What Is The Primary Motivator For Nigel's Behavior

The district felt that due to his aggression, it was not safe for students or staff to have him in general education classes.

Barry Bagsley uses language and the threat of violence to bully students. Who are the targets of Bagsley’s bullying? Explain why he chooses to bully these individuals and explain his bullying strategies. How do the victims respond to being bullied and how effective are their responses in coping with the bullying?

John does not socialize with his classmates but he will communicate academically with one student. The seating arrangement was modified to allow these two students to sit adjacent to each other. These changes could foster social communication for John.

Fraser tells his reader that he was often described as “disruptive” and “unfocused” in his grade school years. As Giles continues, he describes his mischievous behavior as a passing phase where there were other things he desired more than going to class and because his desires were not satisfied he rebelled. “This may be a less noble account, but hardly pathological, or in need of some medical classification” (Fraser 261). Many young children experience this same phenomenon; today a term scientists deem as ADHD. “Since the early 80’s, society has decided that adolescent trouble-making is some sort of medical condition” (Fraser 261).

I would use direct observations to collect data on Nigel. I would conduct an ABC analysis on Nigel to map out his target behaviors, determine definitions of target behaviors, and hypothesize a function for the behaviors. Once these target behaviors have been defined, and identified, I would do an event record of Nigel’s target behaviors. I would record how often Nigel demonstrates any of the problem behaviors to determine which behaviors are the most

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.

Sean became more and more aware that he was different than the rest of his classmates. He would get frustrated when he was not able to learn something as fast as the other children. This caused Sean to lack the self-confidence that is a crucial element in getting a good education. Sean would isolate himself from the other children, eating his lunch all alone at a solitary desk off in the corner of the lunchroom. When walking down the hall, Sean would often follow several paces behind the rest of the class sometimes refusing to follow at all. It would appear his detached behavior would cause Sean to harbor feelings of resentment towards the other kids. Seemingly frustrated by the fact that they advanced at a rate he could not keep up with, Sean would on occasion, physically assault the other children without any warning. The repercussions of his actions were not the

The behaviour policy outlines several procedures for dealing with inappropriate behaviour. Firstly verbal warnings are given, and the child is given chance to apologise and choose to change their behaviour. Sanctions for continued bad behaviour can escalate from time spent on the thinking chair/ missed playtime, to being sent to a senior member of staff. In cases of extreme bad behaviour or physically violence a log will be noted into the class behaviour book and parents will be informed. Sustained inappropriate behaviour may lead to a behaviour agreement, discussed with the parents and child present where the child will promise to change their behaviour. Breaking this agreement, or other very extreme cases may lead to exclusion from school, which will be handled by the head teacher.

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.

The function of Nigel’s behavior is that he does not like attention and he likes to be by himself.

When this behaviour occurs a staff member tries to encourage Jack to continue with his school work, if the behaviour persists staff are forced to remove him from the situation in order for the rest of the group to continue with the session without any further distractions. During the challenging behaviour staff try and use techniques such as calming down the situation by explaining the activity in a different way, distraction techniques such as changing the subject or possibly ignoring Jack as sometimes this method works as he gets bored and continues with his work. If the behaviour can’t be prevented Jack will be asked to go to another room and a staff member will go with him and talk to him using a counselling technique and effective communication, asking him questions such as what the problem is, if he is feeling ok and how he feel the problem may be resolved. If Jack persists to refuse to take part staff members will give him the option of other class work he could do and if this doesn’t put a stop to the behaviour or if he displays aggressive behaviours Jack will then be

Demonstrates anger by slamming doors and stamping of feet and verbally by saying ‘ I hate you’

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

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 poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.