Articles on Positive behavior relationship policy comparison

 

Learning institutions are governed by policies and strategies. The latter policies control the behavior of all the stakeholders within the learning environment. Thus to maintain these policies there is a need for each organization to deploy management bodies that purposely control the entire organization or institution. It has been noted that each organization has its policies, although some of them might be similar especially for the learning institution as the type of people governed have shared behavior. More so, the objective of having these policies is to achieve positive behavior management. Primarily, behaviour in learning starts from the early years of learning to the primary level, proceeding to secondary and further education institutions of learning (Ozga, 2009, p.150). This essay presents a discussion on the characteristics and the impacts of behaviours within the latter learning institutions environments while examining the similarities and differences in the policies related to the management of behaviours in the learning environments, and how to achieve effective and appropriate behaviours and communication as well as the development of personal and organizational practice.

LO 1: Characteristics and Impacts of Behaviour with the Learning Environments

This essay consists of two sections. The first section aims at comparing and contrasting behaviours management policies between Options Higford and Chasetown Community School (CCS). The second section focuses on finding reflection based on the first section to identify personal and institutional developments, thus fostering behaviour. Beginning with the first section we will present the characteristics and effects of behaviour as presented in the two institutions using the theories of behaviour management. Each learning institution is defined by its characteristic policies that might be similar or different from that of other organizations. For instance, starting with the Options Higford institution we can pinpoint some of the characteristics that govern the behaviour of the institution. This learning institution aims at providing the learners, especially the young people with complex needs to those with Autistic Spectrum Condition (ASC) and Severe-Moderate Learning Difficulties (MLD/SLD) (Luxford et al., 2017, p.3897; Cai et al., 2018, p.2). Basically, these efforts help students who have an attachment, thinking, social communication, sensory issues, social understanding, and flexibility of thinking difficulties.

Once the young students' complex needs are addressed, positive behaviour is promoted, which ensures their safety and welfare promotion. Also, the policy ensures that respect is shown to the challenges that young people face by creating positive environments where children can flourish. According to the Office of Standards in Education, Children’s Services and Skills (OFSTED), children and young people need to be regulated and monitored in order to achieve excellence. More so, childcare and social care should be enhanced across all learning institutions and all ages. It is the obligation of the Ofsted to ensure that all the security services are ensured in the learning institutions (Ofsted, 2014). Thus ensuring positive learning environments would, therefore, build good relationships of trust and understanding, which would trigger or find solutions to situations that were distracting the young people.

At Options Higford, positive behaviour is governed by well-formulated key principles. A few of these principles state that behaviour cannot be considered in isolation, teaching, promoting, and supporting appropriate behaviour should include all the stakeholders in the school, challenging behaviour is an indicator of poor physical and emotional well-being (Domitrovich et al., 2017, p.408). Other principles include consistency, and staff working closely with parents, thus agree on appropriate approaches that would promote positive behaviour. Upon keen follow up of the set principles, it is the expectation of the organization that all children with have a positive behaviour and a support plan. At the end of it, all the institution expects those young people would behave well, and demonstrate an improvement in their behaviour, which will enable them to learn new skills and thus meet their needs.

On the other hand, the Chasetown Community School, have some set policies that impact behaviour within the learning environment. In this institution, the staff has an obligation of ensuring that young people develop self-regulating skills, to avoid affecting their future goals as well as those of others. Additionally, in this school staff work as both teachers and enablers to help the young people to portray positive behaviour, and thus minimize challenging or difficult behaviour. The latter behaviors are said to have greater impacts on the young people sometimes challenging to the professionals, at times, making the young ones at high risks of mental illness and sometimes school failure. Thus, there is a need to develop principles based on therapeutic approaches that address behaviour and inclusion (Cole et al., 2019, p.374).  The purpose of these school policies is to ensure that day to day practices focus on the provision of positive experiences for the young people, which would result in sustained positive feelings. The latter feelings are attributed to the development of positive social behaviour.

The CCS learning institution has set the principles that all young people have a right to learn. The learning environment should be safe, caring, nurturing, and supportive. Also, the staff needs to follow the policies responsibly. Additionally, the CCS curriculum ensures that the staff ranging from the curriculum, teachers, and others work towards ensuring a therapeutically healthy environment. A healthy environment is that follows therapeutically healthy actions, which are analysis of individual’s behaviour and plan carefully and that which provides consequences on inappropriate educational and protective social behaviour. Besides, the school provides positive experiences to drive positive feelings that would result in internal motivation. Following the provision of these policies, the end result will be appropriate support to all students and thus develop positive social behaviours and self-regulation. Some examples of positive social behaviour achieved through this policy include active listening, self-discipline, tolerance, respect for the environment, risk management, willingness to follow appropriate instructions, and so on.

            Furthermore, CCS policies address the issues of positive relationships between the staff and the young people. The expected characteristics in a learning environment should be self-regulated, managed emotions, and consistency in response. This type of relationship is essential in supporting young people to develop positive social behavior, build trust, get encouraged, and thus become confident, develop self-esteem, and thus willingness to attempt new ways of living (O’Brien, 2018). Working towards a good relationship between the staff and the young people it is important that the institution gets to understand the views and the willingness of young people, take their interests, speak respectfully, smile and greet all young people, avoid colliding with them, use corrective communication as opposed to threatening language, among others. At the end of the process, the institution will create a positive ethos within the school environment and positive treatment of young people.

LO 2: Comparison between Organizational Policies in Managing Behaviours in the Learning Environments

Some differences in policies are portrayed between the two learning institutions. The major difference is portrayed in the objective of the policies set for the two institutions, while the Options Higford aims at promoting positive behaviour and ensuring that young people are sate and their welfare is promoted, as well as giving respect to the challenges they might face, the Chasetown Community School, focuses on making plans that would help the young people demonstrate positive behaviour and develop their self-regulation so that their SEND does not adversely interfere with their future goals as well as those surrounding them (DfE, 2015). At Options Higford the young people are provided with a structured environment that helps them know what is expected of them, while the CCS staff work as both teachers and enablers to ensure that the young demonstrate positive behavior and minimize the difficulty in behaviour.

Additionally, Options Higford, has a primary focus on OFSTED, concurring with the guide concerned with creating a positive environment. OFSTED has revealed much concern on the level of disruption in the school environment. The body set some policies that guide the inspectors, tightening and putting emphasis on routine inspection issues. At the end of the survey, the results revealed that teachers, parents, and carers, were much concerned with the frequent loss in learning time that was as a result of low-level disruptive behaviour, across primary and secondary schools in England (Ofsted, 2014). Thus a need to seek strategies that will ensure that the learning institutions would revive back to high standards of pupil’s behaviour. On the other hand, the CCS focused on therapeutic approaches of behaviour and inclusion, based on ensuring therapeutically healthy actions. The latter actions target in providing support to students and thus develop positive social behaviour and self-regulation. Further, this policy included an aspect of inclusion, which was set to be achieved through building positive relationships.

At Options Higford, all young people have a positive behaviour support plan. It is through this plan that the young people are informed on how to manage the environment, behave appropriately, how to use rewards and strategies for managing inappropriate behaviours. In this institution young people have difficulties with thinking flexibilities, relating with others, thus a need to focus on how to reinforce them. While in CCS, the institution has therapeutic plans targeting all the young kids. These plans are subject to be read by all the staff to ensure consistency around the management of every individual child. The plans are written by the teachers upon consultation with the parents and young children themselves. The plan aims at using educational and protective consequences to recognize inappropriate behaviour in a child and then proceed to its improvement.

LO 3: Personal Practice in Managing Behaviour and Communicating Appropriately and Effectively

Evaluation of one’s practice on behaviour management and examining appropriateness and effectiveness on behaviour, reflective practice is essential. Primarily, reflection is a mind's state on an ongoing constituent of practice that enables practitioners to learn. The learning process is from personal experiences, about their work, the way they relate to while at home or work, understanding the significance of others and the wider society as well as culture. It is through reflection that we develop strategies or policies that bring things out in the open, making them appropriate and thus searching questions that have never been asked before. It is through this reflection that people can communicate effectively as people are assured of safety and confidentiality (Appleyard & Appleyard, 2010). Similarly, reflection poses a challenge to assumptions, inequalities, and more importantly questioning personal behaviour. This section is an evaluation of personal practice that aims at managing behaviours, as well as justification of personal and organizational practice to achieve appropriate and effective communication.

Management especially in school institutions is not an easy task, there is a need to develop competitive strategies or policies that can promise effectiveness in work. In personal practice in learning and teaching, it is important to ensure that the parents' and other stakeholders’ expectations are met (Kintu et al., 2017, pp.1-20). The expectations are that all operations are effective and that all individuals’’ needs are addressed to satisfaction. In the learning environment, it is very essential to ensure that the learners are provided with stimulating, creative and learning engagement. This effort will make them feel secure, and thus a possibility to relate with each other, getting emotional support from the staff, which in turn promotes positive behavior in the classroom. In order to achieve the stated positive behaviour in the learning environment, there must be a keen follow up of the policies that have been put in place to address behaviour and discipline in the schools.

Policies governing school institutions are developed by the education department. The policies are primarily directed to provide advice to headteachers, school staff, on how they should develop school behaviour policies and explaining the power of each member when disciplining students. When developing behaviour policies it is important that they are clear and well understood by the staff, parents, and the learners themselves, to ensure consistency in application (Minocha, 2017, p.235). Headteachers should be so vigilant to check some key aspects in school practice to determine when effective, the policies can be used to improve the quality of behaviour among the learners. The strategies that headteachers should consider include a consistent approach to behaviour management and strong school leadership. Additionally, the headteacher should consider the class management, rewards, behaviour strategies, staff development, and support (Bagley and Hillyard, 2019, p.273). It is also important to consider pupil support systems, liaison with parents, managing people transition, and organization of facilities. Apart from the development of the aspects of school practice, the policy on behaviour should be inclusive of disciplinary actions against learners who act maliciously against the set behaviour policies. Additionally, the school should acknowledge its legal duties, follow them and thus show respect to learners with special educational needs.

Further, in managing behaviour, it is essential to creating philosophies and train staff. The latter philosophies and training focus on increasing staff confidence and competence in responding to challenging behaviours and thus promote and protect the positive relationship between the learners and teachers (Machin et al., 2020). It is through positive relationships that we can achieve positive behaviour and ensure appropriateness and effectiveness and communication. Thus for organizations to manage positive behaviour it is essential that much effort is directed towards the improvement of the relationship. Positive relationships are vital in developing positive social behaviour because there is the assurance of trust-building, confidence, self-esteem, and positive modeling between the young people and the staff. The processing of developing relationship involves interaction between the involved people to get their views and preferences, interests, and thus avoid collisions. It is through interaction that the young feel included and as part of the institution, where they feel good working together.

More so, in the management of behaviour, it is essential to create a link between the parents and children. This link is essential in promoting behaviour, as the children can communicate freely, sharing progress, and in case of any problem, it is solved immediately. It is through this communication that the behaviour of an individual can be monitored. Besides, the staff should not be left behind when creating these links, similarly, they need to develop their behaviour and communication that focus on supporting positive behaviour (Appleyard & Appleyard, 2010). Their role should revolve around developing a positive and mutually respectful relationship with the young people and make expectations of the children clear, by ensuring a scheduled and systems they set up, make clear visual supports deployed, and ensuing a careful plan in the use of non-verbal and verbal communication, which should give the same message. These strategies ensure that the communication process is effective and appropriate and all information is portrayed in a manner that every individual can understand, especially when addressing positive behaviour policies.

Development Justifications to Own and Organizational Practice

The purpose of this review was to ensure that learning institutions meet the needs of all learners. More precisely, aiming at addressing Special Educational Needs or Disabilities (SEND), which has been made possible through the development of policies governing individual persons and organizations at large. In order to achieve these developments, it is important to build a personal and organizational practice, for a common good (Robinson, 2017). There are various pieces of evidence from the two policies that can be used to justify how people can develop own and organizational practice. Based on individual capacity the development of own practice revolves around the creation and enforcement of positive personal behaviour, and how to deal with anxiety levels, thus solving the challenges associated with the interaction with others. It is through personal practice that individuals decide to suspend or fully refrain from some leisure activities, making young people rectify damage, and contribute towards the replacement of damaged items.

            More so, the development of own practice, is what makes learners develop positive social behaviours and self-regulation. The young people get to recognize the inappropriate behaviours and thus work towards correcting those using individualistic and specific approaches. It is through this development that institutions appreciate that each child is different and thus each of them requires a unique approach in helping them learn positive behaviours (DfE, 2015). The staff, therefore, has an obligation of identifying each young people’s need to know, practice, and keep memorizing them when planning their operations directed towards achieving educational consequences. The latter can be achieved through ensuring behaviour and discipline in schools, this can be achieved by ensuring a good relationship between the school staff and the pupils (DfE, 2015). Good behaviour comes out when the institution sets clear policies governing the school behaviour policy and clearly stated discipline in school, and conduct outside the school environment.

Similarly, the organization's practices have been subject to developments. These organizations, concerned with learning embrace development that focuses on creating an environment that supports the wellbeing of young people. The main focus of the organizations or the school institutions is to ensure that the learners get true security, confidence, and self-regulation. Additionally, organizational practice has been paramount in the creation and development of positive behaviour policies, which can solve problems associated with the students (Toseeb, 2020). Most importantly, the institution's practice has shifted towards creating a healthy environment where healthy actions are put in place, and promotion of positive social behaviour is key. Also, institutions' practice is geared towards getting a positive relationship with young people, leading to self-esteem and confidence. Young people are no longer mistreated but instead, encouraged and praised based on their achievements (Wibrowski, et al., 2017, p.317). The organizations have taken the initiative of informing the parents of their children's good work via phone calls, some awarded with certificates of achievements, praised in front of other students and staff.

However, in instances where young people experience difficulties, it is always advisable that the challenges are addressed at individual levels. The reason for this is because it has been identified that each need is not similar to that of others. there is much need that organizations follow the OFSTED guidelines, to ensure full regulation and inspection of children's services thus achieve excellence in all learning environments (Ofsted, 2014). Additionally, the institution practice needs to work towards recovering the time lost through classroom disruptions, thus eliminate the frustration with teachers, and therefore, ensure high standards of learners’ behaviour. It is the obligation of the school institutions to ensure that the set policies promote positive behaviour, respect, and prevent bullying and harassment, ensure that learners complete the assigned duties, and by all means keep the expected code of conduct. Good conduct should be maintained by students at all places, whether inside or outside the school, and anyone who breaks the set policies is subject to proportionate punishment. Both, personal and organizational practices have a core focus on achieving positive behaviour.

 

 

 

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