Support Children and Young People Positive Behaviour Essay Example for Free

Support Children and Young People Positive Behaviour Essay Good behaviour in all aspects of school life is necessary. We are providing high standard of discipline and behaviour. By adhering to this policy we aim to recognise and promote positive behaviour and in doing so, will help to promote self-esteem, self-discipline and build positive relationships based on mutual respect, consideration and tolerance. The policy is not only aimed at pupils, but to all who are involved in the school community, from parents to governors, to staff etc. in order to be able to apply it consistently. Everyone work hard to help children to keep up high standards of behaviour, so they can use their time in school effectively to learn and develop. We are encouraging children to do their best, establishing in them a sense of self-respect and independence by praising their efforts and being interested in them as individuals. It is our aim to instil in children a sense of respect for the feelings, needs and interests of other people, like also commitment and pride in the school. Fundamental reasons of this policy are being followed to make sure that all children know that they have the right to learn, every teacher has the right to teach and everybody in school has the right to feel safe, secure and happy by being part of school community. We believe it’s very important to make children feel proud of themselves and show them the appreciation of their self-development and creativity. That is why we are using rewards such as weekly certificates, house points, golden tickets, marble jars or written reports and newsletters to parents, to let them know personally, that their children are doing well. We also believe we must signify very clearly negative behaviour. To make an effort on that we have created three ‘Golden Rules’ to help us make that strategy real. First Golden Rule says ‘do what an adult tells you to do the first time’, so children can identify their authorities and people whose behaviour they should follow, so defiance or deliberate disobedience will be absolutely intolerable. Second Golden Rule is about ‘keeping your hand and feet and other object to yourself’. In our school community it’s completely unacceptable to indicate danger or harm, like physical violence and threats to another person or racism towards children, which is regard as extremely serious and we always take constant action against it. We always try to make sure, that all racist incidents are being reported by our grownups. ‘No put downs or swearing’ is the third rule, which is same important as the rest two of them. We are trying to create nice and friendly atmosphere at our work place, like also develop children’s communication skills without using any unnecessary or abusive vocabulary. Procedures for handling unacceptable behaviour in our facilities are followed to deal with children, whose behaviour is opposite to our school rules or is any different way perilous. We are using ‘1-2-3 exit’ method in the classroom, dinner hall and playground. This system is utilized, while the inappropriate behaviour is identified. The teacher gives first warning to a child, if it continues to be disobedient, they are given second one, after third, if the misbehaviour still persists and then ‘exit’, which means they are sent to another classroom to work alone in silence for some period specified by teacher. After that procedure, teacher and student must go through talk and complete ‘Exit Form’, which makes them think about all the effects and to make sure, they know what they have done wrong or who they have affected and how to change it, to not make it happen again. This form is kept in child’s behaviour record, monitored by the Head Teacher and definitely, parents have to be informed. That might also result in the child missing future trips and the other school events. Anti-social behaviour, which affects everyone, is unacceptable and will not be tolerate is bullying. There are three types of bullying: physical (using physical violence), verbal (name calling with racist remarks) and indirect (spreading rumours about someone). It is our responsibility to keep that kind of behaviour away from happening, because pupils who are being bullied can show negative changes in their attitude, like becoming shy and nervous, taking unexplained absences or pretending illness. We must encourage them to report bullying in schools and be alert to the signs of it, so we can react promptly and solve the problem as soon as possible by following the school policy steps. All the head teachers are response, under the School Standards and Framework Act 1998 to follow procedures to avoid bullying among pupils and make people around or working with them, to pay more attention about this rules. That kind of incidents will be dealt immediately by one of the member of staff, recorded and given to the head teacher, who will take an action. Parents must be kept informed about every record in a file of child and sanctions might be used after consultation and investigating all people who were concerned. Pupils will be supported by the member of staff, by discussing and investigating what happened, who was involved and what was done wrong and will be necessary to change. We will also offer help with restoring self-esteem and confidence if needed. Exclusion may be taken as a disciplinary step. Within the set of courses the school will be more aware of the problem of bullying through education in PSHE, tutorials and assemblies to completely eliminate that sort of behavioural matter. We are all members of the school community, we as a teachers and staff, you as a parents, and of course our children. We all have duties and responsibilities to follow, to make our lives easier more comfortable and secure. These policies have been created to help us turn those rules into a life and make our schools safe and happy environment to learn, play and grow up for everyone, with no exceptions.

Flowers For Algernon :: essays research papers

The story Flowers for Algernon depicts the meaning of intelligence in a very deep sense. The narrow definition intelligence is the capacity to learn, to understand, or to deal with new or trying situations. It is a concrete definition in such a way that it also means the ability to apply knowledge to manipulate one’s environment or to think abstractly as measured by objective criteria as tests. Yet the story goes beyond this concrete explanation of what intelligence really is. It shows a whole new perspective of the meaning intelligence. The novel gives a theory of the more intelligent you become the more problems you will obtain. As a result your intellectual growth is going to outstrip your emotional growth. This theory is shown in the novel with Charlie having two growths, intellectual and emotional. These two growths interact by reason of once there is a high intellectual growth that is rapidly out growing, the emotional growth will stay the same or increase at a much lowe r speed.   Ã‚  Ã‚  Ã‚  Ã‚  The definition of intelligence that is explained in the book is having certain attributes that help you become a stronger individual. The qualities are having honesty, ethics morals and compassion. One has to achieve this intelligence thoughtlessly; Charlie shows this before he has his operation. By reaching this type of intelligence a person does not have to have a lot knowledge or a high I.Q, but you may reach peace in life by being a spiritually kind person that is previously show in the abstract definition.   Ã‚  Ã‚  Ã‚  Ã‚  The only positive effects of the intellectual growth that one can gain is to be able to experience what the concrete definition was like in one’s own personal experience. Yet the negative effects of the operation, which were great, was the intellectual and emotional growth colliding.

Survivor’s Quest

For any of them to survive on a remote island, they would have to have the physical capacity to endure the harshness of the wilderness. They should also have the mental and emotional maturity to know when and how to help out and not be a burden to their group. They would have to learn how to live away from their comfort zone. The first best choice would be Father Franz, and not merely because he is a priest. He has the physical strength to live in that kind of environment and he has a farming background which will be of great help in terms of a sustainable food production for the group. He would also be a good candidate to be the leader of the group and again, not just because he is a priest, but because of his being active in civil rights guarantees that he will be just and fair in relating with his islandmates. His being liberal also guarantees that his judgments will always be towards the good of them all; not restricted by religious his biases. His being a priest however makes him a better moral uplifter for them the survivors. The next good choice would be Mr. Blake. He is an outdoors man so his knowledge and skills would be essential for their survival. His construction experience will also become handy in making a shelter for them. His prejudices against blacks however might become a problem for them. Dr. Gonzalez may be an experienced doctor, a skill that would be of great value to all of them in the island. However, he is old, and has already lived a full life. Mr. Newton on the other hand, still has one year to finish in med school. What he has learned in school cannot compare to what Dr. Gonzalez has learned through years of medical practice. However, he is young and can still keep on learning. Provided that he did his homework back in school, what he has learned should be enough for him to be able to treat any ailments and injuries his co-survivors might acquire while they are at the island. He will suddenly be able to put what he has learned in practice. Therefore, Mr. Newton should be allowed on the boat. The two children: Jean Garcia and Bobby Dane should also be allowed on the boat. They are very young and should have the privilege to experience life. But at their age, for them to survive on the island, they would need their parents to nurture them. It was not indicated specifically whether Mrs. Garcia is indeed Jean’s mother. Assuming that she is, she might not have much to present in terms of intelligence and regarding her past, unlike most of the other candidates who has many achievements to enumerate, but she is Jean’s mother, therefore she should be given the chance to raise her child the way she sees fit. Bobby on the other hand is a special case. His condition requires someone to take care of unconditionally him in long terms. That role would be best fulfilled by his parents. His mother should be the best candidate for that. However, she is diabetic. Her condition makes her very fragile especially in a remote island where she would not receive her proper treatment. She might not live long enough to take care of her son. Therefore his father, Dr. Dane should be allowed on the boat instead. He is physically healthy to live long enough to care for Bobby. For such a varied group of people to survive and live together on a remote island, they should all be matured enough to disregard their religious and racial ideologies. They should learn to work and cooperate with each other in order to live harmoniously.

Effects Of Stereotype Threat On Women s Performance

Alleviating The Effects of Stereotype Threat in Women’s Performance in STEM Tasks Stereotyping is a way for individuals to associate a group concept with a specified attribute. The association between two unrelated concepts can become linked via a third concept (e.g. the self). Drawn from this, there are two types of stereotypes, that is, implicit stereotypes and explicit stereotypes. Implicit stereotypes are linked to automatic thinking in the cognitive process, as individuals are not consciously aware of these thoughts and judgements. Explicit stereotypes are associated with the controlled thinking process in the brain, as they are expressed from past experiences and judgements (Payne, 2006). From this, Steele and Aronson’s (1995)†¦show more content†¦The aim of this essay is to discuss the effects of stereotype threat in women’s performance in STEM disciplines, and to examine the use of a social psychological approach to alleviate the effects of the stereotype threat. The topics throughout the paper will address the effects of stereotype threat for women in STEM tasks, the limitations of the stereotype threat model and alleviating stereotype threats for women in STEM tasks. Similar findings to Steele and Aronson (1995) were found in other performance tasks, such as the measure of sport strategic intelligence (Stone et al., 1999) and the link between gender, performance and stereotype threat (Spencer, Steele, Quinn, 1999), where there was clear evidence that individuals who felt they were being stereotyped, performed poorly. As Brown and Pinel (2002) stated, â€Å"the more people are aware of their stereotype, the greater the effect on their performance†. If the race of an individual or group is more prominent, the greater their performance level declines (e.g. African Americans’) (Aronson, Wilson Akert, 2013). The Effects Of Stereotype Threat For Women In STEM Tasks It is clearly evident that females in Science, Technology, Engineering and Mathematics (STEM) have a significant stereotype threat of not performing adequately to males. According to the French Association of Female Engineers (2007), there was an unequal gender distribution in STEM tasks. The percentage of women in