that I sent to my tutor here in this post. I hope you understand.

Question 2.1: Explain the benefits of actively promoting positive aspects of behaviour

Positive behaviour and engagement with school is crucial to good educational attainment which not only benefit the pupil themselves but the educational setting too. Improving the behaviour of children and young people in school and increasing engagement with education is now a feature of education policy across the UK; in fact recently policy has also aimed to tackle truancy and exclusion from schools and has set targets to monitor progress and improving the behaviour and engagement of school pupils is instrumental in achieving these new government targets.

Learning theorists suggest that if you do something and like what happens, you are more likely to repeat the action. On the other hand, if you do something and don’t like what happens, you are more likely to stop doing it. So, in order to promote pupils’ positive behaviour, a system of clearly recognised, planned positive consequences is often introduced in schools; promoting positive behaviour focuses on good behaviour and sets out to ensure that children who work hard and behave well will be recognised and rewarded in a variety of ways.

Actively promoting positive aspects behaviour on a continued and consistent basis can bring many benefits to pupils, staff and schools.

For example, a positive framework with realistic expectations for pupils’ conduct created a welcoming and structured environment that helps the children to know their boundaries which not only promotes feelings of stability and security for the children but also provides the same for the adults who support them.

Positive motivation through praise, encouragement and rewards supports the development of pupils’ self-reliance, self-confidence and positive self-esteem which has many long term benefits as already discussed earlier in this course (Unit 1 L/601/1693 Understanding How Children and Young People Develop).

Another benefit is positive social interactions between pupils and staff which has the added benefit of not only encouraging staff confidence in supporting pupils’ learning.

Promoting positive behaviour creates a positive atmosphere which makes educating pupils more interesting and enjoyable which then has the potential to create opportunities for more effective thinking and learning leading to improved educational achievement and test/examination results. Penny Tassoni also writes,

By carefully working with children we can often create a positive atmosphere in which unwanted behaviour is rare

(Tassoni, P (2000) Diploma in Child Care and Education, Heinemann Educational Publishers, Oxford)

which means that a further longer term benefit of promoting positive aspects of behaviour is the reduction of unwanted or disruptive behaviour in the classroom.

It is interesting to learn that research has shown considerable benefits for young people, projects and communities as a result of improved behaviour in secondary schools; the potential knock on effects and long term benefits for society being cited as; more positive social interactions within friendships, groups, clubs, etc., a vitalising of community spirit and belief in citizenship, positive attitudes towards others, equal opportunities, racial harmony, etc. and a more positive attitude to education. In fact, when talking of the benefits of actively promoting positive aspects of behaviour at school generating a greater interest in going on to higher and further education, Teena Kamen writes,

Research shows that pupils are more likely to maintain an interest in education leading to further training and qualifications and are less likely to go on to experience ‘juvenile delinquency’ and adult unemployment (Ball, 1994)

(Kamen, T (2011) Teaching Assistant’s Handbook Level 3, Hodder Education, London)

which has got to be a wonderful benefit, not just as an economic success for individuals but for society as a whole.   

 

Question 2.2: Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviours and respect for others assessed in the workplace

Witness Testimony sent to tutor.

 

Question 2.3: Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting assessed in the workplace

Witness Testimony sent to tutor.

 

Question 2.4: Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour assessed in the workplace

Witness Testimony sent to tutor.

 

Question 2.5: Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting assessed in the workplace

Witness Testimony sent to tutor.

 

My answers to the next questions in this unit will follow…

Author: Fifty and Fabulous

I wear many hats in my life; I am a wife, a mum, a teaching assistant, a fiction editor, a proofreader, and a loyal and supportive friend.

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