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Promoting positive behaviour.
Tina Riggs
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Expectations. It’s important to have realistic expectations of what a child can and cannot do for their appropriate age and stage. The will allow you to set them achievable goals and set clear boundaries.
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What is normal? (Green 2006) Behaviour 2 years 3 years 4 years
Fights or quarrels 72% 75% 92% Hits others or takes things 68% 52% 46% Stubborn 95% 85% Talks back cheekily 42% 73% Disobedient 82% 76% 78% Tells fibs 2% 26% 37% Constantly seeks attention. 94% 48% Cries easily 79% 53% 58% Temper –outbursts 83% 70% Active – hardly ever still 100% 40% Wets self during the day 14% 7%
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What causes inappropriate behaviour?
Hunger Learning difficulties/ SEN (includes speech delay) Feeling poorly Transitions Medical conditions Feeling hot Learning to share English as an additional language
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Role of the adult. Good supervision Distraction
Specific praise and encouragement Calm and patience A good role model Consistency Explanation Suitable activities. Clear boundaries.
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Good practice. How often you acknowledge the child positively?
How much time do you spend talking and listening to the children? What activities does the child enjoy the most? Is your approach encouraging the behaviour? Avoid situations. To whom does the child respond well? Tassoni, P 2010
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Modelling. This is based on the theory of social learning theory.
Anyone working with children will need to set a positive role model. Influence such as tv and computer games will need close monitoring.
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Strategies to put into place.
Visual Reminding: Take photos of the children Working co-operatively Tidying the room Communicating respectively Sharing co-operatively and these photos are displayed with the relevant rules the teacher has established
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Setting those rules! Giving children the responsibility of helping create the rules will: Help them remember the rules Help them understand the rules Increase their respect for the rules
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Things to remember! Refer to the behaviour management policy.
Ask a child to do what you want them to do. For example “please walk” instead of “do not run”
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Non-verbal communication
“Many disruptive behaviours can be addressed – even nipped in the bud – by a non-verbal cue,” (Rogers 2002 P.65).
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Ensuring rules work. If children have different teachers throughout the day, children may be confused by the different rules SOLUTION: Adopting a setting policy and communicating effectively with colleagues.
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Self esteem Tassoni (2000, p173) states, “Having high self-esteem allows us to fulfil our potential… Low self-esteem affects the choices that we make,” Low self esteem = low motivation
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Things to do! Set those clear rules, make them SMART. Stay positive
Use rewards effectively Plan changes Be consistent Work with others Observe the child.
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Conclusion. Ideas can differ due to age range and need to be adjusted accordingly. Strategies are personal to the teacher – be confident in your strategies. Behaviour management is not textbook – it’s a learning curve – learning through experience. On your placements strategies can be developed. Learning from each other!
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