Support Children and young people’s positive behaviour

1. Support Children and young people’s positive behaviour TDA 2.9

2. Tonight we will • Revisit the role of the T.A. in supporting learning activities • Identify the support given by one T.A. to children • http://www.schoolsworld.tv/node/3384 • Describe what is behaviour. • Identify the types of behaviour seen in schools • Describe how a T.A. can support school behaviour policy and procedures.

3. Behaviour what is it? • Working in twos or threes • Discuss what is meant by behaviour • Write a definition

4. ‘Behaviour is the way we act and respond to people and to situations we find ourselves in’. Writing a behaviour policy http://www.teachingexpertise.com/articles/writing-a-behaviour-policy-1253 Accessed 21/05/12 • None of us behaves perfectly all of the time. • We all behave differently in different situations; at home we can sprawl across the sofa, but if we were in a high class hotel we would sit with more decorum. We probably wouldn’t tell the same joke to our grandparents that we might tell our friends. But we all have standards below which we try not to slip.

5. What behaviours have we seen? • When does behaviour bother us? • Give examples

6. Why is it important that all staff apply rule and boundaries fairly and consistently? • Give reasons

7. What are the benefits of encouraging and rewarding positive behaviour?

8. Give examples of how we reward and encourage positive behaviour ?

10. There are different forms of reward: ● verbal praise (such as ‘Well done’) ● attention – this could be non- verbal (smile of approval, a nod) ● stars or points (for older children) leading to certificates or for group recognition ● sharing success by telling other staff and parents ● own choice of activity or story ● tangible rewards such as stickers

11. Give students social rewards when they are exhibiting good behaviour. • Social rewards include verbal praise, positive attention, or a simple pat on the back. • Social rewards give children self-confidence and self-worth by making them feel special and accepted

12. Recognise consistently well-behaved students in a tangible way that will garner attention from others.

13. Think of your role model • Think of someone who inspires you. • What have they inspired you to do? • What qualities do they have?

14. Being a positive role model Showing the children and young people what is appropriate behaviour in the setting, by setting a positive example in your own behaviour. ● Showing respect to children, young people and other adults: by the way you listen, your facial expression, your body language and by what you say.

15. Praising children and young people: when they have shown positive and appropriate behaviour – for example, when they have been helpful to another child. ● Organising the environment: to make it easier for children and young people to understand why they need to be patient or to take turns.

16. Intervening calmly: to stop children and young people hurting each other or behaving in an unsafe way. ● Setting boundaries: supporting children and young people in learning what sort of behaviour is acceptable and what is not. ● Giving a simple explanation or alternative: to the child who is finding it difficult to observe boundaries