'Policies and procedures to promote positive behaviour Essay\r'

'Prep are and deliver a exhibit for the induction of new support workers on promoting arrogant conduct in the educate. Policies and procedures to shape up positive behaviour TGA’s behaviour policies include: Golden Rules which are on the website and on display in each(a) segmentationrooms, the Behaviour and anti bullying policies. We likewise lay down certain procedures to support and raise positive behaviour, these are: Golden measure †½ hour Friday afternoon Praise from adults (smiley faces, stickers etc.) controlling contact with parents (a postcard or peal call home) â€Å"Vivo” tokens, trophy and/or property prize Individual sue (given metre on favourite activity, etc.) Group treat (to be given use of specific resource, to line up first etc.) layer treat (few minutes extra play, eon on chosen activity, class celebration) special class reward schemes are at the discretion of the class teacher\r\nWe have a clear procedure for relations w ith issues which staff follow. There are some(prenominal) steps beginning with a vocal warning and escalating steps by step. At each stage the barbarian is reminded that their behaviour is a select and given the prospect to change it. By using these methods the children fill out the expectations, boundaries and sanctions. They are rewarded for positive behaviour. The children have a say in setting the rules. They are expected to listen to others to learn some the impact of their behaviour. Children know the expected results of their choice of behaviour, i.e. proficient choices be rewards and poor choices equal sanctions. Children will naturally try to kick upstairs boundaries, in order to pure tone inviolable and secure, they need to know what the limits are. Consistency is key, so that the children are not confused, they know the boundaries and celebrate them as they know they will be enforced. Consistency will also bank check situations where the children insist â⠂¬ËœWell Mrs X lets us do it’.\r\nPromoting positive behaviour †not moreover is it much nicer to deal with positive behaviour, further studies have shown that it is effective and the good behaviour will be repeated. reward negative behaviour with attention is counter juicy and does not add to a child’s emotional well-being. It’s the school’s job not only to educate in the classroom but to take a holistic betterment to and turn out well round, productive members of society. If we want to be treated with respect, we mustiness show respect to others and set a positive example. Managing hostile behaviour †penetrative when to seek assistance and from whom is very important. If you feel that you can’t manage a situation, stupefy assistance. This could be if a child is ignoring repeated, calm instruction or behaving unpredictably.\r\nIf in that location is a danger, to children, self or staff, get help, eg if a child is becoming redden ed or threatening violence or if a child is trying to do something that may result in deterioration (leave school grounds, using equipment in a dangerous manner). Obviously not all behaviour that requires intervention will be that dramatic, sometimes it may be indispensable to involve the class teacher or senior leadership for other matters, much(prenominal) as the destruction of property (defacing equipment, crimson books, etc), especially if it’s a fall out problem and any kind of violence, racism or homophobia. If a certain lineament of behaviour is unappeasable, refer it to the SENCO or the class teacher †minor but persistent rudeness, inability to pay attention, trouble getting on with classmates, etc. All inappropriate behaviour must be save on SIMS so that it can be monitored and interventions can be put in place if necessary.\r\n'