Students With Behavioural Problems : Why Was I So Intolerant Of Student A 's Behavior?

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).

I then reported the incident to my line manager, as this was a cause for concern that had come up in the daily meeting with regards to the student behavior. On another occasion a new pupil who had just started in year seven was in tears so I approached the child not being sure of his name I first said hi what’s your name? He said his name, I then asked him why he was crying, he said he was new to the school and was frightened, I told him not to worry as lots of children feel frightened when they come to a new school, I asked him would he like to walk round the playground with me, I let him link me for comfort to make him feel he had a friend, while we walked I asked him question i.e. which school he came from ect helping to build his confidence after awhile he was smiling feeling better, I then introduced him to other children I knew would look after him, the result was a week later he came to me and told

Dealing with challenging behaviour is a high priority for people working in the health and social

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

Finally I ensured that pupils trusted that I would be there to help them at all times by reminding them both frequently that if they needed any support or assistance that they just needed to ask. This also meant that pupils worked independently until they required support which is an important part of learning. I also praised pupils regularly for how well they were behaving and carrying out their work which enabled them to feel respected and

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.

As part of my HNC Social Care I have been asked to complete an extended reflective account about an incident/ pattern of behaviour at my placement for the subject understanding and supporting behaviour. This assessment has to be handed in on the 21st of May 2013. Due to the confidentiality of the young people at Rathbone and the Data Protection Act 1998 I will refer to the particular young person who is involved in the incident as Jack.

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.

The way in which we interact with each other demonstrates how much we value each other’s opinions and input. Through the art of positive communication children can be made to feel part of the school community. Our behaviour and communication needs to be adapted according to the age of the child or young person. This is because they require different levels attention and reassurance depending on their age and any added factors which may be affecting them at the time. For example when they transfer to secondary school young people can feel fragile and emotionally vulnerable – as a result they may require a gentler approach and may also need to have more physical contact .The older a child gets the more they may need help with issues such as puberty and hormonal matters.

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

Carl Fleischer, a 17 year old high school student was sent to the Social Workers office to discuss surrounding issues that might be the cause of his failing grades. Carl was very candid in his conversation with the Social Worker and admits to being an under achiever. Carl is not performing well academically which is a concern. The school Social Worker wanted to learn about Carl and asked him open and closed ended questions about is daily life style. Carl was very talkative in the conversation about himself and became detached when asked to talk more about why he felt he dad was a scumbag.

There is one student who not only makes members uncomfortable but this student manages to make me uncomfortable. They not only makes an effort to come up to say hello which is totally fine, but this student then proceeds to stand in front of my workspace for the remainder of the lunch period which is highly distracting. Don’t get me wrong, this student is very friendly but there is just something about this student that chills my blood. This student stands in my personal space