Interviews on Reform Assignment Example | Topics and Well Written Essays - 2000 words

Interviews on Reform - Assignment Example This type of community is comprised of mainly adults. Public schools provide an opportunity to meet and interact at different negotiation points. It becomes easy for students to interact with individuals from diverse values and backgrounds. Public schools comprise of students with a diverse range of abilities and disabilities. The backgrounds provide individuals from different cultural, ethnic and socioeconomic background. The diverse environment exposes the students to different levels of interpersonal and communication issues. The numbers of students in a public school provide students with a different environment as compared to that provided by home schools and private schools. Students are able to engage in team projects and competitive sports with a diverse platform (Turnbull, Turnbull, & Wehmeyer, 2008). What are the major problems in need of reform or improvement? The public schools are faced with challenges that require reforms. Schools face challenges ranging from the struct ure, curriculum, the school’s mission, experiences and specifically. The first problem faced by American public schools is the school size. 70% of schools in America have an access of up to 2500 students. This compromises the quality of education received by students. The ration of students to teachers is as large as 100 students per teacher. Minimized attention comes with high dropout rates due to the overcrowding problems. The issue of the public curricula also comes as a concern for the reformists. The structure of the public schools curricula fails to impart on the academic and knowledge skills. To improve the structure, the schools require improvement on the subjects provided, including the period taken to complete the curriculum. The missions of schools have hindered the progress of school improvements. The mission of public school is to prepare the students to adopt into the high school curriculum. Interdisciplinary units and lesson plans increase in complexity on an a nnual basis. In relation to curricular demands, student diversity and accountability, the lesson plan and activities are bound to change. Working on Social Studies, Technology, Art and Drama curriculums indicate a better diversity for the students. The curriculum demands for new state frameworks that require continual change. Standardization tests set through district policies dictate the instruction methods used and how they address the needs of English language learners. Linguistics of English come with a diverse implication in designing programs intended to range the learners according to their abilities. The importance of targeting a certain population while outlaying the lesson plan depends on various aspects. The rationale on interdisciplinary aspects while setting a lesson plan needs to consider different aspect including the language and culture, learning styles, active participation, learning strategies in specific areas of the lesson, development of thinking skills and tra nsfer process, student empowerment and parental involvement (Turnbull, Turnbull, & Wehmeyer, 2008). Recommendations: What do you think will â€Å"fix† the problem? Learning styles Learning styles involve using sheltered language while implementing learning strategies. It allows students to develop the subject matters through English language. Through using different learning styles, teachers apply comprehensive lessons aiding in the

Palsgraf v. Long Island Railroad Co Essay Example | Topics and Well Written Essays - 1250 words

Palsgraf v. Long Island Railroad Co - Essay Example This is because; there are laws that explicitly spell out the obligation of corporate entities in ensuring public safety and the responsibility these entities are to be charged with, when these standards are not met. One of the most significant law of tort cases in the US is the Palsgraf v. Long Island Railroad Co., 248 N.Y. 339, 162 N.E. 99 (N.Y. 1928). The case can aptly be described as significant since its effects shaped and established the concepts of the scope of business liability, the relevance of proximate cause and the limits of negligence. A Brief Summary on the Case At the heart of the case is Mrs. Helen Palsgraf who was waiting on a Long Island Railway train platform, until two men approached running after a train. As a security officer helped one of the men get on board, the man dropped his package. Since this luggage contained explosives, an explosion of a very powerful scale resulted there-from. This resulted in Palsgraf’s injury. Mrs. Palsgraf entered a person al injury lawsuit against the company, Long Island Railroad. The two main issues that emerged from the case are: the manner of determination of the duty of care; and the person to whom the party owes its duty of due care. In this case, the Court of Appeals ruled against the favor of Mrs. Palsgraf. The court maintained that there was no direct relationship between the guard’s action (of pulling the second passenger on board) and Palsgraf’s injury. The crux of the matter is that there has to be a direct nexus between the guard’s action and Mrs. Palsgraf’s injury, in order for liability to be cited. The Senior Judge Benjamin Cardozo, while writing for the three-judge bench, maintained that the guard in no way was aware of the presence of the explosion in the package. Therefore, by shoving the passenger inside, he was not aware that an explosion would ensue. Cardozo continued that even the most cautious mind could not guess the presence of danger in the packa ge. Moreover, there was no way the soldier’s action of pushing the passenger into the train directly affected Mrs. Palsgraf. Cardozo affirmed that not only was the harm emanating from the guard not willful, but his act was also not in itself dangerous. This is to the effect that the act of pushing the passenger into the train was not in violation to Palsgraf’s rights (Cross, 2011). Personal Opinion about the Case and How It Relates To What Is Being Learnt On personal grounds, the case was justly ruled by Senior Judge Cardozo and the three-judge bench. Palsgraf’s claims in her personal injury legal suit against Long Island Railroad are not sustainable, on several grounds. Lessons that have been drawn from classroom context underscore this standpoint. One of the lessons gleaned from the classroom lectures is that of the limitations of negligence. Generally, to find negligence, there must be a total finding of an instance where a particular duty owed was breached. In respect to the foregoing, to find negligence with Long Island Railroad, evidence must be produced on the side of the company’s personnel. There is no clear relationship between the guard’s action and Mrs. Palsgraf’s injury so that he can be accused of negligence. In a closely related wavelength, the limitations of liability require that the injury or liability sustained must have been avoidable, should the defendant have acted responsibly. This aspect of making harm avoidable is only applicable in light of knowledge.

Spamalot Response Essay Example for Free

Spamalot Response Essay A play about a King on a quest for a magic grail, by the sound of that it seems like this is just some ordinary play, but no this is Spamalot. Spamalot is a comedy where everything is humorous and light hearted. There are many things I love about this play including the set and costumes, these two elements really made the play better to me. However, one improvement that could have been made was the lighting in the play. As the curtains of the theater opened up I saw a big castle with huge wooden doors and a balcony. In this first scene I was blown away by the size of this set piece and was truly amazed by the detail. One of my favorite things about this set piece is how the characters were using it for more than just a castle, for instance when the front was turned into a cave. I thought it was very clever how the curtains dropped down from the balcony to create the cave. An interesting fact about the set is how it wasn’t just a flat backdrop to have in the background, it was three-dimensional, like the fact that there were windows that actually opened and closed as well as a real balcony that the actors went up on. My favorite scene was one where the Frenchmen were up on the balcony mocking King Arthur and the rest of the Knights of the round table, this was one of the funniest moments of the play. Another thing about this set that really amazed me was the realization of how much time it took to build this, but it made the difference and was completely worth it. The one and only thing that I did not like about this play was the lighting. Throughout the play I wanted different lighting effects to surprise me but most of the time I felt like it was just a general wash and nothing else. I think if there was a variety of different types of lights the play would have been more interesting. Although there was one lighting effect that I loved, when the light bulbs starting flashing along the perimeter of the stage I was surprised and mesmerized by this effect, it really improved the performance. Otherwise I felt the selection of lights was boring and dull. One scene where I think they could have used this variety of lights was when King Arthur came across the Knights of Ni. In this scene they were lost in the woods, I think a good effect would be to darken the lights slightly and maybe change the color of the light so it would feel more like they were in a forest. The costumes were my second favorite thing about this play. My favorite costumes throughout the play were the Knights of Ni. I think it was a mix of them changing thepitch of their voice’s and the costumes that made me really enjoy their part. I loved how their cloaks fell down to the floor and covered their entire body, then they had the leaves on their shoulders which showed they lived in a forest with many plants and vegetation. Another costume I really liked was Herbert’s father, the long purple cape he wore reminded me of old cartoons. He looked exactly how I would picture him in my head. Although I liked these costumes the best, I thought all the costumes were amazing. This play has many great aspects including the costumes and set that amazed the audience. Although this play was very good I did feel there could have been an improvement in the variety of lights used during the performance. To sum up the entire play it was funny every second of the way and was a show to go see.

Michael Porters Theory Of National Competitive Advantage Economics Essay

Michael Porters Theory Of National Competitive Advantage Economics Essay Porters Diamond suggests that the national home base of a firm plays an important role in shaping the extent a nation can create new advanced factors such as skilled labour, advanced technology and knowledge base, government support, and culture. Government and chance are two elements are not included in the four basic ones that form the diamond but integral nonetheless as either-or can influence the entire diamond. It is with these six forces and their interactions were studied for 100 industry case studies (Porter, 1990 26-27). The importance of this model is integral on these elements support or hinder these firms from developing advantages in the global arena, specifically from a firm-based perspective. Factor conditions pertain to the situation in a nation regarding various production factors, both man-made and inherited. These national factors directly affect the industries that subsequently develop. Demand conditions reflect the state of home market demand for products produced within the country, encompassing customer needs/wants, their scope and growth rate, and the mechanisms that transmit domestic preferences to foreign markets. Relating and supporting industries are key in determining a firms success, as the existence or non-existence of internationally competitive inputs reinforce and firms ability to innovate and remain competitive in the global arena. Firm Strategy, Structure, and Rivalry pertain to the conditions in a country that influence a firms establishment, its organization and managemen t, as well as the characteristics of domestic competitors. Porter argues that domestic rivalry and subsequent quest for competitive advantage help provide the elements for repeating those same results in the global marketplace. In applying a real-world example, Porters Diamond will be used to offer explanation as to why the internet market is dominated by firms from the United States of America. Factor Conditions: An industry requires an appropriate supply of factors in its home base if it is to be successful. In the United States there are many specialized factors which apply to the internet industry in addition to generalized advantages that span across domestic industries. A high national income in unison with a large population meant expensive computer hardware and monthly internet fees could be obtained by millions and millions of U.S citizens. It is not selective factor disadvantages, but rather an abundant supply of capital, entrepreneurial orientation, and world-class educational infrastructure (computer technology included) that explain the industries dominance. Demand Conditions: The internet has been rapidly adopted by consumers and businesses alike. The United States has a high penetration of internet access. Virtually every major firm has a website. High disposable income means American consumers can afford to purchase a variety of goods online. This climate has created a rich environment for online only firms to develop and prosper within the U.S. Notable examples include worldwide heavyweight Google, Amazon.com, Ebay, Yahoo, Facebook, Twitter, and Netflix. Related + supporting industries: The United States benefits from local suppliers eager to help prosper by helping industries production, marketing, and distribution needs. Notable is Silicon Valley for its incredibly dense population of high-technology firms; creating an ideal climate with input suppliers closely and the human capital necessary. A culture that fosters entrepreneurship means many individuals are not afraid to risk capital in creating a new venture Firm Strategy, Structure, and rivalry: Following the tech-bubble of the new millennium, which saw the NASDAQ ** technology firms never truly recovered from their reputation as an industry that is volatile, ultra-competative, and ever changing. Many firms have sprung up with impressive growth only to crash-and-burn. This competitive environment however is key to understanding the nature of the industry. Obtaining and sustaining a competitive advantage can be enormously profitable for firms, but by being forced to closely monitor costs, raise productivity, boost product quality, and develop innovative products U.S based internet firms have been able to transfer these advantages only at a costs much lower. Having already obtained the advantage in their home market, they can enter the international marketplace with additional leverage in areas such as Research and Development, quality control, human capital, and overall management. In order to truly understand Porters Diamond theory, the International aspect is integral in forming the platform for which this trade takes place. In The Competitive Advantage of Nations, Porters fundamental objective from the start was to uncover why some social groups, economic institutions and nations advance and prosper (Porter, 1990, p. xi). In todays business environment with Globalization playing and ever more important role, Porter suggests that the competitive advantage of a nations industries is determined by the configuration of the four aforementioned elements forming the Diamond: factor conditions; related and supporting industries; and firm strategy, structure, and rivalry. Foreign subsidiaries with strong internal capabilities and the ability to capitalize on host country opportunities may take strategic initiatives that areas important to a firm or industry as home country determinants(Morrison and Crookell. 1991). Although the domestic environment in which firms compete shapes their ability to compete in international markets, there is likely other circumstances beyond facing vigorous competition domestically in terms of continuously striving to improve their products that influence and offer insight into Firm based National Advantage. National policy and economics considerably influence firms ultimate ability to compete in the global marketplace; while Porter notes national policies may also affect firms international strategies and opportunities in more subtle ways, merely portraying various cultural influences, the geography, religion, climate, and political factors that greatly influence firm-based national advantage by acknowledging they affect each element of the Diamond is not adequate. Porters insisted that a firms ability to compete depends largely upon the strength of the diamond within its home national and the assertion that national economic performance depends on this. Both of these can be critiqued for relevance at a time when the world economy has become increasingly globally oriented, and the multinational corporation increasingly important. ***Dunning (1993, pp. 9-10) points out that in the 1990s an increasing proportion of the assets of firms in a particular country are either acquired from or are located in, another country. Despite this, many firms have a large proportion of their operations away from their home base and it is debatable to suggest that their competitive position rests uniquely upon the strength of diamonds in their home base. It is important not to confuse this with their initial move abroad which it may have initially been the catalyst. In questioning the Clarity of Porters Diamond, Daly (1993) for instance claimed to have significant reason to reject Porters claim that exchange rates and wages are not integral to determining competitiveness. He was able to demostrate that export growth and export shares are impacted by variations in exchange rate as well as labour costs. Despite this, Porters definition of competitiveness is more focused on national productivity compared to export shares. In asserting that competitiveness cannot be meaningfully defined in terms of low labour costs and favourable exchange rates (CAN, p. 7). claim Porters case studies lack a homogenous analytical tool to determine the importance and precise impact of each determinant on the industries competitive position (Rugman, A. M., Verbeke, A. 1993). They that it is extremely difficult to operationalize Porters diamond when putting theory into practice such as what a consultant or strategic planner would attempt I would argue that Michael Porters Theory of National Competitive Advantage is in fact important and a useful tool in understanding the factors affecting firm-based trade-theory, while still offering some analysis as to how country-based specifics influence firms actions and products and ultimately national advantage. As per Porter the determinants of national advantage reinforce each other and proliferate over time in fostering competitive advantage in an industry, thus nations achieve success in international competition where they possess advantages (Porter, 1990). Porter portrays that domestic rivalry as the major spur to innovation and hence success in international competition. It is clear no theory can single-handedly all trade flows in international trade but Porters Diamond is more relevant in understanding intra-industry trade of differentiated goods. This pertains in particular to competitive and dynamic industries where each element in Porters Diamond would be very releva nt in influencing product change while other country-based specifics play a minimal role. Rugman, A. M., Verbeke, A. (1993). How to Operationalize Porters Diamond of International Competitiveness. International Executive, 35(4), 283-299. Retrieved from EBSCOhost. Dunning. John H. (October 1990) Dunning on Porter. paper to the Annual Meeting of the Academy of International Business, Toronto. Morrison, Alan and Crookell, Harold (1991) Free Trade: The Impact on Canadian Subsidiary Strategy. in Earl H. Fry and Lee H. Radebaugh (eds.). Investment in the North American Free Trade Area: Opportunities and Challenges, Provo, Utah: Brigham Young University.

Electronic Commerce (E-Commerce) and the Global Economy Essay -- Explo

Electronic Commerce (E-Commerce) and the Global Economy Introduction The world we live in today, revolves around technology, new innovations and constant change. The global economy incorporates these changes into its daily applications forming a technological driven world where businesses thrive on information and competitive markets. Computers and communication networks have planted a seed in this information age where enterprises flourish forming revolutionized market economies. One of the most profound changes emerging in the world of business today is the introduction and use of Electronic Commerce or EC. The impact of EC on customer services as well on businesses is dramatic enough to affect any and every organization. Electronic commerce is the buying and selling of products and services and information via a computer network.. It provides opportunities for companies to expand their business worldwide at a small cost. Business to Consumer EC includes business interaction with consumers where companies sell directly to consumers over the Internet. In terms of retail, Business- to – Consumer applications have increased revenues, and eliminated costly intermediaries like distributors, warehousing, etc. In addition, with the development of EC, the use of catalog or television shopping channels are becoming less popular. The former, limits an individual to what is seen on the screen or paper rather than the latter – EC that allows a wide variety of products. Shopping online also offers 24-hour service, the luxury of shopping for an item at your own convenience and detailed information of products and their prices, even when they go on sale! With the use of EC, distribution channels are eliminated maki... ...It benefits consumers immensely by providing convenience and variety. Computers and communication networks have paved the way for a technological driven economy in the last 20 years. Organizations are able to create efficient services and products, resulting in competitive markets, leading to specialization of products and concluding in higher profits and enhanced service. Moreover, the growth of E-commerce obliterates the ‘production focused economy’ of the industrial age and extends the information age to new heights through business services offered using the internet. http://hotwired.lycos.com/special/ene/ Works Cited Efraim Turban, R.Kelly Rainer, Richard E. Potter. Introduction to Information Technology. Toronto: John Wiley and Sons Inc. (2001) Joh Browning and Spencer Reiss. Encyclopedia of the New Economy. (http://hotwired.wired.com/special/ene/)

Band of Brothers and Eagles Nest. Easy Company

Military strategists in the 1920s thought that soldiers could surprise their opponents by jumping out of planes flying over enemy territory. Germany, Britain and the U. S. formed their own airborne divisions in the early 1940s. E Company known as Easy was one of four companies within the 2nd Battalion, 506th Parachute Infantry Regiment, 101st Airborne Division of the United States Army. All of the members in this company volunteered to be trained in parachuting, a risky operation. Paratroopers were paid bonus and had greater honors than other soldiers.The â€Å"Band of Brothers† is the name acquired by these members and they played a vital role during World War II. They came together in the summer of 1942 and they suffered together in hunger, cold, and foreign lands. This brought about a special camaraderie that lead to the name â€Å"Band of Brothers†. The major exploits of the Band of Brothers include the story of how they routed two full companies of Germans and thei r night rescue of British paratroopers. They were known for their bravery in parachuting into France early on D-Day morning, fighting in the Battle of the Bulge and capturing Hitler's Eagle's Nest at Berchtesgaden.They were also a unit that suffered enormous casualties, and whose lives became legend. The leading authorities of the 101st Airborne Division were Major General Maxwell D. Taylor (101st Airborne Division CO), and Brigadier General Anthony McAuliffe (101st Airborne Division XO). Herbert Sobel was the first man assigned to Easy Company (Time, 2001). At approximately 1:30 a. m. on June 6, 1944, the commander of the 101st Airborne Division landed heavily in a French pasture near the village of Ste. Marie-du-Mont in Normandy.Major General Maxwell Taylor had no time to reflect on the fact that he was the first United States general ever to parachute into combat, as well as the first American general on enemy soil in Operation Overlord, the Allied invasion of France. The 101st w as one of three Allied airborne divisions supporting the amphibious assault on Normandy. It was planned that the 101st was to secure the exits of four causeways behind Utah Beach, Exits 1, 2, 3, and 4; destroy bridges over the Douve northwest of Carentan; and capture two bridges northeast of the town.These objectives were quite ambitious especially in the light of the fact that the plans for air attacks were made at the last minute. The main airborne advocates were Generals Matthew B. Ridgway, James M. Gavin, and Taylor. Sixty-six hundred men in three regiments had to paratroop to land in darkness and secure the four causeways leading inland from Utah Beach. The 101st Airborne Division was one of them. It was a vital assignment, for the Germans had occupied most of the low lying areas along the coastline. Overlord would be primarily a parachute operation for the 101st.In this context, it must be remembered that Army airborne divisions were elite units, and paratroopers were voluntee rs. Most officers were in their twenties, and many enlisted men were no more than seventeen or eighteen. The 101st Division was fresh and inexperienced. During the first hours of D-Day, many paratroopers were dropped wherever it seemed most convenient. American paratroopers were directed that if a unit did not reach its drop zone, it should carry out those missions assigned to the area where it found itself. The men of the 101st had had little time to get to know their commanding general.Forty-three years old and a graduate of West Point, Taylor was given command of the division in March. He had told his men: â€Å"All paratroopers are hell-raisers. During the first 24 hours after you jump, raise all the hell you can† (Taylor, 2006). The initial German reaction to the airborne landings was confusion and uncertainty. By quickly securing the invasion causeways, the 101st had made a major contribution to the success of Overlord. Moreover, they helped the 82nd force to capture St e. Mre-Eglise shortly after dawn on D-Day.The 101st's role in Operation Overlord was over and then, on June 29 the division was withdrawn from Carentan and moved north for occupation duty near Cherbourg. Since D-Day the division had suffered more than forty-six hundred casualties, over one-third of its strength. Bradley, who had told Eisenhower that he could not order landings at Utah Beach without the airborne operation, was elated. As for Eisenhower, asked many years later what had been his most satisfying moment in the war, he replied that it was when he heard that his two airborne divisions had reached Normandy (Taylor, 2006).Thus we find that the most visible benefit had been the 101st's contribution to the almost bloodless landing at Utah Beach. D-Day showcased the courage of the brave young soldiers who brought with them the innocent belief that all things were possible. After being in France for 33 days, they returned to Aldbourne, England where their replacements came in. A fter 3 months, they paratrooped into Holland by Operation Market Garden. It was a successful jump with no casualties, but after coming out of Eindhoven they came into the town of Nuenen which was full of Germans and their armor.They ended up retreating with many casualties. Then they came to Bastogne in Belgium where they went into the woods with inadequate ammunitions, food and warm clothes. They were attacked by German artillery and there were some casualties. Later General Patton's men broke through behind them and they got their necessary resources. As the Battle of the Bulge continued, Army press releases described the great bravery of the 101st Airborne soldiers and the press named them the â€Å"Battered Bastards of the Bastion of Bastogne† (Time, 2001).Easy Company then moved into the woods near the town of Foy where they eventually made their assault on Foy. Easy Company moved back into France and then pushed the Germans into Germany where they came across a concentr ation camp. Later, they reached Hitler's Eagle Nest which had been previously captured with little resistance. Finally, they moved into Austria where the war in Europe and against Japan ended. Easy Company was said to be one of the best units in the history of the US Armed Forces.Like all units in the American airborne divisions, they had been trained as a light infantry assault outfit. Hence the men in Easy Company were trained to move quickly, maneuver fast and fire small arms. During the World War II, from the beginning of October until almost the end of November 1944, however, there were involved in static, trench warfare. The achievements of the Band of Brothers of Easy Company stands out in history mainly because they achieved success in military actions that they were not trained in.They relied upon their courage and strength.Bibliography:Taylor, M. John (2006). World War II: 101st Airborne Division Participate in Operation Overlord. http://www. historynet. com/air_sea/airbor ne_operations/3036676. html.The Battle of Bastogne. http://www. army. mil/cmh-pg/books/wwii/7-8/7-8_19. htm#p473.Parachute Infantry Regiment in Normandy Drop. Regimental Unit Study: Number 3. http://www. army. mil/cmh-pg/documents/WWII/506-Nor/506-nor. htm.Time (2001). Band of Brothers. http://www. time. com/time/teach/brothers/pdfs/magazine. pdf.

Unit 304 Promote Children and Young People’s Positive Behaviour

Unit 304 Promote children and young people’s positive behaviour 1. 1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are †¢ Behaviour policy †¢ Code of conduct †¢ Rewards and sanctions †¢ Dealing with conflict and inappropriate behaviour †¢ Anti-Bullying †¢ Attendance Behaviour policy A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy. Code of conduct A set of rules/guidelines for the pupils so they understand how they should behave and what is expected of them. It is important that the children are reminded of the code of conduct so that it becomes their routine and they fully understand it. It is essential that positive behaviour is always promoted, praised and used as children notice when adults behaviour is out of character, if positive and professional behaviour is continually used it is more likely that the pupils will also behave in that way. . Providing a school environment that is safe and stimulating for the children in our care. In order to ensure that this is so, there is a policy with set procedures to create a calm, secure and happy working environment for all. There are, however, occasions when individual children exhibit behaviour that is unacceptable. As part of the Discipline Policy of rewards and sanctions, all staff use behaviour modification strategies to change an individual child’s behaviour. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focusing on positive achievements. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focussing on positive achievements. All members of the school community should respect one another. Primary School expects children to be well-behaved, well-mannered and attentive. Children should walk (not run) within the school. All children should respect their own and other people’s property and take care of books and equipment. All children should show regard for their fellow pupils. If a child has a grievance against another child, it should be reported to a member of staff, who will take appropriate action. Children should wear the correct school uniform. Jewellery and trainers should not be worn. Children should not bring sharp or dangerous instruments to school. . Foul or abusive language should never be used Chewing Gum is banned Mobile Phones are not allowed Rewards and Sanctions Physical violence is never acceptable, neither is retaliation. Repeated or serious incidents will lead to a managed moved which means the student will be transferred to another school. Although good behaviour is encouraged in schools, children will still behave inappropriate at times. Consequences for bad behaviour†¢ Name on the board (sad face) †¢ Miss time out from golden time, break or lunch play. †¢ Be sent to the head of year/deputy head †¢ Be sent to the head teacher and a meeting arranged with parents Continuous bad behaviour, the student is put on report these reports are filled in by the teacher in every lesson on the day, saying whether the student has behaved in class, the student can be on report for a week or longer depending on the response of the student producing good behaviour. My response to inappropriate behaviour on a daily basis within the classroom. Examples continuous disruption to a lesson, I would ask the student to come outside of the classroom where I would speak to the student in a stern but positive voice, reminding them of the consequences of their behaviour, and in some cases I would take them their team leader, if the student wasn’t responding . Good Behaviour When promoting positive behaviour in schools there are policies and procedures that all staff needs to be aware of. The main policies relating to behaviour will be the behaviour policies but other policies will also have an impact for example the health and safety policies, child protection policies and anti-bullying policies. All adults in school are expected to act as good role models and to behave in a consistent manner. We make sure that good behaviour is recognised and praised as well as praising children for good work, effort and achievement. Recognitions for good behaviour can be any of the following. A smile and a compliment and verbal praise Phone calls home to parents to give praise about how well their child has done. Post cards can be sent home relating to how well their child is doing. Vivo can be given; children can save these up and buy things from our vivo shop like pens pencils chocolate etc. When they save a lot of vivo then can then buy more expensive item like iPods, mobile top-ups and a whole range of different things. Certificates are awarded for student of the week and also for students who have achieved awards for things like sport performing arts and in all other aspects of school work. 1. 2 Evaluate how the policies and procedures of the settings support children and young people to: Feel safe Make a positive contribution Develop social and emotional and skills Understand expectations and limits When planning indoor and outdoor activities, there are many factors of health and safety that we have to take into account for example: Age, you have to make sure that the activity and equipment is suitable for the children's age group. Abilities & individual needs: you have to assess to see if each individual child is able to do it and if their personal needs are met. Risk & Hazards: before you plan the activity you must do a risk assessment and reduce any risk involved and make sure the area is suitable and large enough for the activity. Making a child or young person feel safe is essential for their well-being; every practise is aimed at safety and security for students and staff. Within school we have a security person who checks in and around school all day, every day. Students make a positive contribution by following rules and procedures in and around school, also through their attendance, having respect for others, wearing the correct uniform and through their behaviour. Students develop social and emotional skills by knowing how to communicate in a correct manner towards other students, teachers and outside staff that may come in time to time always showing respect. Students show empathy by respecting someone’s misfortune or sadness by showing emotions that they are capable of showing they care that a person is unhappy or sad from a situation that may have happened. Expectations of students are that they follow rules and regulation that they know are in place to help protect them within school, also that they respect each other and they know their limits in doing wrong and except the consequences of their own choice. 1. 3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the olicies and procedures of the setting. It is important for all staff to communicate with each other to evaluate student’s progress, emotionally and physically, and set fair boundaries for students who don’t get it right. Teachers and all staff work together to ensure fair rules are set to ensure the learning environment isn’t disrupted, minimi sing loss of quality learning. All children have the right to be educated to be treated equally in a classroom. There are set boundaries within a classroom that have to be followed to promote a safe and good learning environment, if these rules are not met there are consequences’. Detentions can be set for students, or they could lose their breaks to make up for time lost. Children and young people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the same apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour Please refer to the above 1. 1 2. 2 Demonstrate ways of establishing good ground rules with children and young people which underpin appropriate behaviour and respect others. Ground rules are important in a learning environment as they help to establish what is expected from the learner in terms 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, rather than in a negative way, as in don’t be late to classes. Examples of ground rules would be Respect each member of the class when they are talking, always put your hand up if you want to speak not just shouting out. Ground rules set the boundaries within which the students must work; they enable everyone to have an equal opportunity to carry out their study whilst in the classroom. An ideal way to do this would be to put the class into 2 groups and asking them to discuss in a team, and write down things they think a classroom rules should be, then each group should read out their ideas. This enables a neutral ground for discussion giving the students a feeling of teamwork and achievement. When reviewing the lists you have to have a fair and balanced view to all points identified, your objective is to do much more than lay down a few rules. In negotiating with the students you give them a sense of worth, this helps you gain their trust. Any rules agreed upon within the group are more likely to be adhered to by the students, if broken, peer pressure will hopefully prevail and the student in question will respond. This is much more constructive than having their Teacher point the finger of authority, which may then lead to a negative response. 2. 3 Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting. Please refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, consistent and supportive responses to children’s and young people’s 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 daily basic is a basis to earn respect back. As a role model showing that you respect their feelings and take into consideration their point of view, shows them you are willing 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 away, so when they come across someone willing to listen the child or young person will come back to you again and again because they feel comfortable with you, it also shows them the difference between what’s right and what’s wrong. Everybody has a voice and have the right to be listened too. Manage inappropriate behaviour 3. 1 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people Some strategies used to minimise disruption and inappropriate 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 simple verbal reprimands when misbehaviour occurs. Making sure that they are to the point (e. g. â€Å"Stop talking and work on the task set for you please†) Give praise to the entire 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 walking round. Talking over the teacher when the teacher is talking. Shouting out Being verbally inappropriate towards another pupil. If there is anything troubling them, sometimes 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 situation I would take them to their team leader. . 2 Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting. Within a classroom when a student isn’t doing it right but at the same time is not being disruptive, by using facial expressions to convey to the student that the misbehaviour was not totally overlooked. As a teaching assistant I would also walk around the room frequently, to avert potential behaviour problem s. Students can be put on report, on these reports there is a comment 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 teacher signs the report and adds a comment saying 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 extremely disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some occasions depending on the nature of the behaviour a student will be put in what we call the study 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 done to let parents know that their child isn’t 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 support for colleagues to deal with inappropriate behaviour of children and young people As a teaching assistant providing support for colleagues could be various things like in a situation when a student is acting in an inappropriate way, I would help by getting another colleague to deal with the situation. This could be the teacher in the next classroom depending on the urgency of the situation. If the situation was really serious I would go to the first point of contact for help, which again would be the teacher in the next 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 working silently until the teacher comes back in. Other support could be taking the student out myself 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 incident form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred Behaviour that should be referred to others is behaviour that: Threatens other students or colleagues. Any student with an offensive weapon Fighting Bullying Inappropriate conversations that could suggest child abuse Signs of neglect Concerns about a child’s or young person’s 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- section 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points Depression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, rudeness boredom etc. Disengagement† is the major reasons for behaviour problems in the classroom. Each learner has a defined attention span and teachers must try to re-engage them as soon as they appear to be disengaged 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 appropriately. 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 straight away, stopping quickly any angry feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and try resolved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * Brushing hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * Playing with equipment * Swearing * Singing * Crawling on floor * 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 a nd 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 causing 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. Leading by example they should express encouraging words, 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 dealing with challenging behaviour according to the policies and procedures of the setting. 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. Equality of opportunity is about providing equality 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 matters. Everyone is equally important, equally valued and given equal opportunities. Our school community provides a happy, secure, stimulating learning environment. Everyone is encouraged to work together to develop self-esteem, become successful learners and to reach his or her potential. Through our Positive Behaviour policy we aim to create a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, leading to increasing independence and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour management throughout 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 behave inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are aware of appropriate behaviour in all situations, and we must be aware of all children's behaviour in class and around the school, dealing 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 sanctions taking into account each child's 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 dealing 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 difficulties. To achieve our aims pupils should follow the school rules, co-operate with all school staff and be responsible for their actions. Parents should support the school's 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 standards of behaviour at all times and ensure their children attend school regularly/punctually and notify the school of reasons for absence. Sanctions include 1, Warning 2, Reminder of rules 3, Time away from group 4, Loss of Golden Time , Sent to Deputy Head 6, Head 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 involved in continual minor incidents such as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanctio n will apply to children who are involved in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property. A child involved in more serious incidents such as stealing, racism, violence, bullying or refusing to comply will be placed on daily progress monitoring 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 child's 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 Pastoral Support Plan meeting will take place. If there are still 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 alone. .When you are not in control of a situation because pupils are not carrying out your 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 management team – Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes; .Behaviour Unit – 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 involved in the assessment of children, and offer help and advice. .Rewards include Vivos Star of the week Attendance awards (Certificate) Postcards home Telephone calls home Achievement 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 motivation 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 clear 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-making and develop appropriate independent positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fairly apply boundaries and rules for children and young people's 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 clear to children how they are expected to behave or if adults give them conflicting messages, children will become confused and upset, and find it hard to know 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 speaking to them about their behaviour. It is important 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 used 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 children's 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 children's behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be avoided 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 individual’s behaviour, children may undergo an assessment and a behaviour plan will be put in place. Teaching assistants will work alongside 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. Young 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 becoming 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 children’s 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 done 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 child's parents will be present. As well as reviewing the behaviour of the pupil, new targets can also be developed 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. Class teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school. By monitoring and recording 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 respect that you would expect back as an adult, also letting them know it’s their own responsibility to realise 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. Giving 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 student’s responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behaviour. 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 happening 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 hiding learning difficulties when a student misbehaves it’s 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 aren’t missing their own 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 complete 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. Also praising them to the teacher about how well they have done leading to a praise phone call home, postcard 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 student’s 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 teachers 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.