Description of key conflicts:
During the Dryden deserves an icepack video, a couple of conflicts occur between Dryden and Ewan, first there is a conflict about getting an icepack, Dryden feels he needs an icepack for the mud that has been swiped onto his face accidently by Ewan. Ewan is hesitant to go inside to retrieve the ice pack and holds onto his shovel tightly, displaying an unwillingness to put his shovel down. The Educator reminds Ewan that we help friends when we have hurt someone even if it was an accident, and offers to hold the shovel while Ewan retrieves the icepack. Next the boys disagree about which shovels should be used during digging the hole. Dryden feels that his little shovel is the one that should be used and that
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Initial reaction could be to have the large shovel removed from the situation, and reprimanding Ewan for not being safe. Reprimanding can be emotionally stressful for a child and can have adverse effects on child-adult relationships (Porter, 2008, p.23). Then when asked to go and get an icepack, if the educator had the belief that children should always follow directions given by adults, Ewan could again receive punishment for his actions of disobeying. This type of controlling discipline could lead to Ewan feeling resentment towards Dryden and other peers. Porter (2008) describes that with the use of this type of controlling discipline, children can develop negative expectations of peers which effects their social interactions with their peers 9(p.22). Some may see Ewan as deliberately being disobedient, however Ewan was not intentionally trying to hurt Dryden or disobey the educators request he was simply being a child. Porter suggests that When children act thoughtlessly, the response should be to teach more skilful behaviour, rather than punish them for natural childhood mistakes, as that would amount to punishing them for being children (p.15). Both boys wanted to control the situation and wanted it their way, some may believe these boys are being stubborn and resistant to change and educators …show more content…
what should we do if we accidently hurt our friends? By asking questions and guiding Ewan to self-regulate, Ewan will become aware of peers needs and values along with being considerate of others and also to feel he has made the choice himself to get the icepack rather than being told to by educator. Porter (2014) defines that a Guidance approach does not want children to be compliant, but instead aim to teach to act considerately (p.16) it also helps them to think about the effects of their actions on other people (p.151). A guidance approach allows the educator to see Ewan had not deliberately tried to hurt or flick mud at Dryden, and this had simply been a natural childhood mistake. Porter (2008) suggests that when children act thoughtlessly, the response should be to teach more skilful behaviour, rather than punish them for natural childhood mistakes, as that would amount to punishing them for being children
Helping children realise which behaviours are appropriate and responsible gor is paramount. Good, strong teamwork between adults will encourage good behaviour in children There are two ways we help teach children good behaviour, through positive reinforcement of good behaviours and negative reinforcement of bad
“A child who copes with adversity through the social channel seeks support and control through the structure of his or her relationships. The roles and responsibilities assigned to a child within a social context such as a family or a classroom can increase connections and decrease isolation, as well as restore emotional security and strengthen the child’s sense of well being.”
Every child has been yelled at by their parent or their guardian. Frequently, a child is guilty of misbehaving. Often, parents are screaming for no apparent reason. Each child has felt the fear rise from their toes to their brain worrying about what they could’ve done. Once they figured out it’s nothing they have done, children get confused. They
Our school aims to provide a healthy balance between recognition and consequences. Pupils should learn to expect recognition for positive behaviour and fair and consistently applied consequences for inappropriate behaviour.
Demonstrate ways of supporting children and young people to review their behaviour and the impact of this on others, themselves and their environment.
5.3. Describe the complex feelings that may be experienced by others involved in or witnessing an incident of challenging behaviour. 5.4. Demonstrate how to debrief others involved in an incident of challenging behaviour. 5.5. Describe the steps that should be taken to check for injuries following an incident of challenging behaviour. 6. Be able to review and revise approaches to promoting positive behaviour. 6.1. Work with others to analyse the antecedent, behaviour and consequences of an incident of challenging behaviour. 6.2. Work with others to review the approaches to promoting positive behaviour using information from records, debriefing and support activities. 6.3. Demonstrate how reflection on own role in an incident of challenging behaviour can improve the promotion of positive behaviour.
| Support children, young people and colleagues to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of avoiding these from happening
| * “police” situations with other children, emphasising rules * Consequence of actions awareness * Thoughtfulness increased
Listen to the child and make a record of any key information with names, dates and times.
In order to ensure that inappropriate behaviour does not become the norm, particularly when it is directed towards other children in the setting, we try to promote the children’s understanding of acceptable behaviour through planned activities and routines.
Young children learn from the adults around them, it is important for all teaching staff to demonstrate the behaviours that will support resilience development in children, children will rein act the behaviours they witness and as teaching staff spend six hours a day with children it is vital the following aspects are promoted:
Next to the parents, a child’s friends can be the biggest influence in a child’s life, and the need to fit in can be very hard for a child. The idea of being cool or giving into peer pressure can cause a child’s idea of what’s right and what’s wrong to become misconstrued. Causing a child to fall into a bad crowd of delinquent peers causing them to get into trouble with the law.
It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.
In order to push through these struggles during drilling or practicing, harsh punishments may need to be put in place. The need for these punishments allows Chinese parents to get away with “...things that would seem unimaginable - even legally actionable - to Westerners” (Chua). Amy Chua then uses her own experiences to show how harsh the punishments may seem, but in the end the child grows from them. The western parent's strategy toward reprimanding is to do so nicely, in the best attempt not to damage their child's self esteem.
For example, this may entail establishing behavior and discipline codes, the use of criminal penalties against selected students, or the placement of problem students into alternative educational institutions.” (Hoang 3) Thus, students should understand what violence is and understand what to do if conflict arises. In these seminars each child is informed of what precautions to take. Students are also informed of available counseling that they can use in the event that they become involved in a violent incident. Students should be educated in knowing what to do and how to control emotions or anger in crisis situations.