NVQ TDA 2

1 January 2018

It is important that all staff are consistent when managing pupil’s behaviour and children need to have boundaries that they can understand and which are regularly reinforced by adults. If it is not made clear to children how they are expected to behave or if adults give them conflicting messages, children become confused, upset, act out negatively, and will find it hard to know how to behave next time.
Although 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. Rules should be appropriate for the age or ability of the child and the language used should make the expectations of adults clear.
Children have a need for the world to be as reliable as possible, when staff act consistently and reliably, they make the child feel safer, therefore less anxious and this reduces conflict e.g. Mr Woods lets me call out the answers so why don’t you! Versus Mr Woods doesn’t allow me to call out the answers because that’s against the rules therefore I know that if I do call out in any other classes, I will have to move my name down the pot of gold. Also if everyone is behaving in the same manner this becomes positive role modelling so the children will take on this manner and behave in the same positive way.

It is important that the procedures for unacceptable behaviour are followed by all members of staff whether it be in the classroom or on the playground as the children need to know what is expected of them and what will happen if they misbehave. The children then know the consequences of their actions and this generally defers misbehaviour.

Another positive of implementing boundaries and consistency is that when a supply teacher is standing in, the teaching assistant is able to reinforce the behaviour policies, therefore preventing a change in usual behaviour which can sometimes occur when a supply teacher is present.

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