Positive Behavior Leadership Model

Q1) the policies and procedures for positive behaviour is to promote positive behaviour in a good way to reward the child by praise or to reward with something like a sticker. We also have codes of conduct which includes respect so we need to respect the children and listen to them. Calm is one so stay calm and try not get agitated. at my setting in our police it is very important to be a good role model to the children and to show them how we act at nursery and to other children so we have to be very polite and friendly to other people never argue in front of the children never swear in front of the children always be happy and clam towards the children and colleagues around them.

Policies and procedures of the setting relevant to promoting children and young people’s positive behaviour

Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behavior in the classroom, playground and the wider community. Policies and practice which make sure the safety and wellbeing of children should already be in place and it is this legislation develop through many years and experiences, and mistakes, that underpin the working practices that are used today.

1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

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 Positive Behaviour Leadership Model by Bill Rogers seeks to train pre service and practicing teachers to understand the influence they have as the behavioural role model in their class (Edwards, & Watts, 2008). In terms of behaviour, students will emulate the manner the teacher interacts with students within the classroom. Thus it is vitally important for the teacher to model their behavioural expectations for their class (Rogers, 2002).

POSITIVE: Maintaining good relations with Parents, Carers is an essential element in the healthy development of a child. This then enables the practitioner to understand the child more (i.e. how the child behaves at home and alternatively how the child behaves at school). Parents may be then able to voice any concerns they have with the practitioner and this will therefore result in a healthy parent – practitioner relationship allowing good communication which will aid in them both in aiding the child. Each communication technique needs to be varied for each child.

Produce information about promoting positive behaviour for parents, children and young people within the school setting, the information must show that you can:

The current legislation relating to Positive Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning

| Use own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions

The contributions of Behaviourism can still be noticed today in approaches to disciplining children in school; behaviour management systems are often governed by positive

Schools are required to produce behaviour management policies, (DfES, 2007) to promote positive behaviour that extends from the individual to the whole school community. This not only reflects the rules within the classroom, but also creates an ethos within the wider school, thus setting high standards for behaviour. If the core rules are explicit and the children are encouraged to make a ‘positive contribution,’ (DfES, 2003) such as develop their own classroom charter, and then learning can be effectively facilitated with a consistent framework for behaviour. (Ellis and Tod 2009) Furthermore, Chaplain (2010) emphasises that if the teacher refers to the classroom rules frequently, and the procedures for behaviour are applied consistently then it can significantly reduce or even eliminate minor

I first read the article about positive behavioral supports. I gained an insight about the importance of knowing and observing the child. If we do not carefully do observation, we could misunderstand why a child is behaving a certain way. If we do not understand the why, then we cannot solve the problem. We need to know the purpose of the behavior so we can teach an alternate behavior that provides the same purpose as the undesired behavior. We as teachers can also lessen the amount of times a student is exposed to the trigger which causes the behavior. If we do all of these parts we can help a child overcome the negative behavior and replace it with a positive behavior. I am going to practice looking at what trigger’s Matthew’s bad behavior so that I can avoid those triggers. This will help me learn the process so I will be a more effective teacher when I have my own classroom.