My Professional Practice Setting

A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy.

The school’s behaviour policy is very detailed and covers all aspect ensures every member of staff know what is expected from them as well as pupils. I feel that I am able to challenge any behaviour issues confidently. The policy is fair to all pupils and they are all aware that any bad behaviour will not be tolerated.

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

The policies and procedures within my placement school relevant to promoting children’s and young people’s positive behaviour cover a range of six sectors these are

| Section 175 of the Education Act 2002 requires local education authorities and governing bodies of maintained schools and FE colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.All children deserve the opportunity to achieve their full potential.  The five outcomes that are key to children’s and young people’s wellbeing are: * Stay safe * Be healthy * Enjoy and achieve * Make a positive contribution * Achieve economic wellbeing The school should give effect to their duty to safeguard and promote the welfare of their pupils (students under the age of 18 years of age) under the Education Act 2002 and , where appropriate, under the Children Act 1989 by: * Creating and maintaining a safe learning environment for children and young people. * Identifying where there are child welfare concerns and taking action to address them in partnership with other

My philosophy of professional practice statement is to give the maximum in work not only for the students but also for those that surround me. My philosophy is very simple to respect all people to respect me.Strive to help students think critically, facilitate learning with customized modifications, and help students use problem-solving strategies. My personal core of belief is always practiced active listening to assist the students better. It is vital to remark the importance of understanding the student 's development theories and how can be applied. I believe a professional in the higher education system should be using developmental, intellectual, cognitive methods into practice to

Recently, I witnessed a pupil at my setting using inappropriate language during a music lesson, where the class teacher was not present. I took the pupil to one side and bent to their level. I informed the pupil that the language they had used was both inappropriate and unacceptable. I told the pupil that I would be informing the class teacher of the incident and that should it happen again, I would be sending them straight to the head teacher’s office. Another child had overheard the inappropriate language and copied it. I took the same action with the second child, and then separated them, moving one child to the other side of the classroom. After the music lesson, I informed the class teacher of both incidents, who thanked me for my input and said that the pupils would need to be closely monitored for the rest of the day.

| Support children, young people and colleagues to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of avoiding these from happening

ARMSTRONG, M. (2011) How to be an even better manager. 8th ed. London: Kognan Page.

Developing and implementing a Professional Practice Model is a key requisite for achieving Magnet recognition. Professional Practice Models (PPMs) offer an opportunity for nurses to define how their nursing practice aligns with the organizations values, mission, and vision. Nursing excellence thrives in atmospheres that encourage and support positive productive relationships. This paper presents the Pillars of Care PPM—a hypotenthical model based on the Relationship-based Care (RBC) framework. The components of this model are explored as well as the models theoretical framework. Finally, a discussion on PPM evaluation methods is presented as well as a brief description of how the Pillars of Care PPM could be evaluated.

Inter-professional practice is known as communication that occurs in an open, collective and responsible manner (Foronda, MacWilliams, & McArthur, 2016). It is built on mutual trust among health care professionals. As stated by the World Health Organization (2010), “collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, carers and communities to deliver the highest quality of care.” Inter-professional communication amongst health care professionals (HCP) is essential to the health and wellbeing of the patient. The use of effective collaboration between HCP has proven to optimize the patients health outcomes, whereas as poor communication is detrimental

Behavioral attributes that I practice that identify me as a professional in nursing are accountability, altruism, and compassion. I practice accountability by accepting the responsibility for the diverse roles, obligations, and actions of a nurse through self-regulation and other behaviors that positively influence patient outcomes. I practice altruism by placing the needs and interest of the patients before my interests and providing the patients services that go beyond expected standards of practice. I use compassion in my practice to identify with my patients experience to understand their perspective.

I work at the Marshfield Clinic Ambulatory Surgical Center. My department is one of many at the Marshfield Clinic. The purpose of this paper is to analysis the professional practice model used at the Marshfield clinic. Prior to doing this research I was not aware that there was a nursing practice model being emphasized. I will analyze our model, organizational definition, values and mission and modify them in a way that makes this model of practice clearly defined.

In the clinical setting health professionals (i.e. physician’s, nurse’s, etc.) must remain attuned to their patient’s’ diabetic risk, as well as the importance of encouraging risk assessments. These patients include adults age 40 and above (unless pregnant), persons aged 25-39 from high-risk minority and ethnic groups, and adults who present health conditions that increase the risk of type 2 diabetes. The use of a validated self-assessment questioner or web-based tool is preferable, which is followed by a fasting plasma glucose test for persons with a high score. The goal of the test is not only to identify type 2 diabetes but also determine an individual’s risk of progression to type 2 diabetes.