Discipline and Improve Students Behaviour in Classroom Education Essay Example for Free

Discipline and Improve Students Behaviour in Classroom Education Essay The problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation to successful behaviour implementation. The first paragraphs give different definitions conversant with behaviour and discipline according to the authors’ view. The continuation of the literature review is presented by different approaches and strategies concerning a good behavioural management. This elaboration sets out some of the arguments and recommendations which are discussed in more detail. Charles C. M. submits several definitions corresponding to behaviour: Behaviour refers to everything that people do. Misbehaviour is behaviour that is not appropriate to the setting or situation in which it occurs. Discipline†¦ are strategies, procedures, and structures that teachers use to support a positive learning environment. Behaviour management is a science that puts an accent on what teachers have to do to prevent misbehaviour (Charles 1). Students’ behaviour depends on several factors such as traditions, demographic settings, economic resources, family, experiences, and more. Some authors have made important contributions in managing classroom discipline related the twentieth century. Jacob Kounin (1971), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students. Rudolf Dreikurs (1972) on the other hand emphasizes the desire to belong as a primary need of students in school. He identifies types of misbehaviour and gives ideas about how to make students feel a part of the class or group (p. 63). William Glasser (1986) shows another view, making a case that the behaviour of someone else cannot be controlled. He reckons that everybody can only control his own behaviour. Personally I support this idea that we must control ourselves. According to the opinion of the other authors, Linda Albert’s, Barbara Coloroso’s, Nelson and Lott’s a good discipline in the classroom can be achieved through Belonging, Cooperation, and Self-Control. A similar idea of classroom management is also presented by Rackel C. F who declares that the teachers, considered it was necessary, â€Å"to develop students’ sense of belonging to the school† (p. 1071) The author supports the opinion of the significance of a good school climate and tells that it might be precondition for facilitating positive youth development (Rackel C. F 1071). In order to attain to a good classroom atmosphere there is a need of growing positive relationship between students and teachers, motivation the students’ participation and clear rules to control classroom discipline (Rackel C. F 1072). In addition these above-mentioned views can be defined as a positive outlook as regards to improving the classroom management. Another point of view inside the subject of managing discipline is through active student involvement and through pragmatic Classroom management (Charles, C. M. 2007, p. 7). Discipline through raising student responsibility is also positively oriented approach for classroom management. The three principles that improve behaviour presented in the article â€Å"Self-assessment of understanding† are positivity, choice, and reflection (Charles, C. M. 12). There the author explains the principles meaning. He states that being positive means being a motivator. When students have opportunity to share their choices they can present themselves with a good behaviour. â€Å"Asking students questions that encourage them to reflect on their behaviour can help them to change behaviour† (Charles 14). Rebecca Giallo and Emma Little (2003, p. 22) from RMIT University Australia give their comments also on classroom behaviour management. They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans Tribble accept that less confident teachers seem more vulnerable to stressful classrooms. They maintain the theory that the classroom stress is a reason for giving up a teacher’s career. In school the stress can be overcome through involving of drastic measures concerning managing a good discipline. One of the most popular strategy for solving behaviour problems is punishment. By reason of the popularity of the subject in the field of education, many experts have written articles and books as well as given lectures on discipline and punishment. Anne Catey based on Dreikur’s words considers that there is no need of using punishment in class. Based on Catey’s words kids need to have a chance they can share their ideas in the class (1). This is the best way to â€Å"smooth, productive functioning in schools† (Charles, C. M, 1999). Anne Catey from Cumberland High School gets an interview from several teachers in Illinois district about their discipline practices. She accepts the suggestion given by Lawrence as mentioning that, â€Å"very effective technique is a brief conference, either in the hallway or after class, with the misbehaving student† (Punishment, 1). Anne Catey has her own techniques for classroom management. She disagrees with Lawrence viewing about humour as one of the bad strategies for effective discipline and believes that using of humour can be effective if done without abasing the students (Punishment, 1). In this way she gives each one a bit of individual attention. When some of her students are a bit distracted on one task, talking to friends instead of reading Catey says, â€Å"Since I always assume the best of my students, I assume the noise I hear is students reading aloud or discussing their novels. However, it’s time to read silently now instead of reading aloud† (Punishment, 1). This sounds as a good strategy but personally I disclaim this thesis. This doesn’t work all the time. I am trying to be strict with my students and according to this the pupils have to observe the rules in my classes. That doesn’t mean that I admit the severe punishment but rarely the stern warnings. I agree with the following techniques used by Anne Catey (2001) to modify behaviour including giving â€Å"zeroes for incomplete, inappropriate, and/or missing work and taking points off at the end of a quarter for lack of participation and/or poor listening†. As expected, these methods are effective for some of the pupils but not for the others. Related to the above-mentioned topic it could be noticed some of the classroom discipline strategies utilized in Australia, China and Israel. On the basis of elaborated research in these countries some psychologists and school principals (Xing Qui, Shlomo Romi, 2005) conclude that Chinese teachers appear less punitive and aggressive than do those in Israel or Australia. Australian classrooms are presented as having least discussion and recognition and most punishment. In Australia (Lewis, 2005) as concerned to the study the teachers are characterized by two distinct discipline styles. The first of these is called â€Å"Coercive† discipline and comprises punishment and aggression (yelling in anger, sarcasm group punishments,  etc). The second style, comprising discussion, hints, recognition, involvement and Punishment, is called â€Å"Relationship based discipline† (Lewis 7). Coercive discipline according to the above-mentioned authors means the teacher’s behaviour is such as â€Å"shouting all the time, unfairly blaming students, picking on kids, and being rude, to stimulate student resistance and subsequent misbehaviour† (Lewis, Ramon 2). The importance of classroom discipline arises not only from students’ behaviour and learning as outlined above. It depends also on the role of the teacher. Sometimes it is obvious that teachers are not be able to manage students’ classroom discipline and it can result in stress. So,â€Å"classroom discipline is a cohesion of teacher stress† (Lewis 3). Chan (1998), reports on the stressors of over 400 teachers in Hong Kong, claims that student behaviour management rates as the second most significant factor stressing teachers. In the article Teachers’ Classroom discipline several strategies have been presented for improving classroom management. They are Punishing (move students’ seats, detention), Rewarding (rewards, praises), Involvement in decision-making (decides with the class what should happen to students who misbehave), Hinting, Discussion and Aggression. Another strategy for improving discipline in class is conducting questionnaires between the students. It is an appropriate approach for defining students’ opinion about behaviour problems. In each Chinese and Israeli school a random sample of classes at all year levels have been selected. As a research assistant administered questionnaires to these classes their teachers completed their questionnaires (Yakov J. Katz 7). In comparison to all of the mentioned countries the model in China is a little different in that students support use of all strategies except Aggression and Punishment. Based on the conducted research the only strategy to range within a country by more than 2 ranks is Punishment, which ranks as the most common strategy in Australia, and the fourth and fifth most commonly used strategy in Israel and China. The author, Xing Qui generalises that, â€Å"there is not more Punishment at the level 7-12. â€Å"Classroom discipline techniques showed that students in China, compared to those in Australia or Israel, report less usage of Punishment and Aggression and greater use of Discussion and the other positive strategies. At the end of their article â€Å"Teachers’ classroom discipline and Student Misbehaviour in Australia, China and Israel â€Å"(p. 14) the authors recommend that teachers need to work harder to gain quality relationships with difficult students. What I have drawn from reviewing literature so far is that teachers are able to use different techniques for enhancing classroom management in their profession. After making a thorough survey on the above-mentioned issue I would like calmly to express my position. It is harder for the teacher to keep the student focused on any frontal instruction. That’s why as with all classroom management practices, the teachers should adapt what they like to their classroom, taking into consideration the age, ethnicity, and personality of the class as a group, and of them as teachers. Much of the disruptive behaviour in the classroom can be alleviated before they become serious discipline problems. Such behaviours can be reduced by the teacher’s ability to employ effective organizational practices. These skills are individual for each teacher. The lecturer should become familiar with school policies concerning acceptable student behaviour and disciplinary procedures. Establishing rules to guide the behaviour of students is also important. Once these standards are set up the teachers have to stick to them. I agree with the authors who prefer involving the positive approach in behaviour management. But I also accept that some situations are more complicated than the others and in this case the teachers must take drastic measures against inappropriate students’ behaviour.

Organisational Culture of Etisalat

Organisational Culture of Etisalat Etisalat – Organizational Culture Executive Summary: The below discussion is a research into the organizational culture aspect of the company Etisalat. In this respect we could say that the discussion gives an idea of the concept of organizational culture and a company brief of Etisalat. Next the discussion reveals the organizational culture of the company Etisalat and explains the same and draws an alignment of organizational culture of the company with the Hofstede theory. Next the discussion discusses the positive aspects of the company culture. The conclusion draws one’s attention to the negative impact of the Etisalat organizational culture and finally the discussion ends with recommendations for better performance of the company in future Introduction: The aspect of organizational culture comprises a very important aspect of the management studies of the current times. In fact the feature of organizational culture also reveal a considerable portion of the organization work ambience and the strategic approaches that the company will be having in dealing the various situations. In other words the organizational culture represents the views, beliefs, values and the opinions of the members of the organization, both the employees and the management of the company. Etisalat or the Emirates telecommunications Corporations is the largest telecom company of the region. The company was initially a British company which was later bought out by the government of the nation of UAE and nearly 60% of the shares was retained by the government of the nation and the rest of the 40% of the shares were made available for the general masses. In the following discussion we will be illustrating certain aspects of the organizational culture of the company Etisalat – the global telecom giant, which has a organizational culture much hued by the inherent beliefs of the Islam society. Body of the Discussion: In this part of the discussion we will be looking at the various aspects of the organizational culture that prevails in the context of the company Etisalat. Etisalat Organizational Culture: The company Etisalat or the Emirates telecommunication Corporation was initially incepted to provide a world class telecommunication system to the UAE. However in the coming times the company did expand in the other parts of the Middle East and also parts of Asia. Currently the company is operating in nearly 18 countries all over the world and has a client base of more than 150 million users. In the course of its growth we see that the company has maintained a very employee oriented approach. One of the most initial and crucial aspect to which the management of the company has paid detailed attention is the development of its employees. The element of employee dynamism and its enhancement does comprise to be an essential feature of the company’s internal dynamics. Once again we see that the element of ethics again is a very important criterion for the company of Etisalat. As an essential feature of the organizational culture both the management and the employees of the company do have very positive attitude towards the feature of training and development. In this case we see that the management of the company do have a very positive and keen attitude towards training its employees so that they come up with better and innovative ideas in the future that would be elemental in the development of the company. Once again we see that the organizational culture of the company does reflect that the management of the company is quite forward looking and progressive in nature and is interested in an aggressive marketing endeavour as per which the company is making emergence in new companies and is also strengthening its position through acquisitions and mergers. Again the company culture seems to be pretty much in sync with the commercially progressive culture of the nation of the United Arab Emirates. Since we see that the company in its endeavour to enter new markets are also not hesitant to make some considerable investment into the genre of market and brand building. In addition to the same we see that the job responsibility of all the elements and the members of the company are treated with an equal amount of importance and significance. In this case we see that the managers and the team leads of the company do like to pay a close level of attention to the performance standards of all the team members. Favouritism is not fostered in the Company as the same could lead to some very serious consequences. In this connection one could explain that a collective performance stands as imperative as per the culture of the company. On the other hand we also observe that the company tries to rise above the gender bias that is but a marked feature of the United Arab Emirates society. We do observe that some of the senior and the significant positions are again chaired by the female employees of the firm and the firm also encourages a larger recruitment of the female candidates irrespective of the position. Truly in the current times as per the tides of globalization, the company has raised much above the Middle Eastern values and has rightfully become a global organization in terms of the organizational culture. Organizational Culture Theories: One of the very old and often used theories that is applied to explain the concept of Organizational Culture is that of the Hofstede theory. Hofstede in his theory of organizational culture has been pressing on the factor that different geographical regions and nations does contribute to the fabrication of the organizational culture. The element of organization culture does reflect the facet of mental programs and thinking patterns and the process of social actions. In this respect it needs to be said that element of organizational culture also does greatly depend on the facet of the ethics and the culture of the society and the nation as a whole in which the company is operational. In the scope of the theory we can see that Hofstede has reflected on certain facets that will help a company to have a progressive and forward looking organizational culture. In this case we see that the noted scholar did happen to press on the facts that the power distance or the distance between the several layers of the organization has to be minimized. Once again the company has to learn to avoid uncertainty that might arise in the future. The company culture has concentrate on both the elements of individualism as well as that of collectivism. The company must also rise above the facets of feminism and Masculinity and must also be having both Long term and Short term orientation. In this respect we can say that the organization Etisalat is quite in alignment with the belief and the theories of the concept that was propagated by Hofstede. To illustrate the same we can explain the following points: The element of power distance is kept in mind and is followed by the management of the company Etisalat. We see that within the company in order to get better and innovative ideas from the elements of the company from all the layers of the hierarchical system, consolidation and centralization of power is generally discouraged and an open and cordial forum is maintained as per which the various employees of the company can come up with various ideas and concepts. In terms of uncertainty avoidance we see that the company looks forward to try only those ideas and concepts that seem quite tangible and what the employees of the company pull through. The company again tries to serve and deliver results to both its employees as well as the customers alike. Once again in the case of collectivism and individualism we see that the company do maintain a fine balance as per which the performance of all the individual employees are kept in mind and that the performance of the teams are pondered upon which together balances collectivism and also individualism. Although the society of the nation UAE do have a bias towards the male elements of the society as per which we see that the best options in all the fields are kept aside for the males of the society, yet in the case of Etisalat we see that the company does give a fair chance to the female employees who are also working in some of the most significant positions of the company. From the last aspect we see that the in terms of the long term orientations the eastern countries are given a preference than the short term western countries. Positive and negative impacts: It has often been cited that the feature of organizational culture often plays a very important role in the development of the organization and also the various operational and strategic styles and patterns that the same incorporates. In this case we can hence conclude that the element of organizational culture has a prominent role in the success or the failure of the company. In fact the decisive decisions that the management often takes are quite regularly influenced by the organizational culture of the company. In the case of the company Etisalat we see that the situation is certainly no different. In this case we observe that the organizational culture has a number of positive impacts on the company. They are as follows: The organizational culture helps the employees of the company to come up with new ideas as a result of which we see that the company always has some new idea up its sleeve that the management tries out for the better performance of the company in the future. It also enhances the personal skills and the confidence of the company. The working ambience of the company turns out to be a rather positive one and we see that the company and its employees have a positive attitude that helps them proceed towards growth and success. Quintessentially we see that the organizational culture does have a strong influence on the agenda of the company going global. It could be said that the forward moving attitude of the company’s internal elements finally gave the Company and its management the impetus to move ahead and move into the foreign and the maiden markets of the other countries in the Middle East, Africa and now in Asia. Once again we also see that the company has a presence in the nations of the UK and the USA. We also see that the company other than the telecommunication industry also is operational in the other industries such as the internet industry and the industry of voice trafficking. This diversification which is again an important element in the current times of stiff competition is a product of the organizational culture that has given rise to innovative ideas. The company again has made some very unique contributions to the up gradation of the female employees and has given career options to several woman of the nation. This has also helped the image of the company on the global scenario. Conclusion: On a concluding note it could be said that the element of organizational culture does play a very important role in the development and the growth of a country. This is one aspect that has been made evident from the case of the Company Emirates telecommunication Corporation or the brand Etisalat. However we can say that the organizational culture of the company has led the company to rest a comparatively low emphasis on the marketing of its products in the western world such as the US and the European markets. However these markets could prove to be rather important to the profit and the interest of the company in the longer run. In this case we see that the company could might as well think of options and plans that will help the firm to get a proper and strong introduction in the western market. Recommendation: The company in its endeavour to get an introduction in the western market could look forward to come up with aggressive marketing endeavours so that the company could have a noted and a marked entry into the markets of the UK and the US. Once again the company since is already quite a big name in the Middle East and the African region could start by giving some rebates or introductory offers on its connections. Moreover we also see that the company is operational in just the communication or the service part of the business, with a passing phase the company could also get into the business of manufacturing handsets that could also be introduced to the markets in different parts of the globe.

1870-1880 Essay -- Essays Papers

1870-1880 During the 1870’s the United States experienced great changes with the end of the Civil War. America was going through a period called Reconstruction. Tensions were fairly high and an air of freedom was present throughout the nation. By 1877, it was obvious the United States was beginning to develop into a recognizably modern economic system of making, earning, spending, and living (Brown 60). In 1880, â€Å"over half of American workers worked on farms and only one in twenty worked on manufacturing† (Brown 59). Farmers outnumbered factory by a large number, but factories were still abundant. Child labor occurred after the Civil War as well. By 1872, more than 10,000 children were employed in Philadelphia’s industrial workplaces. That number was even larger in cities such as New York, and it increased as the years progressed (Brown 60). The decade of 1870-1880 consisted of many important issues in American history. Industrialization began to make to makes its way into the American colony. In 1870, the first transcontinental railroad trip in the United States took place. The transcontinental railroad brought America together. This made it easier for traveling and especially made it easier for the industries by being able to commute products back and forth. The transcontinental railroad was the best invention and had a great impact of life for the United States at this time. Another great event that happened for this country was the discovery of gold in 1874. The discovery of gold in the Dakota Territory brought thousands of gold diggers into the Black Hills reservation. Another very important invention that changed America was the telephone on March 10, 1876, by Alexander Graham Bell. This allowed Ameri... ...ccording to Perkins, although French and Russian realists and naturalists influenced James style, â€Å"in Contrast to the European naturalists whose tutelage he acknowledged, he rebelled against the materialistic interpretation of human destiny, and struggled with the problem of undeniable evil as desperately as Hawthorne, whom, among earlier Americans he most admired† (Perkins 1055). This shows that James was greatly influenced by Europeans, but he also has his added his own unique American style. One of James’ stories, â€Å"Daisy Miller," takes place in Switzerland. Throughout this story Europeans see America as being hostile and somewhat harsh. During the decade between 1870 and 1880 , the United States was once again beginning to rebuild the nation. This rebuilding or reconstruction not only affected attitudes, but it affected art and literature throughout the world.

Software in the Land of Smiles (a study of software piracy in Thailand)

Software in the Land of Smiles (a study of software piracy in Thailand) 1.Overview Walk down the street in Thailand and amongst the numerous trinket vendors, you will find one that has catalog of software titles. The same catalogs can also be found at the major shopping malls at numerous retailers. Flip through the catalogs, choose your software titles, and pay around US$3. A runner will go retrieve your titles and, in about 5-10 minutes, you will have your new software. This is only a glimpse of the multi-million dollar world of software piracy and how accessible it has become in the land of smiles, Thailand. Software piracy is the use of software without a license from the copyright holder. There are several forms of piracy ranging from sharing personal copies of programs to mass distribution and selling of those programs. Thailand, by far, has a problem with the latter. The International Intellectual Property Alliance (IIPA) first identified Thailand as one of the worst pirate countries in 1985. From 1985 to present, Thailand has been frequently on and off of the IIPA priority watch list for its piracy and lack of enforcement. Thailand made great strides in 1995 when it passed a new Copyright bill which expressly include software. Trade negotiations and increased attention were the catalyst for some of the notable piracy crackdowns. However, piracy is still a major issue in Thailand today. The United States Trade Representative (USTR) recently initiated Free Trade Agreement (FTA) negotiations with Thailand in February 2004. The FTA would increase the number of US exports to Thailand and allow those exports to enter the country duty free. The IIPA has expressed concern over the FTA negotiations, citing probl... ...echnewsworld.com/perl/story/32110.html [8] BSA, Eight Annual Global Piracy Study, 2003, http://global.bsa.org/globalstudy/2003_GSPS.pdf [9] Richard Mills/Ricardo Reyes, USTR Notifies Congress of Intent to Initiate Free Trade Agreement Negotiations with Thailand, 2003, http://www.ustr.gov/releases/2004/02/04-10.pdf [10] Cornell law school, Berne Convention, Paris text, 1971, http://www.law.cornell.edu/treaties/berne/overview.html [11] World Trade Organization, Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS), 1994, http://www.wto.org/english/thewto_e/whatis_e/tif_e/agrm7_e.htm [12] CNET Asia staff, Dell joins budget PC push in Thailand, 2003, http://news.com.com/2100-1003-1023306.html [13] Jo Best, Is counterfeiting resulting in Microsoft price cuts?, 2004 http://www.silicon.com/software/os/0,39024651,39118856,00.htm

Ancient Romes Animal Cruelty for Entertainment :: essays research papers

â€Å"The Romans are often characterized as loving violent and cruel entertainment in the amphitheatre. It has been suggested that the games served the dual purpose of providing entertainment for the people and maintaining the political status quo.† In today’s society, the killing of humans and animals usually means a jail term, and seeing someone die is not something people go and see for fun. Violence was glorified in Rome hundreds of years ago. All the crimes they committed were condoned, accepted and glorified. There were four different genres of such entertainment in the games held in amphitheatres (Amphi-theatres are outdoor arenas. "theatres in the round": Amphi- meaning "round" in Greek.) : Gladiatorial combat, the theatrical execution of foreigners, beast shows, as well as chariot racing. Watching someone or a beast kill another was applauded for the method, skill, or artistry used in the slaughter. The games themselves provided ways for Rome to demonstrate the power of their empire, as huge investments of wealth, time, and emotion was put into the games. Death became a spectator sport with the viewers and the viewed both contributing to a wild and gory performance. Already by the late Republic magistrates were spending huge amounts of money on these games. The Latin word for gladiatorial games is Munus which means obligatory offering. This reflects the origin of these games as funerary offerings to the dead. While magistrates in the Republic may well have put on ga mes to gain popular favour, this was in their private capacity and not as magistrates. Only gradually did the gladiatorial shows come to be assimilated with the games put on by magistrates. While the most popular games were 'chariot racing' and simulated naval battles, fights in the amphitheatres, shown in these mosaics include gladiator V gladiator, gladiator V animal (pic 2) and animal V animal, were a common feature. Less common, but not infrequent was the release of wild beasts from the pits into the arena where hundreds of criminals had earlier been positioned. These spectacles all deeming to be very entertaining to spectators. Throughout the history of the Republic, there was a difference between the gladiatorial contests and other forms of spectacular entertainment. The Romans did not invent the concept of gladiatorial fighting; there is some uncertainty as to the exact source. One ancient source says it was the Etruscans, a non-Indo-European people who lived directly north of the Romans.

Explain the Importance of Resilience in Children and Young People Essay

Resilience is a mixture of nature and nurture. Attributes that some children are born with, such as good intellectual ability and a placid, cheerful temperament, are associated with resilience. Children who are born prematurely and/or with disabilities, who cry and cannot be comforted, who cannot sleep or who will not accept being held are more vulnerable to adversity and may be less likely to be resilient. There are, however, many other qualities associated with resilience which develop through children’s life experiences — the main ones can be summarised as follows: Good self esteem derives from being accepted by people whose relationship one values and from accomplishment in tasks one values. Praise, on its own, will not improve self-esteem; the child him or herself has also to ascribe value to the achievement. A belief in one’s own self-efficacy means having the qualities of optimism; ‘stickability’ and believing that one’s own efforts can make a difference. For children and young people who have had very damaging childhoods the creation of ‘survivor’s pride’, i. e. the ability to value how far they have overcome huge adversity in their lives, is helpful. Young people’s sense of self-efficacy is enhanced by taking responsibility and making decisions. Initiative is the ability and willingness to take action, including action to stop abuse occurring. Children and young people facing adversity are in a stronger position to deal with it if they are able to take the initiative in finding ‘creative’ responses. This sometimes combines with a strong sense of responsibility towards others such as siblings. Faith and morality can be described as ‘a belief in a broader value system which can help the child to persist in problem solving or in surviving a set of challenging life circumstances. A sense of coherence in their experiences gives the child a feeling of rootedness; the conviction that life has meaning and an optimistic focus’ (Daniel, Wassell and Gilligan 1999. Trust is believing in or relying on another person or thing. In order to trust others, you do not need to love them but you do need to experience them as reliable, feel respect for them, value them and not expect them to betray your confidences. Attachment is ‘an affectionate bond between two individuals that endures through space and time and serves to join them emotionally’ (Klaus & Kennell 1976, quoted in Fahlberg 1994). A secure attachment relationship creates a secure base from which a child feels safe to explore the world. Many looked fter children whose primary attachment figures have been unsupportive or unpredictable are able, fortunately, to find other attachment figures. In fact, one sign of resilience in children is the ability to ‘recruit’ caring adults who take a particular interest in them. This could be a neighbour, friend’s parent(s), teacher, child minder, relative, mentor or befriender, foster carer or, of course, residential worker. The concept of a secure base originally related to the security provided by a dependable attachment relationship. However, in the context of looked after children it has developed a wider meaning i. . the provision of a consistent and stable place to live and continuity of wider relationships which then allow the maintenance or development of attachment relationships. Where placement moves are absolutely unavoidable, strenuous efforts should be made to maintain continuity in other aspects of children’s lives. Meaningful roles: Such roles include proficiency at academic and non-academic activities at school, sporting prowess, part time work, volunteering, caring for siblings, and domestic responsibilities, provided they are not excessive. Such roles are likely to have a positive effect in several ways — they can be beneficial in providing a sense of positive identity and a source of self-esteem, they may act as a source of pleasure and hope or distract young people from the adversity they are experiencing in other areas of their lives. Autonomy means the ability to make decisions. Young people who are autonomous know that it is OK to make mistakes and that you can learn from mistakes. They take reasonably well calculated risks. Autonomous children and young people are good at self-regulation — they gain increasing control over their own emotions and behaviour. Identity: Young people in care have a deep need to know and understand who they are, where they belong and to whom they are important. They may need help to find these answers. Children and young people’s ethnicity, religion, culture and language form part of their identity. Preservation of their background and culture helps to create continuity and a secure base; it is also a legal right. Young people, who have good insight into their own difficulties, including a realistic assessment of their own contribution and the contribution of others to those difficulties, are more likely to be resilient. Young people who are able to recognise benefits, as well as negative effects, from severe adversity are likely to be resilient. Insight helps people to take appropriate actions and make appropriate choices. It is therefore linked to self-efficacy and to initiative. Humour is the final building block of resilience. It can help young people to distance themselves from, and therefore reduce, emotional pain and it can also help them make and sustain relationships — humorous people are usually popular people.

Unit COMPLETED

When professionally assessed, the young person will be assessed against a nationally recognized level and compared against these to assess their progress. Factors to be taken into account when assessing a child's development will be their health; whether they come from an economically deficient background that may have impaired their early development because of a lack of a healthy diet. If there is a history of mental or disability within the birth family that is having an effect on the child's capability to progress in education and comprehend fully the surroundings and situations they are in.Maybe they are physically disabled and cannot fulfill certain everyday functions and activities they may come normally to any other child or young person. This may have an emotional bearing and need to be taken into account when assessing them on their development. AGE Physical Intellectual Language Emotional Social 3 Months eggs not strong yet to hold weight when standing Visually alert and f ollows adults with eyes, moves head Stops crying to sound of rattle Quietest to sound of familiar voice Stares at parent or career when being fed 6 Months FM. Uses palmary grasp to pick up objects. GSM.Held standing with feet touching hard surface. Manipulates objects attentively. Forgets about toy if hidden. More alert now. Turn to where familiar voice comes from, listens to voice Laugh, show excitement and displeasure. Will reach out to be picked up. Show preference for primary career. Friendly with strangers on most occasions. 9 Months Rolls along, wiggles and may crawl Recognizes names, points at pictures and books. Splashes deliberately. Laughs before action toy works, remembers the action. Babbles, will shout for attention, wait and repeat. Copies simple sounds. Still cry for attention, but ill also use their voices.Have become aware of other people significant to them. Copies facial expressions 12 Months Controls legs and feet, can stand Throws toys on purpose. Says first rea l word Responds to own name. Can eat finger food after being weaned. 15 Months Walks unaided Understands many words, simple phrases, and directions. Repeats words Really loves books now and will pat the pages when looking at pictures. Feeds him/herself. 18 Months Walks very well without holding on to furniture, needs arms for balance. Uses objects to imitate everyday activities. Will build a 3 brick tower. Scribbles bad ND fed, can make dots.Sounds like speech but not yet understandable. Will chatter away whilst playing. Uses 6-20 words. Pretend play, dolls and domestic scenarios. Still needs familiar adults to be close by. No sense of danger. Can feed self and drink from a cup. Throws toys but doesn't look where they drop. Can undress self. 2 Years FM. Picks up objects and places down neatly. GSM. Runs on whole foot. Can negotiate obstacles and stairs. Turns pages carefully, notices finer points of picture. Identify a picture. Can name well known objects No understanding of need to defer immediate satisfaction of wishes. Enjoys ole-play.Finds sharing difficult. Can spoon feed self with no problems 3 years Can balance on one foot for a moment. Name colors, build small brick tower. Inquisitive questions. Can recite numbers, but only count 3 objects. Show affection to sibling. Will now wait for needs to be fulfilled. Will share, will play with others and alone, has best friends. Tidies up. 4 Years Walks on tip-toes, uses pedals and can steer. Good special awareness. Skilful at holding pencils. Able to have a conversation with. Can recite rhymes and songs, and has favorite stories. Begins to show understanding of past and present. Uses humor.Can be cheeky to an adult, can use a spoon and a fork to eat. Can manage personal hygiene. 5 Years FM. Showing signs of skill with construction toys. GSM. Energetic, plays ball games. Counts fingers, can match well. Can copy letters. Confuses S with HTH or F. Enjoys stories and will repeat them in their play. Reassures friend s when they are upset. Best friends, sense of humor increases. Lots of complex play, using lots of imagination. 6-12 Years Significant differences between children's physical appearances due to heredity, nutrition and normal developmental variation. Strength, hand-eye coordination & stamina progress rapidly.Puberty for some girls can start. Rapid development of mental skills. Greater ability to talk about thoughts and feelings. Learning to plan ahead. Think more logically. Developing mathematical and literacy skills. Reading and writing become more articulate, being able to relate involved accounts of events. Hold adult conversations. Learn by watching and talking to each other. Give support in times of stress. Begin to see things from other child's point of view. Still may require help to express their feelings in appropriate ways. More independence from parents and family. Stronger sense of right and wrong.Beginning awareness of the future. More attention to friendships and teamwo rk. Growing desire to be liked and accepted by friends. 12-14 Years Puberty for both sexes. Rapid musculoskeletal growth. The adolescent can put together all the possible outcomes before beginning the problem. Sizes actions more than words to express themselves. Moodiness and shyness. Feels like nothing bad can happen to them. Revisits childish behavior. Spend more time with peers. Begin to form their identity exploring clothes music and hobbies. Push limits. 14-17 years Continued physical activity important to maintain strength and fitness.Youth begins to question family and school rules and challenge parents. Believe nothing bad can happen to them, risk takers. Use language to campaign for what they believe in. Maybe reluctant to speak to adults directly preferring anonymity. Displays mixed feelings about ‘breaking away' from parents. Troubled youth may act out to express emotional pain (drug use/skip school/ fights) May select adults other than parents as role models. 17-19 Years Fully developed and completed puberty. Males growing facial hair. Either finished full-time education and seeking employment, or continuing with Geiger education.Interests are stable. Can set goals and follow through. Expresses feelings in words. Shows emotional stability. Greater concern for others. Starts listening to parents' advice again. Greater concern for the future. Concerned with serious relationships. Clear sexual identity. Self esteem is based on the adolescent's view of him/herself, rather than other people. More self reliant and independent. Peer group not as important as few ‘good' friends. Accepts social institutions and cultural traditions. Age One must also consider their cultural background and ethnicity.Does this present a language barrier that is hindering their ability to mix with their peers and develop at a normal and satisfactory rate and maybe hindering their ability to attend education or there are not the facilities available to help them with education. Are the cultural and religious beliefs of the birth family having a negative effect on the development of the child or young person creating social and moral barriers to their development. The table above shows an indication of what is expected of a child and person to achieve in an emotional and physical way in a normal environment without negative influences upon them.W. Q. 1. 2 – Assess a child or young person's development in the following areas: Physical Communication Intellectual/con dive Social, emotional and behavioral Moral There are many ways to assess the development of a child or young person's development, and a starting point is to consider what information is needed and how the information will be used to assess accurately. This should be done holistically (upholding that all aspects of people's needs including: – psychological – physical – social – spiritual should be taken into account and seen as a whole).Developing ac tivities that will involve the child or young errors so that they can be observed in the areas above and then these observations can be recorded for evidence when formulating a development plan. There are many ways and tools used to record information in the care setting:- Free description, or narrative description -? the child's behavior is recorded during a short period of time and includes what the career sees during specific tasks or activities. Checklists and tick charts – this method is used by health visitors when assessing, in the care setting this may be used by the LACK nurse on routine health visits to the care home.Time sample seed to observe a child over a longer period of time, taking snapshots within that time period, and is a way of assessing more than one area of development. Filming, photographs – a good way of recording the child or young person in ‘real time' which can be played back and re-analyses several times to observe completely differen t aspects of the child and how they interact. Information from parents and colleagues – such information gained from questionnaires or sitting down and having meetings to discuss topics relevant to the child or young person: their experiences they have had with he young person.At motivations we record information on a daily basis, this in the form of our Daily/Weekly record. As part Of the care team record my observations and then share this with the social workers involved, the Line manager and the Head of Care within our company. The information recorded will cover how the child or young person coped with activities, day to day routines, new experiences and family contact. Included in this will be there emotional state and behaviors and reactions to moral problems and situations, failing and successes and how they have benefited, learnt and progressed.Recording their educational achievements and gathering information from schools and colleges on a weekly basis all forms imp ortant data to include in the assessment of the young person towards formulating a Review report and in-depth Care Plan for the future development and progression for the young person. W. Q. 1. 3 – Explain the selection of the assessment methods used. It is important that assessment methods used are justifiable and recognize that there are limitations to these methods but that we can justify our conclusions and support them with relevant and appropriate information.Free ascription -? is an unobtrusive way of recording information, is flexible and we are able to carry this method out many times during the day/week. However, it can be hard to record everything that we see and that if several people are contributing to the narrative then people's bias may influence what is being recorded. Time sample – possible to see what is happening over a longer period Of time and the observers can see many different aspects Of the child or young person through varied activities.Filmi ng/photographs more information can be gained, but the child or young person will be aware f the recording method and those recording choose what to be recorded and so may accidental miss important actions or reactions that the child or young person may do. Information from parents/colleagues – important that parents and colleagues know that the child is involved in activities that are developing them, but again may show bias as to how well they have performed previously in the same or similar situations.W -Q. 1. 4 -? Develop a plan to meet the development needs of a child or young person in the work setting Developing a plan to meet the development needs of a child or young errors in the work setting can be completed once the assessment stage has been completed or it is agreed that enough information has been gathered to proceed further. When a new referral enters Motivations, it is standard practice that a Planning Meeting is held within five working days of the date of arr ival.This happened recently at Victoria Rd (where I am Acting Deputy Manager); the social worker involved with the young person will visit the home and discuss aims and objectives to promote the welfare of the young person. In attendance will be the House Manager, the young person for some Of the meeting and a representative Of senior management. In this Case, the person with parental responsibility was unable to attend but was invited as this was a re-scheduled meeting (24. 01. 13).Elements covered in the Planning meeting will be: Date for review Timescale Aims and purposes Targets or criteria for success Suggested activities Resources and costing Location and suitability Roles and responsibilities Of those involved 2. Be able to promote the development of children or young people BOB. 2. 1 – implement the development plan for a child or young person according to win role and responsibilities, taking into account that development is holistic and interconnected BOB. 2. â€⠀œ Evaluate and revise the development plan in the light of implementation W. Q. 2. 3 – Explain the importance of a person centered and inclusive approach and give examples of how this is implemented in own work It is very important to have a person centered and inclusive approach when developing the plans for the child and young person. They should be included in the reviews and planning meetings wherever appropriate as they should be able to voice their opinion in matters hat directly affect them long and short termed.The young person is capable then Of voicing their opinion at a time that is most relevant and when the most important decisions are made for their future, it may also be that their opinion is not understood or has not been correctly recorded in the day to day record and assessment taking. The young person may feel that it is only during Review Meetings when there is an independent reviewing officer present, that they feel they can voice their own opinion and i t is listened to in an UN-biased manner. During my work setting this is achieved on a weekly axis by having regular ‘Client Meetings' and ‘Group Meetings' held within the home.The young person is able to talk to staff on an agenda based format or ad-hoc depending on the circumstances and events. These meetings are recorded and the minutes are given to the Line Manager for review and auctioning when necessary. During a placement period, there will be regular reviews held which will assess the young person's placement and how their needs are being met. A plan will be formulated based on outstanding requirements and to fulfill the developing needs of the young person, from his their Placement Plan can be updated to inform all those involved in the care of the young person changes that have been made. Attached example is a Placement Plan I updated on young person that was in our care). Information changes and requests will then be passed on to staff through the process of ha ndovers and team meetings (which are held every month). BOB. 2. 4 – Listen to children or young people and communicate in a way that encourages them to feel valued BOB. 2. 5 – Encourage children or young people to actively participate in decisions affecting their lives and the services they chive according to their age and abilities 3. Be able to support the provision of environments and services that promote the development of children or young people W.Q. 3. 1 – Explain the features of an environment or service that promotes the development of children and young people Planning an environment that promotes the development of children and young people requires a lot of thought and experience, and is not just a case of putting in nice furniture and supplying a big TV for the residents to watch! The features of the environment relate to the entire running and ethos of the setting. Features to be considered are: Stimulating and Attractive – young people lea rn through their senses, so an environment needs to be stimulating and interesting, and also attractive.It should include opportunities for play and activities. Planned and Organized a structured system with boundaries that help the young person feel safe and secure, individuals will have their needs, interests and personality fulfilled and developed. Encouraging participation – trying to make the young person feel valued and part of the group environment and not excluded. Promoting equality, diversity and inclusion. Regularity ARQ reorients -? the setting must et the minimum standards require by Posted, and also be compliant to Health & Safety legislation and other legislation involving safeguarding, protection of their human rights.High-quality policy and procedures – as well as legislative requirements, there is an important need to have policy and procedures for staff to follow which are reviewed, updated and evaluated on a regular basis to check their effectivenes s in the workplace. Varied – up to date working practices implemented with current thinking. Providing appropriate risk and challenge – provide a care setting where the young errors is capable of making mistakes in a safe environment.Children and young people must be able to learn from their mistakes in a positive way, if they are wrapped in cotton-wool and stifled they will be ill-prepared for when they leave care and the safe environment they are in presently. Involving parents – the ultimate goal is that where and when possible we return the child or young person back to their home environment, and therefore we need to include parents and family as much as possible so that they are prepared and skilled in the care of the child to effectively manage this happening.This achieved by organizing regular contact, discussing the young person's development and having the parents involved in planning and review meetings. BOB. 3. 2 – Demonstrate how own work env ironment or service is organized to promote the development of children or young people 4. Understand how working practices can impact on the development of children and young people W. Q. 4. 1 – Explain how own working practice can affect children and young people's development I understand and realism that my own working practice can have a significant effect on the development of the children and young people in my care.Questions that ask myself about my working practice may include: Am I and my colleagues within the care home aware of the developmental needs of the young person in our care, IS relevant and important information handed over in a proper manner that is informative and of a quality standard. Are the systems that use ensuring that everyone gets the information needed; if not what can I do to effectively change this in a positive manner. Are the activities planned for the young person positive and beneficial to the young person, could alternatives be employed o r are they biased towards the needs of the care staff!Activities need to be specifically planned to meet the needs of the individual in a positive manner. Are activities balanced positively to meet the needs of the young person? Are they gaining anything from going to the cinema three times a week?! Do activities planned cover the key areas of the educational curriculum and build in a positive developmental way. Do work with the young person enough to gain a proper insight into their developmental needs and requirements, if not then why not?Is the young person engaging fully in their activities or routines to develop themselves fully and take full advantage Of the opportunities presented to them? W. Q. 4. 2 -? Explain how institutions, agencies and services affect children and young people's development Institutions, agencies and services affect children and young people in a positive way by being able to provide a varied and positive development experience that a single agency like ourselves would not be able to provide.We at Motivations are currently using an outside education agency called Inconsiderateness to support us in supplying educational support off-site to a young person in our care who is permanently excluded from main-stream Tate education. They are able to deal with challenging behavior and satisfy the Local Authority with full-time education which was planned during the initial Placement Meeting. Without this outside agency, educational needs for the young person would not have been met at a very important stage in their life aged 13.Other agencies provide support for the young person in times of crisis in their life: NSP can give support to the young person as well as Childlike. Another service that we use at Motivations is ‘Ability' in Clotheshorse; they supply a very specialized outward bounds service run y professionals experienced in emotional and behavioral challenging young people. Without such agencies, the activities available to young people to challenge and develop them would be limited. 5. Be able to support children and young people's positive behavior BOB. 5. – Demonstrate how they work with children and young people to encourage positive behavior W. Q. 5. 2 -? Evaluate different approaches to supporting positive behavior There are many different approaches that we use at Motivations to support and encourage positive behavior. Initially, we attempt to treat the child as normal as possible, creating surroundings that reward good and positive behavior, either by words of encouragement during day to day activities, or initiating positive rewards that culminate in a material goal for the young person or child – depending on their age etc.During the course of a normal day words of encouragement, a positive glance or smile, to a ‘thumbs up' or a comforting hand on a young person's shoulder is all that is needed to show support and give encouragement for the young person to put a little ex tra effort into an activity and achieve their goal. So support positive behavior and compliance in a day to day house routine, here appropriate we use a ‘Daily Points Scheme' – the child or young person is scored out of ten on a daily basis on five key factors which we want the young person to improve in.