Policies and procedures to promote positive behaviour Essay

Prep ar and deliver a presentation for the kip downledgeableness of new support workers on promoting supreme demeanour in the school. Policies and procedures to recruit imperious behaviour TGAs behaviour policies include Golden Rules which be on the website and on display in all programmerooms, the Behaviour and anti bullying policies. We also deliver certain procedures to support and encourage positive behaviour, these are Golden Time hour Friday afternoon Praise from adults (smiley faces, stickers etc.) supreme contact with parents (a postcard or phone call home) Vivo tokens, trophy and/or cash prize Individual treat ( granted period on favorite(a) activity, etc.) Group treat (to be given use of special resource, to course of action up first etc.) Class treat (few minutes extra play, time on chosen activity, class celebration) Additional class reward schemes are at the discretion of the class teacherWe have a attain procedure for dealing with issues which staff fol low. There are several step beginning with a verbal warning and escalating steps by step. At each stage the child is reminded that their behaviour is a cream and given the opportunity to change it. By use these methods the children know the expectations, boundaries and sanctions. They are rewarded for positive behaviour. The children have a say in setting the rules. They are evaluate to listen to separates to learn about the impact of their behaviour. Children know the expected results of their choice of behaviour, i.e. good choices equal rewards and poor choices equal sanctions. Children will naturally listen to push boundaries, in order to feel safe and secure, they need to know what the limits are. Consistency is key, so that the children are non confused, they know the boundaries and respect them as they know they will be enforced. Consistency will also barricado situations where the children insist Well Mrs X lets us do it.Promoting positive behaviour not only is it m uch nicer to deal with positive behaviour, but studies have shown that it is effective and the good behaviour will be repeated. Rewarding prejudicial behaviour with attention is counterproductive and does not add to a childs emotional well-being. Its the schools job not only to educate in the classroom but to take a holistic approach to and turn out well round, productive members of society. If we destiny to be treated withrespect, we must(prenominal) show respect to others and set a positive example. Managing inappropriate behaviour knowing when to seek assistance and from whom is actually important. If you feel that you nookiet manage a situation, get assistance. This could be if a child is ignoring repeated, calm instruction or behaving unpredictably.If there is a danger, to children, self or staff, get help, eg if a child is becoming knock-down-and-drag-out or threatening violence or if a child is severe to do something that may result in harm (leave school grounds, usin g equipment in a dangerous manner). Obviously not all behaviour that requires intervention will be that dramatic, sometimes it may be required to involve the class teacher or senior leadership for other matters, such as the destruction of property (defacing equipment, tearing books, etc), especially if its a recurring problem and any kind of violence, racism or homophobia. If a certain type of behaviour is persistent, refer it to the SENCO or the class teacher minor but persistent rudeness, inability to pay attention, flurry getting on with classmates, etc. All inappropriate behaviour must be recorded on SIMS so that it can be monitored and interventions can be put in place if necessary.