Supporting_Positive_Behaviour

supporting positive behaviour T/601/7407/ 2. 2.1 2.2 2.3 Supporting positive behaviour. Within the classroom today we had to write up the 2 scenarios which would support children at key stage 1 and 2.The first scenario involved key stage 1 children, we had to devise a strategy rewarding these children for the positive efforts while using “jolly phonics”. Our second scenario was for children aged 10-11 year olds at key stage 2, the aim for these children was to use a strategy to reward the class with positive behaviour helping year 3 pupils into the school. Starting off with key stage 1 children, while working with children of a younger age(4-5 yrs), instant praise and rewards are important to ensure instant recognition for the work the child has done. Instant verbal praise could consist of “well done, lovely work”. Using positive body language will give visual praise including, a smile, a wink, thumps up, applaud. A longer term reward for younger children could consist of a reward sticker so the child can “show off” their hard work giving them a sense of pride. Children love to be praised for their efforts whether it be a simple acknowledgement that they have done well, in return, giving the child more confidence to try harder, giving them more confidence to produce more positive behaviour. While instant praise is fine for all ages, children of an older age need more long term rewards. Our second scenario consists of children at key stage 2, year 6. Responsibility is an important factor within the Childs development, our example is to let the older children act as a mentor for the younger year 3. Rewards could consist of a classroom league table, giving the top group a prize at the end of the week helping the year 3 children. Competition is a good motivation to produce good team behaviour, having new team captains everyday to give each child a purpose. At the end of the week all the class points would be added up to see which team had come first, the prize could be an afternoon watching a DVD. As a class reward all year 6 children could have an afternoon having an extended lunch break. Praise and rewards give the child a sense of achievement, we must also have a structure that praise and rewards are to be given out, all teachers/staff must be fair and consistent with the praise/rewards, knowing the boundaries and rules for children’s behaviour which is set out within the policies and procedures of the setting. To conclude, praise and rewards have to be consistent, children respond better with recognition for their work, whether a small gesture or a reward, childrens positive behaviour at school illuminates through out the school environment making it a more pleasurable time and allowing the children to produce better work, more confidence and self believe.