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Rock Street, San Francisco

I will be reflecting on the statement made by the Department of Education in 2015 “All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential” and how behaviour within our classrooms can have a positive or negative impact on a child’s education.
The word ‘Behaviour’ is defined in the dictionary as “the way in which one acts or conducts oneself, especially towards others”. In the classroom, there are set expectation of behaviour. These are laid out by school or class rules whereby the children will learn the appropriate mannerisms acceptable in school. We also hope that children enter school with an understanding of good behaviour, however, this is not always the way. Children are expected to be kind, listen, follow instructions, as well as a range of others. We have high expectations of children entering a classroom where they should be “good” at all times.
Within the classroom, we see behaviours that can cause distress and disrupt the learners such as, over-excitement for an activity, nasty things being said between children or general talking while they should be listening. All of these behaviours can be disruptive and cause distress for the learners. The consequences of this negative behaviour may impact more than just one learner. The individual child could suffer from low self-esteem due to missing some of the teaching or because of what had been said by another pupil. For the class, they may also miss out on learning time as the teacher is having to confront the child/children causing the disturbance. The teacher may end up stressed having to repeat themselves in either telling off the same student or re-teaching a lesson. For the school, bad behaviour that has impacted on the level of learning can cause their statistics to drop and the overall reputation of the school to be tarnished. The responsibility for the teaching assistant in managing behaviour is to praise and encourage good behaviour, to catch any negative behaviour and avoid it becoming disruptive to the class or dangerous to the pupil or others. Efforts to get to the root of the behaviour are also very important to solve the issue for the child or to at very least comfort them so they are able to continue their learning. Feedback to the class teacher is also essential so they are aware of any problems or disputes in the classroom and can take the appropriate action.
My school has a specific behaviour policy that outlines the steps to take when a child or group of children are misbehaving. This starts as a look given to show a child that their inappropriate behaviour has been noticed and you wish them to stop. This is the preferred method as it not distracting for the rest of the class. However, if this is not acknowledged or appropriate, verbal reminders or reprimands are then implemented. A discussion with the class teacher would be had if a child had been rude to member of staff which would then be followed up with a letter of apology and persistent low level disruption would lead to an informal meeting with the parent to agree on suitable action to be taken. A child is given three warnings within the classroom, if they persist, they are given a ‘time out’ in the class. If they continue to disobey, the time out is moved to a different class – this sanction is appropriate when a child’s behaviour is interfering with other pupils rights to learn. Following these interventions, playtime is missed either fully or partly, once these disciplinary actions are not enough, a Senior Leader is introduced to the behaviour who decides appropriate sanctions. Serious incidents are referred to the Head Teacher, in some cases a formal meeting with parents is undertaken. The school also has procedures to follow if/when internal isolation, fixed-term exclusion and permanent exclusion are required. I feel the behaviour policy gives good explanation to the sequence that is taken if a child behaves inappropriately, it also gives the pupil themselves plenty of opportunities to correct and reflect on their behaviour.
Many children will have special needs of some kind during their education. The term ‘special educational needs’ has a legal definition, referring to children who have learning problems or disabilities. These needs can affect their:
• behaviour or ability to socialise, for example they struggle to make friends
• reading and writing, for example because they have dyslexia
• ability to understand things
• concentration levels, for example because they have ADHD
• physical ability
Additional educational needs refers to various groups of children and young people who for a variety of reasons may face additional barriers to education and learning. This makes it more difficult for them to achieve their full potential. This is different to children with Special Educational Needs. These areas include:
• Looked after children
• Newcomers
• School age mothers
• Travellers
• Roma
• Children of service personnel
• Nurture Provision
• Anti-Bullying Policy
• Suspensions and Expulsions
• Education Otherwise Than At School
Dependant on specific needs of each child – ranging from a dyslexic child to a wheelchair user – the aff

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