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.
I do • Make eye contact • Use verbal and non-verbal communication (signing using sign along) • I make sure I speak clearly • I 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
Outcome 1 1.1 Obtain a copy of your schools behaviour policy and summarise it, write briefly on the main points of the policy including: a) Code of conduct Our policy has high expectations for both staff and pupils, I have highlighted the expectations in my policy attached, see DKB 1 and DKB 2. b) Rewards and sanctions See
• Behaviour policy • Code of conduct • Rewards and sanctions • Dealing with conflict and inappropriate behaviour • Anti-Bullying • Attendance Behaviour policy 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.
ABOUT THIS UNIT Dealing with challenging behaviour is a high priority for people working in the health and social
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.
Reflective account Subject title TDA 3.4 LO 5 AC 5.1 5.2 Reflective account support children with behavioural needs Complete a reflective account showing your own practice where you have done the following Demonstrate ways of supporting children and young people to review their behaviour and the impact of this on others, themselves and their environment.
1.1. Explain how legislation, frameworks, codes of 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.
| | | | 4.4 | Support children, young people and colleagues to identify the situations and circumstances which trigger inappropriate behavioural responses and ways of avoiding these from happening
Another crucial criteria of my role is to promote good behaviour and to help with this all members of staff in our classroom implements the golden rules which have to be followed at all times. We promote this by again asking children to add marbles to the jar, using praising vocabulary or by sticker charts for those children who are struggling to follow the rules. I regularly listen to the children read and keep records of their achievements which are reported back to the class teacher. I am very fortunate that I get along quite well with the other team members in my classroom and this helps with lots of different aspects of my responsibilities and duties as I could find it extremely difficult to communicate with a member of staff if there was an atmosphere and so discussing the children’s issues or next steps may be awkward if it happens at all. Working well in a team is an essential part of becoming a level 3 practitioner no matter what the situation is as we constantly have to have involvement with team members as well as parents and other professionals to be able to provide the children in our care a fair and equal opportunity to education. In order to abide by not only my settings policies and procedures but the laws, regulations and guidelines set by local authorities and central government it is also essential to remember essential aspects of
Case Analysis 6.2 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
Discussion Education is the central element in the life of every human being that belongs to a society, since it is through this process that people can live in harmony with their fellow human beings. However, sometimes due to a lack of professional training and information, some students are marginalized by categorizing them as restless or rebellious. Generally, these students confront with behavioral disorders. These children show some particular characteristics that, on many occasions, put their stability into the classroom, that of their classmates and even that of the teacher. The ignorance or lack of
Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well,