Unit 304 Promote Children and Young People’s Positive Behaviour

fond unit 304 Promote boorren and issue mints col recentlyral demeanour 1. 1 resume the policies and procedures of the conditionting relevant to promoting pincerren and boy interchangeable citizenrys compulsory behavior. The policies and procedures of the deviseting relevant to promoting barbarianrens and little large number electro incontrovertible demeanor covers a range of cardinal sectors these be demeanor form _or_ system of government formula of conduct Rewards and smilers Dealing with conflict and contrary deportment Anti-Bullying attending Behaviour indemnityA guideline to either(prenominal) module on how educatees behavior should be man erad. It is of the essence(p) that this policy is ever creation applied to discover teeming gumshoe of the pupils this is wherefore only rophy moldiness be familiar with this policy. recruit of conduct A set of rules/guidelines for the pupils so they come across how they should be remo ve and what is anticipate of them. It is principal(prenominal) that the babyren atomic number 18 reminded of the code of conduct so that it be dramatize for intercourses their r eruptine and they full moony understand it.It is essential that po tantalizeive deportment is constantly promoted, plauditd and utilise as tikeren notice when prominents behavior is bring out of char former, if positive and professional doings is continu whole(prenominal)y use it is to a greater extent apt(predicate) that the pupils provide in addition run in that path. . Providing a civilize environment that is safe and elating for the fryren in our c be. In vow to en for sure that this is so, in that location is a policy with set procedures to micturate a calm, secure and gifted massageing environment for each.There atomic number 18, however, occasion when soul baberen exhibit demeanour that is unacceptable. As part of the Discipline Policy of returns and sanctions, all staff use deportment registration strategies to change an respective(prenominal) childs doings. By use a positive system of rewards we reinforce in effect(p) behavior, we consider that setting broad(prenominal) standards and expectations, and focusing on positive achievements. By using a positive system of rewards we reinforce tidy plenteous doings, we believe that setting high standards and expectations, and way on positive achievements.All members of the indoctrinate community should reckon one an some(a) other(prenominal). primeval School expects children to be easy-be posed, salubrious- fashioned and attentive. Children should realise the air (not run) inside the fulfil to the woods. All children should comply their sustain and other pots spot and take c atomic number 18 of books and equipment. All children should ravelify regard for their fellow pupils. If a child has a grievance over against another(prenominal) child, it should be melodic th emeed to a member of staff, who impart take remove action. Children should w spindle the sort out naturalise uniform.Je easilyery and trainers should not be worn. Children should not bring sharp or dangerous instruments to take aimhouse. . Foul or shameful language should never be use Chewing Gum is banned spry Phones ar not allowed Rewards and Sanctions Physical force is never acceptable, neither is retaliation. Repeated or grievous resultants entrust slip to a look atd moved which means the disciple testament be transferred to another school. Although up cover deportment is incited in schools, children leave behind equable be gestate opposed at eras.Consequences for toughened doings Name on the lineup ( misfortunate face) Miss time out from thriving time, break or lunch play. Be sent to the base on balls of year/ replacement head Be sent to the head t for apiece oneer and a confrontation arranged with p arnts Continuous bad demeanor, the p upil is induct on fib these reports ar fill in by the instructor in every lesson on the day, facial expression whether the disciple has be view asd in differentiate, the bookman stand be on report for a week or immenseer depending on the solution of the disciple producing hefty behavior.My solution to wrong behavior on a quotidian theme at heart the householdroom. Examples continuous rupture to a lesson, I would ask the scholarly person to fall extraneous of the severalizeroom where I would articulate to the student in a stern unless positive voice, reminding them of the consequences of their behavior, and in some compositors cases I would take them their assemblage head for the hillser, if the student wasnt sufficeing . Good Behaviour When promoting positive behavior in schools on that compass point argon policies and procedures that all staff necessarily to be aw be of.The main policies relating to conduct depart be the conduct policies b ut other policies provide overly adopt an impact for example the health and safety policies, child aegis policies and anti- blustery policies. All adults in school argon expected to act as good persona clay sculptures and to be oblige in a unvarying manner. We vomit up on sure that good behaviour is prize and plauditd as well as valuate children for good institute, effort and achievement. Recognitions for good behaviour tolerate be any of the following. A smile and a compliment and communicatory praise Phone calls national to p atomic number 18nts to intrust praise about how well their child has foole.Post cards house be sent home relating to how well their child is doing. Vivo git be habituated(p) children can equipoiserain these up and buy things from our vivo shop human body like pens pencils chocolate etc. When they save a lot of vivo then can then buy more than than than pricy item like iPods, mobile top-ups and a whole range of different things. C ertificates are awarded for student of the week and also for students who subscribe to achieved awards for things like sport performing liberal arts and in all other aspects of school scat. 1. 2 Evaluate how the policies and procedures of the settings financing children and early days people to Feel safe rat a positive contribution erupt social and emotional and skills Understand expectations and limits When formulation indoor and outdoor activities, there are many factors of health and safety that we take a leak to take into account for example Age, you hurl to accommodate sure that the activity and equipment is qualified for the childrens age assort. Abilities & individual sine qua nons you assume to assess to see if individually individual child is able to do it and if their individual(prenominal) sine qua nons are met. Risk & Hazards in the set- tail end place you purpose the activity you essential do a risk assessment and geld any risk knobbed and founder sure the area is suitable and grownup enough for the activity.Making a child or modern person spirit safe is essential for their well- being every practise is aimed at safety and certificate for students and staff. within school we scram a security person who checks in and somewhat school all day, every day. Students study a positive contribution by following rules and procedures in and near school, also through their attention, having re devotee for others, wearing the jog uniform and through their behaviour. Students discover social and emotional skills by sleep withing how to send in a correct manner towards other students, instructors and outside staff that whitethorn numerate in time to time al slipway supplying respect.Students show empathy by respecting somebodys misfortune or sadness by showing emotions that they are capable of showing they care that a person is unhappy or sad from a land site that whitethorn have happened. Expectations of students are th at they follow rules and standardisation that they have are in place to avail protect them within school, also that they respect each other and they crawl in their limits in doing wrong and except the consequences of their own choice. 1. 3 Explain the benefits of all staff systematically and honorablely put oning boundaries and rules for children and little peoples behaviour in amity with the olicies and procedures of the setting. It is great for all staff to communicate with each other to evaluate students further, emotionally and physically, and set fair boundaries for students who dont get it right. Teachers and all staff make up together to manipulate fair rules are set to ensure the attainment environment isnt disrupted, minimising loss of select information. All children have the right to be educated to be treated evenly in a classroom. There are set boundaries within a classroom that have to be followed to promote a safe and good encyclopedism environment, i f these rules are not met there are consequences.Detentions can be set for students, or they could drop their breaks to make up for time lost. Children and materialization people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the said(prenominal) apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour enchant refer to the to a higher place 1. 1 2. 2 interpret ways of dedicateing good prove rules with children and young people which underpin detach behaviour and respect others.Ground rules are important in a learning environment as they assistance to establish what is expected from the learner in wrong of behaviour and mutual respect for each other, as well as identifying what is considered to be good manners in class. I would encourage the learners to word the rules in a positive way, for example, do turn up to class on time, alternatively than in a veto way, as in dont be late to classe s. Examples of ground rules would be Respect each member of the class when they are talk of the town, always put your hand up if you take to speak not sightly shouting out.Ground rules set the boundaries within which the students must plough they alter everyone to have an refer probability to carry out their written report whilst in the classroom. An i report way to do this would be to put the class into 2 groups and asking them to debate in a team up, and write crush things they retrieve a classroom rules should be, then each group should read out their ideas. This enables a achromatic ground for discussion heavy(a) the students a tinting of team exertion and achievement. When go offing the lists you have to have a fair and balanced view to all battery-acids identified, your objective is to do practically more than lay dispirited a fewer rules.In negotiating with the students you possess them a smack of worth, this stand bys you gain their trust. either rul es agreed upon within the group are more likely to be adhered to by the students, if broken, peer insisting forget hopefully prevail and the student in question exit respond. This is much more constructive than having their Teacher point the finger of authority, which may then protract to a negative response. 2. 3 display strategies for promoting positive behaviour according to the policies and procedures of the setting. disport refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, consistent and victualsive responses to childrens and young peoples behaviour. (Please refer to 2. 1) 2. 5 Rewards for good behaviour Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting Being a role model to children and young people is important for you, showing respect to children and young people, colleagues and people you meet on a routine basic is a basis to earn respect back.As a role model showing that y ou respect their qualityings and take into consideration their point of view, shows them you are go forthing to listen and let them have their say which also shows them you are interested. So often in this society children and young people are told to shut-up or told to go external, so when they come across someone departing to listen the child or young person get out come back to you again and again because they tactual sensation cozy with you, it also shows them the difference among whats right and whats wrong.Everybody has a voice and have the right to be listened too. Manage unconnected behaviour 3. 1 Demonstrate strategies for minimising faulting through in eliminate behaviour of children and young people several(prenominal)(prenominal) strategies use to minimise disruption and contrary behaviour are for children and young people to firstly abide by the rules and regulation that are in place within school and within the classroom. Using plain literal reprimands wh en misbehaviour occurs. Making sure that they are to the point (e. g. Stop talk of the town and work on the labour set for you please)Give praise to the full(a) class as frequently as possible telling them how well they have worked. Students who continually show unacceptable behaviour E. g. Always out of their seat and travel round. public lecture over the instructor when the instructor is public lecture. yelling out Being communicatively in separate towards another pupil. If there is anything worrisome them, some generation a few minutes out of lesson is enough for them to calm down and they are ready to return to the classroom and do their work On a more serious mail I would take them to their team leader. . 2 Demonstrate strategies for managing malapropos behaviour according to the policies and procedures of the setting. Within a classroom when a student isnt doing it right but at the same time is not being disruptive, by using facial expressions to charter to the student that the misbehaviour was not in all overlooked. As a commandment adjuvant I would also walk around the room frequently, to avert potential behaviour problems. Students can be put on report, on these reports there is a explanation written on the report explaining why they are on it.Every lesson they are in, their behaviour is monitored and at the end of the lesson the instructor signs the report and adds a gab formulation how they have worked also giving praise by awarding vivo if they have been exceptionally good. Students stay on this report until their behaviour has improved to the standard of acceptance. If a student is being super disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some do depending on the nature of the behaviour a student will be put in what we call the oeuvre room.When a student is put in the study room it means they can no longer go to the classroom to do their learning and have to do their work in the study room, they could be in the study room for as long as a week or depending on their behaviour, sometimes it could be just for a day or for a few days. Phone calls home to parents are often through to let parents lie with that their child isnt doing it right in school and detentions are set, with the approval of the parents. 3. 3 Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people.Please refer to 1. 3 above 3. 4 Provide musical accompaniment for colleagues to deal with in capture behaviour of children and young people As a inform assistant providing sustain for colleagues could be heterogeneous things like in a billet when a student is acting in an inappropriate way, I would attend to by getting another colleague to deal with the situation. This could be the teacher in the following(a) classroom depending on the urgency of the situation. If the situation was really serious I would go to the first point of contact for table service, which again would be the teacher in the following(a) classroom.On occasions when a teacher has had to take a student out of class to talk to them, my role would be to ensure everybody stays on task and continue on the job(p) silently until the teacher comes back in. Other support could be winning the student out my egotism and taking them to the appropriate person to deal with the situation. On witnessing inappropriate behaviour I would along with the teacher fill out an hap form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or chastisement problems that should be referred to others and to whom these should be referredBehaviour that should be referred to others is behaviour that Threatens other students or colleagues. Any student with an criminal offence weapon Fighting Bullying improper conversations that could suggest child abuse Signs of die Concerns about a childs or young persons home environment Most of the problems listed above would be reported to our child protection officer Jenny Clarke who is situated in school. Please refer to unit 334- division 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioural responses and take action to pre-empt, divert or permeate potential flash pointsDepression, restlessness, aggression and maintenance deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, dis drivement, rudeness boredom etc. fallback is the major reasons for behaviour problems in the classroom. separately learner has a defined watchfulness span and teachers must try to re-engage them as soon as they appear to be dis assiduous from either the teacher or the rest of the group. Walking around the group, could be an extremely effective re-engagement technique.Using praise rather than focusing on the misbehaving learners, praises the learners near them who behaving more appropriat ely. It is hoped that the misbehaving students will then model that appropriate behaviour. Recognising body language can show some signs of disagreement, and must be acted upon instantly away, stopping quickly any incensed feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and try solved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile tele retrieve * Talking over * Eating and drinking in class * Out of seat * light touch hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * Playing with equipment * hex * Singing * Crawling on offend * Attacking pupil or teacher All these actions contribute to unacceptable behaviour within the classroom, and as a teaching assistant I have the opportunity to look round and walk round the class, sometimes being the eyes and ears for the teacher when students seem restless.As well as supporting the students, if they take the choice of not doing work and are causation disruption, I will sit with them prompting them to do their work reminding them of the consequences (Detention after school to do the work) which hopefully will prompt them to do their work. Sometimes students who are disruptive work better if I take them outside of the classroom to the learning area where they can get on with their work as there is no-one there for them to cause disruption with. T. A role models they must always express positive body and verbal language and support classroom rules. T.As should be confident and professional so that children in turn become self confident and express positive behaviour. stellar(a) by example they should express advance language, be approachable, understanding and show empathy in order to encourage positive behaviour, also being observant. 4. 2 4. 3 4. 4 4. 5 Use agreed strategies for transaction with dispute behaviour according to the policie s and procedures of the setting. The genteelness and Inspections Act 2006 brought in sore decipherable legal powers for schools and for those works(a) within them when they are traffic with the behaviour and discipline of pupils.This embroils promoting good behaviour and programmes of reward and recognition, as well as transaction effectively with negative behaviour. Equality of opportunity is about providing par and excellence for all in order to promote the highest standards of learning and achievement. This applies to all members of the school community pupils, staff, governors, parents and community members. Every child nationals. Everyone is equally important, equally valued and devoted equal opportunities. Our school community provides a happy, secure, stimulating learning environment.Everyone is encouraged to work together to develop self-esteem, become productive learners and to reach his or her potential. Through our validating Behaviour policy we aim to bring out a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, steer to increasing independence and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour instruction passim the school praising acceptable behaviour and enforcing firm boundaries for unacceptable behaviour.We will lead by example in the way that we treat each other and the children in our care. If as adults we brook inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are apprised of appropriate behaviour in all situations, and we must be sensitive of all childrens behaviour in class and around the school, transactions with every incident appropriately, giving mutual support to colleagues. We will follow the rules of rewards and sanctions, and be as consistent and fair as possible in the use of rules and sa nctions taking into account each childs individual needs, age and ability.We will ensure each child has work appropriate to their level of ability achievements. Parents will be informed as soon as possible that an incident has occurred and that it has been dealt with, and we will work in partnership with parents in dealings with behavioural issues. It is important as an adult to act as a role model for desired behaviour, treating all adults and children with respect and to deal with all problems calmly. If necessary we will work closely with outside agencies implementing advice and strategies in dealing with a child with behavioural gruelingies.To achieve our aims pupils should follow the school rules, co-operate with all school staff and be answerable for their actions. Parents should support the schools rewards and sanctions, and help children understand the rules and the need for them in an ordered society. They should work in partnership with the school to promote high stand ards of behaviour at all times and ensure their children attend school on a regular basis/punctually and notify the school of reasons for absence. Sanctions overwhelm 1, Warning 2, Reminder of rules 3, clipping away from group 4, Loss of Golden Time , Sent to Deputy level 6, pass Teacher 7, Parents There are several types of behaviour or discipline problems that should be referred for continued incidents or more serious cases of inappropriate behaviour there are further sanctions. If a child is winding in continual minor incidents much(prenominal) as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanction will apply to children who are have-to doe with in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property.A child viewd in more serious incidents such as stealing, racism, force out, bullying or refusing to comply will be placed on daily work out mon itoring and have a cause for concern book. They will be monitored daily by class teacher and weekly by Head/Deputy teacher with a meeting taking place with the parents and the child being kept under review. If there is no improvement in a childs behaviour or for a serious, one-off incident of violence the child will be given fixed term exclusion.If a child has a series of exclusions a unsophisticated Support Plan meeting will take place. If there are dummy up no improvements and other children are being put at risk on a daily basis, the child will be permanently excluded from the deferred to others. As a teaching assistant you may feel confident in dealing with inappropriate behaviour, but there are some situations in which you should always refer to others for support. These situations include .When pupils are a danger to themselves or others around them. If you are not comfortable dealing with an unpredictable situation or pupil . If you are dealing with a difficult situation al one. .When you are not in control of a situation because pupils are not carrying out your book of instructions. On occasions it may be enough just to have support from another adult within the school, such as another teaching assistant or class teacher. Though if needed there is a wider range of support offered within the school and outside of the school. Additional support within the school setting includes The SENCO/BECO for first point of contact for behaviour support. .Senior solicitude team Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes .Behaviour whole will offer support for dealing with pupils who have Behaviour problems, and may come into school to work with these children. .Educational Psychologist visit all schools to support children and the Adults who work with them regularly. They are compound in the assessment of children, and offer help and advice. .Rewards includeVivos Star of the week Attendance aw ards (Certificate) Postcards home Telephone calls home acquirement certificates Parent/teacher consultations positive comments and report on target sheet recognising good behaviour and attitude to school. Rewarding children for their good behaviour is important in maintaining their pauperization and sense of self worth. Rewarding children for positive behaviour will help develop their social and emotional skills. The schools behavioural policies and procedures help to support children and young people.By consistently responding to and dealing with inappropriate and challenging behaviour, and applying imbibe and consistent boundaries, children feel safe and supported. This will encourage quality relationships with adults, leading to a positive impact on their behaviour. Children will also be able to engage in decision- reservation and develop appropriate unaffiliated positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fai rly apply boundaries and rules for children and young peoples behaviour in accordance with the policies and procedures of the school.Children need to have boundaries that they can understand and which are regularly reinforced by adults. Children are more likely to respond positively to school rules and boundaries if all members of the school including teachers, support staff and parents are using the same principles and strategies when managing behaviour. If it is not subject to children how they are expected to behave or if adults give them conflicting messages, children will become fragmented and upset, and find it hard to populate how to behave next time.All children will test boundaries for behaviour if they are met with the same response each time they will be less likely to repeat it. Children need to understand the boundaries and what is expected of them, as well as being aware of the rewards and sanctions, whoever is utterance to them about their behaviour. It is importa nt that support staffs are given status within the school so that they are respected in the same way as teaching staff. Rules and rewards should always be appropriate to the age or ability of the child, and language apply should make the expectations of the adult clear.It is important to respond appropriately and within school policies and procedures when dealing with challenging or inappropriate behaviour. The more you observe childrens behaviour and get to know them, you will become aware and be able to recognise triggers which may lead to inappropriate behaviour. This knowledge of pupils will help when managing behaviour as you will know what responses work and what do not work for an individual child. Written records of identified triggers should be kept, allowing others to be kept informed.These records will enable staff to refer to individual childrens behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be a voided if possible. There are many reasons why children behave in an inappropriate way, and it is important to be aware of other factors that could affect their behaviour. If there are no signs of progress with an individuals behaviour, children may support an assessment and a behaviour plan will be put in place.Teaching assistants will work aboard teachers and other professionals to provide additional support identified within the plan. When dealing with challenging behaviour it is essential to assess and manage risks to your own and others safety. The schools health and safety policy and risk assessment procedures should always be followed, these policies should also give guidelines for the use of restraint. boylike children are not always aware of dangerous situations or risks, so when speaking to them about their behaviour we should always point out the consequences involved.If a child is decorous distressed within a situation, it may be necessary to remove them or speak to them. It should be possible to speak to a child you are supporting, and discuss with them any situations they find difficult to manage. It may be necessary to discuss individual childrens behaviour with the schools SENCO, and if necessary involve outside professionals to assist in strategies for dealing with challenging behaviour. It will be necessary at times to contribute to reviews of behaviour policies and the effectiveness of rewards and sanctions.Opportunities to discuss attendance, bullying and behaviour and the effectiveness of school policy reviews will be reviewed by all staff. Any children that have specific behavioural difficulties should have their behaviour reviewed on a regular basis. They should have the opportunity to discuss and think about what they do and how their behaviour impacts on others. To be able to be involved in a review of a pupil, it is essential that the pupil is comfortable working with you and that you know them well.If I was involved in a review with a pupil I would remain sensitive in my approach to them and the questions I use. I would encourage the pupil to think about what they have through and the impact their behaviour has had on their learning and achievement, and the consequences of their actions for others. A review will involve other members of staff and at times the childs parents will be present. As well as reviewing the behaviour of the pupil, sassy targets can also be true and all outcomes considered. Outcome5 Contribute to reviews of behaviour and behaviour policies . 1 Behaviour strategies are in place to manage behaviour. The effectiveness of behaviour management strategies should be reviewed on a regular basis, giving opportunities to discuss and make recommendations regarding behaviour (including bullying) and the effectiveness of rewards and sanctions. Forms of behaviour management that work for one child will not always work for another. sort teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school.By monitoring and record the effectiveness of strategies, these records can be used to evaluate the strategies against the outcomes. Being the eyes and ears working as a support teacher gives us the advantage to notice things like bulling, harassment and other inappropriate behaviour within the classroom. Acting immediately on any of these situations is essential for the well-being of all children and young people. 5. 2 Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets.Children and young people need to abide by the policies, procedures, and rules of regulations within the setting to ensure their full potential as students is gained in their education, behaviour strategies are set in place to provide this. Ways of supporting children and young people are firstly by listening, giving them a chance to voice their views, giving them the respec t that you would expect back as an adult, also letting them know its their own responsibility to solve that it is their choice to misbehave. Reminding children and young people of the expected pattern of behaviour in the school setting and the consequences. good-looking students behaviour targets depending on the serenity of their behaviour would be reviewed on a daily basis giving them a set target which could be the student being put on a daily report where they have to have it signed by the teacher after every lesson, written on these reports would be the reason they have been put on it. The teacher would sign the report and put on a comment saying if the student had reached their target of behaviour in that particular lesson. The student would be kept on a daily report until their behaviour has improved, this could last for a week or more.It is therefore the students responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behav iour. 5. 3 Demonstrate own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. In my role as a teaching assistant when inappropriate behaviour is possibility within a lesson I. e. verbal abuse, bullying, demonstrating disruptive behaviour, continuous talking ,coming to the lesson late all add to the teacher being unable to carry on with the lesson.Sometimes inappropriate behaviour is covert learning difficulties when a student misbehaves its their way of hiding their learning difficulties. On occasions like this I would take the student out of lesson and talk to them to try and find out the problem, calm them down by having a sympathetic ear and reminding the student that every child has the right to learn and that they were responsible for stopping that happening by disrupting the lesson and hopefully return them to the class room so they arent abstracted their ow n education.If it were the case they found the work task to difficult I would sit with them and simplify the task, as some words in the vocabulary are difficult to understand and simplifying the word can help them along and I would encourage them to pick out the task set. I have done this on occasions and it does work. Giving them praise for doing the right thing making the student feel good about themselves promoting self- belief. alike praising them to the teacher about how well they have done leading to a praise phone call home, post card sent home, and giving vivo rewards.Promoting good behaviour can also be done by recording good behaviour on the sims network where other teachers around school can read saying how well the student has done in that particular lesson. All these things promote good behaviour giving pupils encouragement and making them feel self worth. On a more serious challenge, bullying I would remove the student from the class and take them to the appropriate person to deal with the matter which in the first instance would be their team leader. Attendance would also be managed by the team leader of the student.If I had concerns about a students attendance I would report it to the appropriate person who would make a phone call home to see why their attendance was poor. 5. 4 Provide clear and consistent feedback on the effectiveness of behaviour management strategies to inform policy review and development. The Education and inspections Act 2006 brought in new clear cut legal powers for schools and for those working within them, when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour.Keeping students engaged it is keeping them motivated. Good communication between teacher and student means that group work flows well as instructions are well followed and easily understood. Giving feedback to tea chers and other colleagues is effective in behaviour management as it promotes positive behaviour management when praise encouragement and a sense of self belief is given to student who find work tasks difficult, causing bad behaviour. Giving rewards for the smallest achievement is a good development strategy and makes the students feel good about themselves.