3 policies which promote positive pupil behaviour Coursework

3 policies which promote unconditional pupil behaviour - Coursework poserThe School Standards and Framework Act 1998, Section 61 requires schools to lay down their behaviour policy in black and white. The policy elaborates on how the school promotes positive behaviour, excellent attendance and tackles absenteeism. The most effective behaviour management policies of a school are necessarily based on a deep strong understanding of the factors that drive the behaviour. Over altogether, a hale-thought out behaviour management policy while helping mould the ethos of the school, would also help to gain studentsand parents confidence in the school. Three approaches in the policy that could potentially promote positive pupil behaviour are (1) Laying down a code of conduct for pupils all the way specifying what behaviour the school expects. This will clearly enunciate what behaviour the school expects from the pupils. The orders could spell out demands such as polite and tolerant behavi our from all members of the school community, cooperation and consideration for others, honesty, respect for the rights and property of others, a positive attitude towards work, development of friendliness and trusting relatioships. The rules should also spell out what behaviour does non conform with the expectations of the school. For example, lack of punctuality, playing truant, refusal to work, causing malicious damage to peers and schools property, stealing, lying, bullying, verbal or physical abuse, use or introduction of forbidden substances, use or introduction of dangerous implements including knives and so on. (2) Rewards and sanctions as strategies to encourage well-behaved behaviour. A positive approach to managing behaviour invariably has rewarding advanced behaviour as its focus. The rewards could consist of a gesture (such as smile) of approval, private or public verbal praise, award of stars or smileys, written comments on work, being assigned a special responsib ility, credits and certificates/ commendations/prizes, house points etc. When students flout the good behaviour rules despite appropriate help, sanctions become necessary. Sanctions could range from a see to it of disapproval, to reprimand, counselling, move to another seat, loss of recreational time, setting additional work, interviews with parents etc., and, finally, permanent exclusion. (3) Class room organization for successful implementation of the policy. To ensure that the expectations of good behaviour as set out in the school policy are met, it is necessary to display in the classroom a limited number (preferably 5) of important rules of good behaviour as is appropriate to the age group of the class. Teachers should take the responsibility of explaining the rules to the students. Also, when a student breaks a rule, the teacher should work with the students and make them understand what rule was broken and why, how to fix the damage done, and how a repetition of the same ca n be prevented. 13. Identify ten strategies which you understand would support appropriate class room behaviour. 1. Limit the set of rules to a minimum. This will make it easier for the pupils to remember and follow. 2. Be proactive. Some advance planning and preparation can prevent disruption of work. 3. devise within a clear framework of clear instructions. However, there should be flexibility e.g., to postpone the activity if the students are tired. 4. Set specific goals for lessons as well as behaviour. There should be scope for negotiations with the pupils about both. 5. Be positive. Keep smiling and maintain good humour, and encourage the pupils to work towards meeting the set goals by rewards. 6. Be realistic about pupils behaviour. Pupils can be noisy and inquisitive. Proper seating arrangements can minimise noise and other disruptions. 7. Be alert to signs of