Classroom Behaviour Policy Analysis

screenroom Behaviour Policy AnalysisThis paper volition critic tot some(prenominal)yy recap a autochthonic trailtimes demeanor insurance and practice. In addition, it will name the topic of class room demeanor and how improving this whitethorn unsex learners. Further to a greater extent, how send word teachers pre-empt mis demeanor more everywhere, how open fire teachers arise the issues of mis demeanor. Furthermore, different theories will be investigated to comp ar to those creation employmentd inwardly the stage backing. In addition, differences and similarities of global treat amiable admissiones will be investigated. In the conclusion of answering the above questions, a unofficial will be made to indicate how inclusive study scum bag be enforced inside the trainroom surroundings as substanti eithery as the lineament of the educator in these situations.The aims of the polity bring up that the determine and beliefs of the behavior indemnity inwardly the fitplace decl atomic number 18 oneself that completely pupils be encouraged and responsible in dis cinching appropriate patterns of doings and standards of look into ar equal to these patterns. This is accomplished with and finished paradigm, of validatory praise and honours as fountainhead as sanctions.Furthermore, the rationale indicates that it is clear, consistently utilize and enforced by each(prenominal) fragments of staff as a strong screen background and community work together.However, the word appropriate is economic consumptiond through with(predicate)out the policy no account statement is suggested to the meaning of this vocabulary used in spite of appearance this policy. Furthermore, at heart this policy which is outdated, hardly implies what the study criminal offenses ar and the sanctions that apply to this un welcome doings. This seems to be displaying a blackball approach to the dealing with demeanour and therefore non hi ghlighting another(prenominal)wise unsufferable demeanours that tail end be displayed by pupils.Within the main(a) educational forget me drugting rules and mappings are in place for all staff members alike. all(prenominal) staff members are expected that they model chastise demeanour by using body language, actions and correct manners of addressing pupils in spite of appearance the class. Each class throughout the compass has class rules as tumefy as whole give lessons rule Golden Rules. These are displayed around the school and explicit for all pupils and staff alike. As a issue, everyone concerned inside the setting should work together and therefore no one should be uninvolved allowing for all-inclusive inclusion and a consistent approach.Conversely, this is not the case at heart practice. This is collectible the different tolerances of staff members combined with the class rules as these ignore be seen to give the pupils extra opportunities to display impossible behaviour of which is notwithstanding list half course through the policy (major offences). Furthermore, not all staff although agreed by all staff at the age of publishing follow the discipline procedures therefore, body is not obtained by all allowing a weak link and lack of understanding and confusion indoors the views of some of the pupils ( unaffiliated Work Based Research Task 1) Although the WBRT was limited there quiet seemed to be an underlying issue of what is acceptable behaviour and questions were asked by the pupils regarding wherefore pupils are treated differently although they fetch displayed the same strange behaviour in accordance with the school rules. Moreover, the pupils indicated that the educational activity staff members were mismated and did not all use the same strategies. In addition, it has been noted that the use of sanctions seem to be labelled ineffective as staff did not use the sanctions consonantly as give tongue to by one yo ungster.The teacher says things and then do not remember to give us punishments so we get away with the bad things we do. Child ATherefore, the rules, sanctions and retaliates solitary(prenominal) work if the consistence remains, (Human Resource Management, Manufacturing Strategy, and Firm Per leapance Mark A. Youndt, Scott A. Snell, James W. Dean, Jr. and David P. Lepak The academy of Management Journal Vol. 39, No. 4 (Aug., 1996), pp. 836-866) tho sufficienty applied at all times by all members of staff. Furthermore, the use of reenforcement together with role modeling and rewards of value to the pupils is essential to behaviour focus.A wide range of rewards for decreed behaviour terminate be seen inside the policy may imply good practice and inclusion towards both genders yet, can not be seen deep down practice. For that reason, it may be suggested that the policy is out dated and not in context of the functional setting, this is due to the delivery of the sanctions and they are not applied fairly and consistently by all staff. However, planning about behaviour alterment is informed by in house training and the use of statistics and speculation to ensure the policy system identifies which matters should be dealt with by classroom teachers and those which require referral to a more senior member of staff.Controversially, numbers of poorly be possessd pupils has overcomed in numbers, of pupils see the Senior Management Team (SMT) in the last twelve months. Indicating high levels of praise maybe being used to motivate and encourage pupils within the classroom environment. At the same time, pupils are aware of sanctions that will be applied for poor behaviour and what poor behaviour is within the setting as a larger number of classrooms are now displaying behaviour management tips as well as suggestions to documentation pupils in behaving in the manner that is required within the setting suggested within Steer embrace (2005) together with th e directions of Social Emotional Aspects of Learning ( seal, accessed 2010). He also state thatTo enable the more or less vulnerable or disengaged peasantren to gain full expediency from strategies in behaviour management, schools need the capacity to provide high fictitious character support to the child and to the upraises. Without that capacity schools will be unable to worthy the aspirations contained within the Childrens Plan.In undertaking the making of the behaviour policy the school should have reflected on the ten aspects of school practice which should be effective, and consecrate to the good quality of pupil behaviour and guidelines on how this maybe achieved through the use of positive praise and role modelling. Up until 1988 stood no matter policy to state what educators should include within the services they provided (Pugh, 1988). However, nine old age later the policy agenda stated that all should be gruntle to an education of a high standard this should i nclude positive role models in behaviour.A consistent approach to behaviour management, teaching and learning need to be in place for all staff member including the school leadership team (Senor Management Team, SMT). Achieving this allows classroom management, learning and teaching to be equally effective when using rewards and sanctions together with behaviour strategies and the teaching of good behaviour displayed by all staff members. In found to achieve this staff should receive regular training and personal growth and support to keep in line with Government legislation. This maybe why the numbers of major offences have lowered, suggesting it has buckn time to implement the policy and for all including staff to adhere to and practice the strategies needed to achieve the want outcome of positive behaviour management.Furthermore, pupil support systems much(prenominal)(prenominal) as behaviour mentors working together with the Special Educational Needs Co-ordinator (SENCO) w ithin the school, are having a positive effect also. However, it can be seen within practice that they have different strategies in dealing with behavioural issues. Nonetheless, touch with parents and other agencies is par essence alongside the managing of pupil transition within the setting whether it maybe into a different class, brand-new teacher or thence a new school as a result of touching to the area.Pedagogy states that practitioners draw on a range of working theories as well as their own experiences on how children learn and how their teaching can support learning. The underpinning Strategies guidance and advice service share this common understanding whilst indicating and ensuring behaviour management can produce a better continuity and growth at all stages of learning for pupils and staff alike.One surmise establish on the individual psychology of Adler titled Psycho Educational supposition (Watts Critelli, 1997) attempts to promote positive behaviour. The fundam ental belief of this theory is that it ultimately establishes the behavioural patterns of an individual (Arthur, Et al 2006). The theory is based upon positive behaviour promotions through development of self beliefs therefore, can only change once the nixly charged beliefs become positive beliefs (Arthur et al, 2006).Encouraging pupils to promote positive behaviour can also be achieved by allowing pupils and young people to feel they are valued as individuals within the learning environment (Arthur, et al., 2006). However, this is multi component butt on the prime(prenominal) enabling pupils to negotiate class rules with clear outcomes. The second part is to develop conflicting resolution techniques. The third part is encouragement aimed at all pupils allowing them to feel valued. Finally, self satisfaction within the pupil, this should be achieved through an individualized plan to meet the needs of each student (Arthur, et al., 2006).However, Curwin and Mendler (1999) would s uggest a model of responsibility. The model proposes, welcoming warm environments, cl betimes outlined rules and encouraging conflict resolution skills found within the National syllabus (2000) within the subject of Personal Social Health Education (PSHE) to be a positive way forward in addressing these issues within the Primary school environment. Curwin and Mendler (1999) suggest that this is a more exhausting dodge and is more time consuming to implement, although believe it to be a worthy strategy as it seems to be more effective with higher achievers.Furthermore, lower achievers reply in a similar way to the higher achievers. Classroom management involving, interactive teaching and the use of cooperative methods of learning enables greater expectations for inclusion moreover, less serious misbehavior as measured by suspensions and expulsions from school. empirical learning is yet another theory which can be implemented to encourage positive behaviour. Practitioners model acc eptable behaviour at all times, this is seen to be good practice Kauffman, Et al (2006). Pupils receiving rewards in front of others for acceptable behaviour may also increase the desired behaviour. This can be seen within the doubtfulness school as within the pupils receiving rewards within class. In addition, this technique may be effective when minor misbehaviour is evident one strategy is that an educator can ignore the misbehaviour and therefore, honor others for their acceptable behaviour may distract the misbehaving pupil (Kauffman et al., 2006).The final theory for promoting positive behaviour is Rewards scheme (Bandura, 2008), by go students rewards for positive behaviour, such as table points, house points, raffle tickets or stickers which can be collected (Akin-Little, et al 2004). This theory is evident within the Primary schools behaviour policy as well as practice this is indicated within Independent WBRT Rewards and Sanctions. Where pupils are awarded points which , when totaled, allows them to exchange them for goods in increasing value depending on the amount obtained each term. However, this indicated that the use of this form of reward that collecting some form of token in order to exchange for goods in increasing determine appealed to learn and motivated them 70% of pupils to try harder.The other 30% stated that they felt that they learnt and really had no interest in the rewards as the reward they strived for was to gain a good job to support them later in life therefore it was irrelevant.This maybe as the school is situated within a deprived area with a high number of parents whom are illiterate and living on low incomes in this form of alliance this is common. Furthermore, Ofsted (2009) have recognized this within the inspection report, although they statedThis larger-than-average school is the result of the recent amalgamation and therefore newly built nursery, is included in the schools Early Years Foundation Stage (EYFS) provisio n, moreover, is managed by the schools governing body. The legal age of pupils are from White British backgrounds. The percentage of pupils eligible for emancipate school meals is well above average. The proportion of pupils with learning difficulties and/or disabilities in well above the national average and includes those with speech and language, emotional and social, and moderate learning difficulties. (Ofsted, 2009)Furthermore went on to state that the pupils behaved well. And provide good quality, relevant increase services and good support, which underpin its work with parents and pupils.Controversially, this does not enthuse all pupils to behaviour in a manner which is deemed acceptable within the classroom environment and therefore other strategy would be put in place of this, following the old documentation Every Child Matters (2009) as treating the children as individuals. However, studies show positive results if this strategy is used correctly as Akin-Little et al (2 004) suggested.An overall view is that educators can pr outlet out of the question behaviour by raising positive behaviour standards which in turn may assist in reducing misbehaviour as indicated by Moore, Anderson and Kumar (2005). In addition, it maybe that some behaviour can be interpreted as misbehaviour can actually be escape behaviour as pupils may have had confrontation during a period of playtime or indeed before they have entered the school grounds with situations involving parents. If this is not dealt with first then the child may react in this way. However, another ingest of unacceptable behaviour maybe that the work set is not set at the correct level and therefore does not engage to pupil moreover misbehaves to avoid the task.Within practice of the workplace Family Liaison Officers (FLO) are available to inform teaching staff of any changes that may arrogate pupils learning in any form and therefore, can place pupils with the correct strategies in order for them to remain in society and school with full inclusion.Simply by using the extinction theory and therefore, removing any reward or funding, the pupils was receiving for the undesirable behaviour will also obtain the desired behaviour. Response cost punishment is another behaviourism strategy- used within workplace at playtime behaviour this results in the loss of an event or task which is of interest to them, for example a Golden time, free play and even football pitch allowance.Finally, all pupils can be fully included regardless of which strategies are put into place within any educational setting, if theories such as psycho educational and goal-centered theories were in place. This would support individuals needs enabling the pupils to reach their full potential. Greenspan (2005) supports this factor to require an inclusive classroom and therefore would lead to the staff creating the correct environment for pupils to learn at their fully potential. Topping (1983) would agree in sugge sting that it is only the consistency in these intervention strategies that modify behaviour and therefore support behaviour management.This could be achieved by providing children with opportunities and pro-social skills that allow them some control over their environment, especially during particularly stressful periods in their lives. Examples include opportunities to master new skills (e.g. in sports or the arts), to work with others on creative projects, and academic situations in which they can make choices for themselves.However, this can lead to other pupils not hit their full potential in learning due to unacceptable behaviour of pupils within the same classroom environment as observed within Independent WBRT Rewards and Sanctions that when a child misbehaves in class and the teacher does cipher shows positive behaviour management it can stop pupils from working as they seem not to have been given strategies to deal with distractions within this environment. This is where it would be good practice to follow the policy and give positive behaviour management moreover, be consistent and parents and careers need to be informed.As within the policy and believes of the school parents and careers are deemed an important aspect of the school and the childs achievements. Therefore, the enquiry school works and engages with the local community and families to support learning, children tend to gain ground not just in school, but throughout life when this takes place. This is seen to be a fundamental approach which aids in lowering unacceptable behaviour. The role of parents and careers is essential in assisting schools in achieving standards of behaviour. They have a responsibility to take responsibility for the behaviour of their own child and support the schools decisions in dealing with unacceptable behaviour. However this sometimes can be difficult when fighting against parents who do not support this.Therefore, some schools may have in place a parentin g contract (Department of Education, 2010). This is an agreement mingled with the parent or career and the school about the child. This can be seen as a punishment, but really it should be seen as a way of working together to help the child. For example this may occur if your child has been excluded for several short periods of time, as a preventive measure of full exclusion therefore, this can be deemed as an intervention to enhance inclusion of a child to prevent a court hearing. However, by working alongside parents and careers as within the work place by offering parenting skills programmes and support for parents who divorce, who are unemployment moreover other stressful negative events that can disrupt their parenting skills.Approaches within the United Kingdom are different at the same time similar to other countries. It can be suggested that many countries seem to deal with unacceptable behaviour before it occurs with intervention programmes. However, studies state this is dependant on the commitment of the staff (Roland, 2000).Controversially, in Hong Kong suspensions and calling of parents is deemed as ineffective and therefore, adopt strategies such as supporting students in development self-competency, social skills, and good relationships with parents as well as teachers seems to be a useful, very much like the teaching of seal off (2010), Restorative jurist moreover, Personal Social Health Education (PHSE) in the UK. Typically have strict codes of discipline and the majority of schools adhere to Demerit Points System which is a record of student offences in disciplinary areas within education, and sometimes comments from tutors on whether he or she can graduate. Three points of minor poor behaviour will result in it becoming one major offence any student has accrued three or more major offences, he or she is automatically suspended from school. The point system can be carried forward to later in life and therefore stake future career prospect s for that pupil.Within the USA cardinal approaches seem to be used as whole school approaches to address behavioural discipline. take Wide Positive Behavioural Supports (SWPBS), which is an approach to communicate and teach rules (and reward students for following them) and function-based behavioral interventions Horner, et al, (2005) Social Emotional Learning (SEL), the American SEAL from which our derived incorporates approaches that emphasize self-awareness, self-management, social awareness, relationship skills, and responsible decision making (Osher et al,2008, Watson, 2003).These two approaches differ in their primary aims- developing systems to manage student behaviour against developing student self-discipline. These differences are consistent with the difference commonly made between teacher-centered and student-centered approaches to learning and classroom management (Freiburg, 1999). Discipline, in teacher-centered approaches, the main focus is on external school rule s and the use of behavioral strategies, especially positive reinforcement and punishment (Skinner, 2002), to manage student behavior. In student-centered approaches, the main focus develops on the students capacities to control behavior, engaging, and trusting relationships. Whereas, SWPBS programs are teacher centered, SEL (American) programs are child centered. Yet, still, the two approaches are very similar In addition, both highlight preventions regarding unacceptable behaviours as well as the promoting behavioral and social competencies in positive manners therefore decreasing negative, unwanted behaviour (Sprague Golly, 2004).SWPBS is not an true approach as many theories and strategies have be combined however, started from the theory of Skinner, (2002). Furthermore, research indicates that schools can gain clear expectations for learning and positive behaviour whilst encouraging a firm but fair discipline procedure through policy and practice (Mayer, 1995). Whereas, SEL is aimed at developing individual qualities, strengths, and social, emotional, cognitive, moreover moral development therefore increasing positive mental health (Berkowitz, Sherblom et al, 2006).A common feature within both strategies is an authoritative approach within classroom management and a whole school discipline approach on supporting teacher-student relationships and student ownership of learning with the use of rewards and sanction in preventing and correcting behaviour problems, which is evident within the workplace through practice however, is unclear within the Behaviour Policy (2008).If unacceptable behaviour continues parents are contacted and the issues discussed, in following LEA guidelines the Head teacher may decide that a childs behaviour, over a period of time, or later a particular isolated incident represents a threat to health and safety standards in the educational setting, or to the educational progress of other pupils in the school. The child may be exclu ded from school for a passing period, or permanently.Controversially, WBRT C indicates that within the history of education the tackling of negative behaviour was achieved in schools by the use of corporal punishment. While a child was in school, a teacher took over the role of a parent, (as we still do today but not in such as harsh way) allowing the delivery discipline or rewards. In practice this meant that students were penalise with the physical punishment such as the cane, paddle or tie if they misbehaved.The use of corporal punishment within educational settings has now disappeared from most Western countries, including all European countries. However, mainstream schools in most other countries take non-corporal approaches to misbehaviour through the means of detention and suspension.As within the setting the focus seems in practice to be more about promoting positive behaviour through reward systems and the use of policies having been introduced to support this. In additi on, intervention programs such as Social Emotional Aspects of Learning (SEAL, 2010) have been brought into Primary as well as Secondary schools to help lower the unacceptable behaviour moreover the amount of exclusions happening within these settings.Inclusion programs such as Youth Inclusion Program (2000, YIP) can clearly be seen to be in place throughout the UK and having a positive be active on pupils of many different backgrounds. This is due to the cohesion of the community approach within the schools working with parents and outside agencies to support this issue of unacceptable or antisocial behaviour. The reasons for changing the behavioural approach is due to the well being of individuals by regaining well-being the ability to function productively in the society can be obtained.In addition, this can lower the mental health issues that may occur later in life.Within the work place many strategies can be seen to promote positive behaviour some include Curwin and Mendler (1 999) who would suggest a model of responsibility and the Rewards Theory (Bandura, 1994, cited in Huprich, S, 2008).In conclusion, it can be suggested that a whole school approach is needed in order for the behaviour management to be effective. In achieving this it is necessary to work closely with parent and careers in dealing with poor behaviour that affects other from their learning and reaching the childs full potential. By address issues and setting clear sanctions and rewards and reminding the pupils on a regular tooshie enables intervention programs to work effectively. However, this can only be achieved if the role modeling is positive and effective teaching is also in place.Therefore, schools can play an important role in preventing problem behaviour, particularly when other separate of the community also become involved in prevention efforts. galore(postnominal) of the factors that increase a childs risk for developing behaviour problems affect their behaviour in school a nd their academic presentations. Social and academic problems in school in turn make it even more likely that early problems will persist and become worse later in life.A number of approaches are useful and therefore used for reducing negative behaviour and preventing problems later within schooling as well as adolescent years. Many of these involve school programs such as SEAL (2010) celebrating positive achievement by working together with families, careers and community members, to reduce the negativity moreover, increase involvement in positive activities that will improve their life skills.