Please enable JavaScript.

Coggle requires JavaScript to display documents.

Compare and contrast the approaches taken to teaching and learning within…

- - - - All group schools, maintain the cognitive Iceberg model, whereby the behaviourist approach will condition children's behaviour.
      - Rewarding system for all schools with context differences.
        
        A: Positive behavior policies, using a positive incentive; house points, Styal stars, extra play, celebration assembly (Headteacher award), Random act of reward scheme.
        
        A: Negative behaviour policies: Children thar choose to follow the rules are rewarded and those that choose to break the rules face the consequences, as they are responsible for their own behaviour. The rules and consequences for breaking them are decided collaboratively with students and teachers, therefore all children are very aware of the consequences for their actions. This policy appears to be closely based on a behaviourist approach: focussing on rewards and punishment. Punishments are based on a card system: one yellow card = 2 minutes of play lost, 2 yellow card = 5 minutes and 3 yellow cards (a double yellow) = 10 minutes. Any high-level disruption or behaviour warrants a red card, meaning they miss play and spend the time in reflection with the headteacher.
        
        B: Positive behaviour policies: Rainbow system.. which relies on the visual aids of the rainbow that is visible on the classroom wall. The pictures of the students are printed on a cloud and stuck on the rainbow, all children start each day on the green and move up or down based on their behaviour.
        
        B: Negative behavior policies: the class teacher makes the class stay behind for 10 seconds at break or lunch if they have misbehaved. This isn’t quite as effective because the children don’t seem to be that bothered.
        
        C: Positive behaviour policies: Rainbow system. All children's names are stuck on a bee, whilst they move up or down the rainbow. based on their positive behaviour children will move to the rainbow whilst the amber and yellow works as a beehive where children may return to. The second policy, every Friday a special child is chosen from each class to join the headteacher and the rest of the chosen children to have hot chocolate, hot chocolate Friday. Phone call home, the class teacher will choose a child to call home in front of everyone to reflect on their good behaviour and work. note home every Friday, reflecting on the child's behaviour and respect to learning. Reach certificate every Friday. PIP and RIP is the motto of each classroom behaviour.
        
        If a child has their name on amber and receives another verbal reminder (a third one) to follow school rules they will receive a red text home. This information is recorded on a ‘red list’ at the teacher's desk but is not displayed in the classroom for everyone to see. In Early Years, a time out in a ‘thinking space’ is used if reminders are given or unacceptable behaviours displayed. On the rare occasion, a child may need to have their name recorded on the red list, without having received a reminder. This is because the child may have displayed an unacceptable behaviour such as those listed later in the policy (verbal or physical abuse; actions intended to harm someone or property).
        
        D: Positive behavior policies: children are divided into house groups, whereby they will receive tokens based on their positive behavior and respect. Each classroom has a Respect wall where the classroom teacher will write respect on the wall and whoever is following this will have their name written on the wall. whoever stays on the wall the longest during the week will receive a token.
        chosen children are also rewarded with certificates on Fridays from the headteacher based on the level of Respect they show to learning and each other. parents of the chosen children are also invited to join this celebration.
        
        D: Negative behaviour policies:
        
        We will always try to use praise and positive steps to support pupils, there may be times that we have to apply sanctions. These may include:
        
        • Work from lesson sent home to be completed with parents and returned the following day.
        
        • Think sheets sent home to be completed – to support discussion about the incident at home. Work from lesson sent home to be completed with parents and returned the following day.5 minutes of registration time spent with a TA to discuss the incident in thInviting parents to spend a lesson supporting their child in the classroome form of a Social Story.Spending time in another classroom; More serious incidents Violence/ swearing/ aggressive behaviour or behaviours that prevent other learners exercising their right to learn will result in an immediate phone call home and may result in a fixed term exclusion. Use the phrase, ‘You have not shown respect because…..’ child should immediately be sent to see SLT.A phone call will be made to parents by SLT immediately.Issues of inappropriate behaviour should be dealt with swiftly, in private and should not take up teaching time. All staff should use phrases which model the behaviour we expect, “When we show RESPECT we …..:Blanket emails can be sent to the whole class to address a common issue. Templates for behaviour emails are saved on School comms.Children should not miss break as a sanction. Staff may use 2/3 minutes of break to discuss the incidents, but the child should not be kept in as a sanction. If the inappropriate behaviour has been at break time – children can have break time at a different time or can be asked to play games with the member of staff on duty for support.Sanctions are private and should not be issued in front of others
        
        • 5 minutes of registration time spent with a TA to discuss the incident in the form of a Social Story
        
        • Spending time in another classroom
        
        • Inviting parents to spend a lesson supporting their child in the classroom
        
        More serious incidents Violence/ swearing/ aggressive behaviour or behaviours that prevent other learners exercising their right to learn will result in an immediate phone call home and may result in a fixed term exclusion.
        
        · Use the phrase, ‘You have not shown respect because…..’ child should immediately be sent to see SLT.
        
        · A phone call will be made to parents by SLT immediately.
        
        Issues of inappropriate behaviour should be dealt with swiftly, in private and should not take up teaching time. All staff should use phrases which model the behaviour we expect, “When we show RESPECT we …..:
        
        Remember: it is the behaviour being addressed, not the child.
        
        Blanket emails can be sent to the whole class to address a common issue. Templates for behaviour emails are saved on School comms.
        
        Children should not miss break as a sanction. Staff may use 2/3 minutes of break to discuss the incidents, but the child should not be kept in as a sanction. If the inappropriate behaviour has been at break time – children can have break time at a different time or can be asked to play games with the member of staff on duty for support.
        
        Sanctions are individual – the whole class should not be punished.
        
        Sanctions are private and should not be issued in front of others.
      - All the schools follow the golden Goals
        
        School A: STYAL - Show each other respect; Tell the true; You should your manners; Always try your best; Listen to each other
        
        School B:
        
        School C: REACH: Respect; Excellence; Aspiration; Cooperation; Happiness
        
        School D: Following Catholic ethos : Mutual respect for each other and learning
      - Consistent and calm adult behaviour
        
        School C: All adults and children speak to each other respectfully and in a calm manner, without raised voices. Adults are the role models for this.
        
        School D: Staff calmly greet children at the door at the beginning of the morning and afternoon sessions or when returning to class. This should be a calming exercise (eg no high fives) and should serve to remind children that they are entering the classroom and should be ready to learn. Staff should be ready with resources prepared so that children have something to be engaged in.
      - High expectations for behaviour through effective classroom rutines.https://psychologyhub.co.uk/learning-approaches-the-behaviourist-approach/ https://assets.publishing.service.gov.uk/media/57a08b4bed915d622c000bfd/BehaviorChangeweb.pdf
        
        Learning Approach: The Behaviourist Approach including;(1) Classical Conditioning and Pavlov’s research, (2) Operant Conditioning, types of reinforcement and Skinner’s research,,
        
        (1) Classical Conditioning and Pavlov’s research,
        
        (2) Operant Conditioning, types of reinforcement and Skinner’s research,
        
        (3) Social Learning Theory including imitation, identification, modelling, vicarious reinforcement, the role of mediational processes and Bandura’s research.
  - - - Behaviorism | Simply Psychology
      - Learning Approaches: the Behaviourist Approach - Psychology Hub
      - Behaviorism in the Classroom — The Learning Scientists
      - Teaching Mathematics Using the Behavioural and Constructivists Approach - Teaching For Diversity (google.com)
      - behavioralapproachestoclassroommanagement.pdf (wordpress.com)
      - KEY THEORISTS - Behaviour Management (weebly.com)
      - 7 of the Best-Known Theories of Child Development (verywellmind.com)
      - https://behaviourmanagementreport.weebly.com/key-theorists.htm
      - Behaviour: putting theory into practice • SEN Magazine
      - Developing behaviour policy in schools.https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf It is vital that behaviour policy is clear, that is well understood by staff, parents and pupils and it is consistently applied in developing the behaviour policy. The quality of pupil's' behaviour can be improved by 1. Consistant approach to behaviour management,, 2 classroom management, rewards and sanctions, 3 behaviour strategies and the teaching of good behaviour, 4 pupils support systems..