Recognising And Rewarding Positive Behaviour

This essay will also discuss the advantages of teachers creating a positive and happy learning environment in the classroom. Teachers need to carefully plan a behaviour management theory/model that

Giving children lots of praise to help them learn positive behaviour we also give out stickers to encourage repeated good behaviour.

Children will continue with the pattern of behaviour depending on the type of response they get. For example, if they get positive reinforcement they will continue as they are getting positive attention which in turns makes them feel good about themselves, which feeds their self esteem, ego and ‘vice versa’ for negative reinforcement. (See Skinner)

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

B.F. Skinners theory of operant conditioning is probably the most commonly used theory in practice in early years settings. Skinner suggested that people draw conclusions based on the consequences of their behaviour when exploring the environment. He divided the consequences into three areas. The first area being positive reinforcers where people are likely to get something they desire if they repeat a certain behaviour. He suggested that this was the most effective way to encourage new learning. This can be seen in early years settings where by children are rewarded for good behaviour this lots of praise, attention, stickers or treats. This will help children to carry on showing good behaviour until such a time when it is learned. Second is negative reinforcers which are used to stop something from happening but the behaviour is also likely to repeated. Just like when a child is going down a slide but doesn’t like going fast so they use their hands on the sides to slow themselves down. The third is punishers, which is a behaviour that you learn to stop doing e.g. if you receive a shock from an electric fence then you learn to stay away from it.

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.

It is essential that positive behaviour is always promoted and praised to encourage children to continue their ‘good choices’. Teachers and other adults in schools should also demonstrate positive behaviour as children notice when adults’ behaviour is out of character. If teachers are being positive role models it is more likely that pupils will also behave in a positive way.

It is important that the adult influences of the classroom recognise and praise the positive behaviour of individual pupils – especially those who struggle to maintain good behaviour and tend to be told off more than others. It is also essential to praise constant good behaviour (from pupils who never misbehave) to avoid the development inappropriate behaviour. Children respond to all kinds of positive praise. In my setting, the class teacher and LSA’s often add positive words like ‘fantastic’, ‘brilliant’ or ‘well done’ when acknowledging their input towards the class. We also use house tokens to

This encourages the child to continue the positive behaviour and they will be rewarded with positive attention and something for example as a toy or treat.

Poor behaviour: If any of the pupils are not focused due to poor behaviour you need to intervene straightaway. If pupils are able to continue interrupting they will do so. Always praise the good behaviour of pupils who are doing what they need to. As a last resort, if one particular pupil

The behaviour policies of the setting support pupils to understand expectations and limits by providing clear rules & sanctions through their policies and systems. The school use positive behaviour management strategies to maintain high standards of behaviour .Each class is to use school Golden Rules. They are be phrased positively whenever possible and displayed throughout the . These rules are based on the Golden Rules (by Jenny Moseley) which are used to promote positive behaviour during the school day . The school has an agreed reward system for following the Golden Rules. They address and sanction unacceptable behaviour consistently, which either affects the safety, wellbeing or learning of themselves and other people at school. This varies from low level disruptive classroom behaviour to behaviour that endangers or intimidates other people . Low level negative behaviours are under the umbrella of the class behaviour tree. Behaviour that puts stakeholders at risk of harm (emotional, physical and educational) will be subject to a Red Card. At other times of the day for example, assembly, playtimes and lunchtimes, other systems are used. High standards of expected behaviour and nurtured pupils have responsibility for their own behaviour, home school learning agreement encourages this with pupils and parent also working in collaboration. Pupils understand expected behaviou, limits and boundaries and learn the consquences of their actions, behaviour and

In any environment there needs to be clear boundaries and rules, and these need to be made easy to understand and achieve for children of all ages and abilities. A consistent approach to dealing with conflicts regarding rules helps to avoid any misunderstanding for the child. As already mentioned, a child seeking attention will gain this in the way easiest to him or her, and if attention is usually only given following negative behavior, then this how the child is likely to behave. Positive encouragement and praise should be given as often and as emphasized as negative comments as this will help the child acknowledge that good behaviour is just as, if not more so rewarded than undesirable behaviour.

In thinking about the way I was raised, I feel like I was very “lucky” so to speak. Both my Mother and Father always encouraged me and gave me multiple opportunities to succeed. My philosophy for guiding my student’s positive behaviors starts at the front door of my classroom. I can honestly say I set the “tone” for my classroom. I meet my students with a smile, a song, and a “good morning”…”today is a beautiful day!”. I lean down to their level and compliment them on any good thing I can find. For example, “You smile is just what I needed to see today” or “My favorite color is red and you are wearing a red shirt!”. Every child will have a bad day, just like every adult has a bad day occasionally. It is my job to see the bright side of the situation and help him or her find something

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

Our program’s philosophy on positive child guidance is to discipline instead of punishing children for accidents or mistakes they make. With the help of our committed staff, we can provide a positive atmosphere that will allow the children to feel loved and accepted to help build their self-esteem. Our program will offer the children with choices, but there will also be reasonable, and developmentally appropriate limits. The educators will model positive behaviours that will teach the children to problem solve and build self-control in a healthy, and safe way.