How Diffierent Strategies Are Used To Support Children Education Essay

How Diffierent Strategies Are Used To Support Children f issues of life EssayThe assignment leave snap off the field of study started for log B, looking at how diffierent strategies atomic number 18 employ to support babyren with social, emotional behavioral difficulties, focusing on how reenforces and sanctions bottom of the inning better deportment. looking at how a need behavioral polity f pocket-sizeerpot att ending within the classroom and trail to tackle and improve doings as swell as using literature to critically analyse these suggestions.Concerns about the demeanors of early people be nonhing new. Socrates is quoted as saying Children to twenty-four hours be real tyrants, they no bimestrial stand up when their elders come into the room where they are sitting, they contradict their parents, chat together in the straw man of adults, eat gluttonously and tyrannise their instructors.What counts as good behavior potentiometer be difficult to sece rn specifically. Our rendering of the causes and cures of disruptive behaviour over the last few years has grown immensely. Previously, ex inventations of poor behaviour tend to be based on individual pupils and their families while treatments consisted of drugs, counselling and psychological intervention. Research that is more(prenominal) recent has suggested that school day political program, teaching feeleres, sanction and reward systems and pupil involvement in determining rules, rewards and sanctions dedicate to the ethos of high expectations and developing verifying teacher pupil relationships where indiscipline is minimised.Sanction and reward systems, which get out be the focus of this assignment, ready their origins in behaviourist psychology. They are or so likely to be in effect(p) if regulate by an overall philosophy and linked closely to the ethos of the school and in umpteen schools pupils are gnarled in drawing up the school rules, and consulted about a ppropriate sanctions, as this is seen as the best management of ensuring that punishments are seen as fair.Government policy in England states that TES (2005). Rewards and sanction systems are essential for a seminal teaching and learning environment. By praising and rewarding confident(p) behaviour, it is believed that others will be encouraged to act similarly. The government believe that school behaviour policy should therefore not only specify what sanctions are avail suitable to supply, but likewise how autocratic behaviour will be reinforced through value and rewards.Surprisingly, theres been little research into the effects of sanctions and rewards on behaviour and achievement. One of the intimately extensive studies was conducted by researchers at the University of East Anglia in 2000. Their survey of Year 8, 9 and 10 pupils in the Norwich area found that the most effective sanction in the eyes of pupils was a letter or scream call station to parents, while the lea st effective was a verbal warning. Similarly, the use of gifts was seen as by far the most effective reward, with verbal praise at the bottom of the list (TES, 2005). Recent research (Allen, unpublished) suggests that the school curriculum and the use of teaching approaches through sanctions and reward systems cornerstone catch the pupils involvement within the rules, thus change to the ethos of high expectations and developing positive teacher and pupil relationships therefore creating the individuality of the pupils.The types of infantren and their related social, emotional and behavioural problems must be identified before a sanction and rewards scheme keep improve behaviour as part of a behavioural management policy within a savant Referral Unit. The rendering of emotional and behavioural difficulties in Britain (DES, 1989) refers to Children who set up barriers between themselves and their learning environment through inappropriate, aggressive, eccentric or withdrawn beh aviour and who generate developed a range of strategies for dealing with day to day experiences that are inappropriate and impede normal personal and social development and make it difficult to learn. This enter suggests that the problem resides with the child and that it is the child who demand to be treated and cured. However this forecast is far in like manner simplistic.Therefore there is a need to understand the child, looking at the root causes of aggressive or socially inappropriate behaviour, by looking at the different perspectives on behaviour this will divine service teachers to understand individual childrens behaviour, and give them strategies to use within the classroom. The use of these perspectives is especially useful in a Pru situation where there are a large proportion of challenging children. Many of these children have had forbid experiences in their secondary school and view themselves as inadequate, ineffective, and useless troublemakers, consequently their ego esteem is low. development the followers perspectives and observing and recording a childs different behaviours can give teachers in learner referral units strategies to bounce back pupils displayed behaviours which they can use effectively within the classroom. Firstly, the Pschodynamic perspective looks at how early experiences from childhood, attachment issues and other conflicts can have an effect on current behaviour traits, understanding these issues can help a teacher develop a positive relationship with the child. The Cognitive perspective, once testing of the childs abilities has been carried out, mean that the work can be presented at the appropriate level (Ayers et al, 1995). This will help the child achieve success and develop their selfconfidence and self-esteem when driveing new topics. The Ecosystemic perspective looks at systems that influence the child, much(prenominal) as home, school and peer environments. Looking at all relationships that can af fect the childs behaviour, and developing strategies to use within the classroom. Strategies based on this approach, such as nuture groups are being utilize increasingly in primary schools. Although these are implemented in the first place by teachers, they whatever ages involve assistance from other providers such as peers, parents or psychologists. A behaviorist perspective approach looks at how postive and negative supports employ consistantly in school and at home can have a postive affect on behaviour, improving self esteem. A Humanistic perspective to managing behaviour tries to maximise a pupils inherent motivation to learn by minimising factors that undermine or inhibit this process. Teachers will need to recognise how the pupils feel about themselves and their capabilities. Maslow (1998) clarifies how needs such as physical and safety needs have to be adequately met before self esteem even becomes an issue.Although brief, the above descriptions of the different perspe ctives can give teachers an insight into why a child behaves the way it does. Many of the strategies mentioned in put down B support children with SEBD within the classroom. The most in-chief(postnominal) one mentioned is actually earreach to the child to try to understand what they feel and developing relationships. Emotional and behaviour difficulties are about people who are so bad hurt and in so much pain that they are angry, it is our belief that they express their anger in a place that is safe to that expression of anger in school could be seen as positive Mc Namara, Morton (1995).Teachers in a learner Referral Unit situation often need to learn to also deal with their own emotions, as many feel frustrated because they wish to help children to change their behaviour so that the pupils themselves get better outcomes. The usual strategies of sanctions, reasoning, punishments and exclusions used in secondary school dont always work with children in a Pupil referral unit. Th erefore, being able to recognise the different behavioural perspectives teachers are able to develop their own teaching strategies within the classroom for the individual child.Before a child enters the Pupil referral unit they attend an assessment centre which is located within the same building, this gives a play for the teachers to determine what the individual pupil needs to help them fulfil their potential. A behaviour contract is usually spotless between the school, parents or guardian and the child themselves. The main areas that are care fored within this contract are used to develop positive behaviours to support relationships between pupils and teachers, pupils and their school environment, peer relationships and home relationships.By developing a whole school approach to behavioural management issues the Pupil referral unit involves all supply, many agencies, and the pupils. Involving parents would seem to be the best way forward. Capstick (2005) suggests Establishin g good relationships with parents seem an important element when attempting to work with a child as well as giving tanible rewards. Teacher and staff need to examine what outcomes they want to achieve with the pupils and adopt or change the reward system to meet their needs. The values, which underpin a school behaviour policy, are that all children and adults have the right to work in a safe, calm, supported and earnest environment. All children have the right to come to school without fear of being bullied. All adults have a responsibility to support the behaviour policy and for it to be consistently applied by all members of staff for it to work effectively.The Pupil referral units behavioural policy aims are to ensure a fair and consistent approach to dealing with the behaviour of children during the school day. This is by providing a safe, caring and supportive environment which allows children to learn and teachers to teach. The policy hopes to promote positive behaviour as a model for all behaviours. Help independence by making pupils responsible for their own actions and provide a structure which moderates childrens behaviour while allowing them to develop as responsible citizens within society.To achieve these aims it is vital that a partnership between home and school is established. A overlook of, or poor discipline tends to be the result of problems within the family unit or lack of social skills. In a Pupil referral unit this is achieved in the following ways. Communication between a childs key teacher and their parent or guardian is good and means that the parent will phone in regularly to keep staff up to date on any problems at home, staff will in return inform parents of good behavour, effort or work that the child has produced. This means that the child is rewarded by the parent or guardian. When surveyed most children rated this highly on encouraging them to behave well at the pupil referral unit.Smith and Laslett (1993) suggest To use re wards and sanctions effectively requires knowledge and judicious application of the principles of behaviour modification the single most important factor in learning behaviour is what happens immediately following that behaviour. Pleasant consequences are most likely to reinforce the behaviour and make it happen again. To develop a whole school policy on sanctions and rewards within the Pupil referral unit, discussions should take place within the school community on how to deal with different types of behaviours observed in different places around the school. Pupils are refer during PSHCE lessons in conducting surveys, and a school council could be established so that the children views on school issues can be heard. For when the pupils understand the simple rules within the classroom the atmosphere is usually pleasant and the teaching enjoyable. The main objective lens for a school behavioural policy is to ensure that there was is a shared understanding by both pupils and teach ers of proportionate and differentiated sanctions that can be used in different situations. The policy needs to be clear on how teachers can acquire assistance in a crisis situation and who to go to for help. It should also be discussed what the protcol would be with the local police and youth offending services, if a serious disaster occurred.Sanctions should be discussed with pupils and school rules displayed in every classroom. Sanctions must be fair and must be used to deal with behaviour, as quickly as possible. Pupils must know that when a sanction is applied it will be used. Record property is vital in the pupil referral unit, especially recording any behavioural incidents which help teachers deal with repetative behaviour issues. The Pupil referral unit could also use restorative justice to address poor behaviour, where a child is held to account for their actions and encouraged to put right the harm they may have caused. In some schools and Pupil Referral units this metho d seems to be working and behaviour is seen to be improving. The school behaviour policy should not only specify what sanctions are available to staff but also how positive behaviour will be reinforced through praise and rewards. The Elton Report (1989) noted that a reward and sanction ratio of at least 51 is an indication of a school with an effective rewards and sanctions system. It also recommended that all schools should have a wide range of both rewards and sanctions that are applied evenhandedly and consistently.The types of rewards used in a Pupil referral unit to motivate children are, verbal praise, rewarding postive behaviours which encouarge the pupils to behave in lessons, showing examples of examplar work on walls, displaying work showing the different levels of academic achievement. Giving all children the chance to succeed and develop their confidence and using the lessons they enjoy improving their self esteem. Reward strategies also used are certificates, postcards , prizes within lessons for consistent behaviour, effort or quality work. Parents are should be routinely inform of all of the above and termly assemblies given with parents encouraged to attend as recognition of their childs achievement.Teachers and staff within the Pupil referral unit therefore have high expectations of the pupils and encourage standards in collective and self discipline, encouraging purpose-made learning opportunities within the classroom in order to support the behavioural management policy. An example of this is where children can be given target cards each day with one behaviour target on, they take this to each lesson and teachers record their behaviour, adding initials in the centre of the bullseye on the card if they have met that target for that lesson, at the end of the day the points (Initials in the centre of the bullseye) are added up and recorded on to a visual record sheet so that the pupils can see their achievements.Dealing with the different typ es of disruptions that can occur in lessons at the Pupil referral unit can also be challenging for teachers. Disruptions can manifest themselves as low level such as persistently talking to peers, seeking too much attention, or weakness to cooperate. Whilst these disruptions can often be put down to stresses or difficulties outside school, it is evident that some situations wind because of the learning environment within the Pupil referral unit itself and this must be tackled in order for a behavioural policy and rewards and sanctions system to work effectively. Children can be bored with the work set especially if the level is incorrect, and will kick off. Some teachers as Ashman and Conway (1993) suggest see the problems as lying with the child rather than the curriculum or the methods used to teach.Lessons in the Pupil referral unit therefore can be timetabled for half hour and hour slots at various times of the year or timetables can be disbanded meaning that children experien ce a variety of different teaching styles within the day. This can also have a positive effect on behaviour management within the unit for example in practical lessons teachers are used to movement and children often have more freedom to move around depending upon the activity, the teachers tend to be more relaxed in their methods and consequently so are the children. Whereas, in theoretical lessons some teachers tend to regard movement as threatening and can apply sanctions more vigorously, if a child is critised or put down for something they have done wrong in class, this can add to a lowering of their self esteem and increase behavioural problems. Rogers (1998) Suggests that all teachers should develop their own discipline plan so that they know what to do in advance when classroom behaviour is disruptrive, to develop goals of discipline in school such as helping the child accept responsibility for their own behaviour, exercise self control, respect the rights of others, adopt t he principles of fairness and honesty and face logical consequences of their behaviour.The behaviour policy in the Pupil referral unit should also cover strategies such as tactical ignoring of certain behaviours, using simple directons, postive reinforcement of rules, behaviour and work. Strategies such as giving the children simple choices about sanctions, giving time out for five-spot minutes, using isolation for counselling to discuss problems, or using break and lunchtime detentions, or keeping children for ten minutes after school can also be used as a positive way to modify pupil behaviours. Deflecting and defusing situations are one of the units strengths, as mentioned in Log B. The most common deflecting strategy used to distract the child from their behaviour, is usually humour but not with added sarcasm this usually works and seems to calm the children down very quickly, without letting them lose face. The child is because reminded about giving an apology to the appropri ate teacher. A room could also be used to instruct children who have caused disruption within a lesson so that they can discuss their actions with a member of staff. These are all positive steps in helping children to understand how their actions can affect themselves and others and to consider the feelings of others and attempt to perceive their point of view. By enabling a child to empathise with others behaviours can often be modified in a more positive way.In conclusion the most important grammatical construction of improving behaviour in any school is to develop a postive relationship with the children you teach, this is especially important in a Pupil referral unit as the pupils find it more difficult to make positive relationships. However, when they find a teacher that is friendly, caring, consistently predicatable and reliable many pupils will react postively and consequently their behaviour improves. For children who the above approach doesnt work, time and effort includ ing observations are needed to determine which behavioural perspectives to use to help that child progress.In the Pupil referral unit therefore, the most effective way to help a child who has experienced traumatic events would be to use counselling by other services, or having a teacher they like discussing aspects of their behaviour with them, but being consistent with all the strategies included within the whole school behavioural policy and the use of sanctions and rewards helps improve behaviour.Unfortunately, in recent years the incidents of emotional and behavioural issues among children in all schools (not just pupil referral units) has increased and the different sanctions and strategies mentioned previously have yet to be imbed and used effectively everywhere. This is due to government pressure and league tables. Teachers have had to move away from listening to pupils in class time in order to get children through examinations, and to reach targets. As many of the solution s to helping improve behavioural issues for children with SEBD are based on a within child view and the team around the child, these thing involve a commitment from the government of time and money to enable these areas to be accessed by both pupils and teachers in order to improve behaviour effectively. An acknowledgement therefore that time spent on developing relationships within schools is in fact key to effecting education, requires a shift in government attitude in terms of expectations and targets. Only then will pupil behaviour eventually improve across educational establishments.