Children do best when their personal, social and emotional needs are met. Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental process that requires support, encouragement, teaching and setting the correct example.
A school should:
- welcome diversity so student and member of staff has a right to study and work in a happy environment with positive relationships.
- promote a studying and working environment in which bullying cannot flourish. They should take immediate action if bullying is suspected or identified, whether or not a complaint had been made. Allegations of bullying received either formally or informally should be taken seriously and dealt with promptly and sensitively
- ensure bullying on the grounds of someone's race, sex, disability, sexual orientation, gender reassignment, religion or belief, age, pregnancy or maternity, marital or civil partnership status or harassment on any other grounds, does not take place at work, as this is discrimination.
In addition, there is a duty of care towards its staff under the Health and Safety Act 1974.
All allegations of bullying are serious, but any such allegations proven to be malicious will also be treated very seriously and these are also likely to be the subject of disciplinary action.
As a group we devised an all-class activity to teach teachers the importance of spotting the signs of bullying:
SPOTTING THE SIGNS OF BULLYING IN ONES-SELF
Aim - to teach the importance of confidentiality in “spotting the signs of bullying”
Outcome - recognising that bulling is an issue that you may be facing personally, and being able to idenitfy the signs. Also knowing where to turn in such a case.
Starter - explain the need for regulating bullying
Activity - ask teachers to fill in a graduated questionnaire (0 to 10) to rate a sense of bullying with general questions about how they feel in the work place. No direct questions about
bullying
Plenary - follow up any problems flagged up by the questionnaire with confidential interviews - and offering of numbers to call/support groups
S Ward
Tuesday, 13 December 2011
Resilience is a virtue?
To define resilience ‘Resilience refers to an individual’s ability to prevent, minimize or overcome ability to overcome the damaging affects of trauma or adversity. It gives an individual the capacity to face adversity, and even be strengthened by the traumas in life that will inevitably face’. 3. (www.ebility.com).
Resilience can be learned and developed it is part of our emotional intelligence.
When faced with a problem, resilient people focus on finding a solution rather than getting depressed and feeling like victims. Resilience is another name to emotional strength. To overcome adversities, children and young people can draw from three sources of resilience they are: ‘I Have – people who want me to learn to do things on my own, I Am – willing to be responsible for what I do and I Can – find ways to solve problems that I face’. 4. (www.resilnet.u.uc.edu)
There are different role models that can help a child and young person to develop resilience they are; parent/s, carer, teacher, TA etc…. Parents and carers can provide specific opportunities and activities to promote resilience in their child. Here are some activities that parent/s and carers can provide to develop resilience in their child; ‘providing clear rules and routines and reforcing these rules. Make sure the limits and consequences of behaviour are understood. Use the removal of privileges and other forms of discipline that do not belittle, harm or reject the child. When rules have been broken help the child to understand what they did wrong offer reconciliation along with discipline and understanding, and praise your child for good behaviour and accomplishments’. 5. (www.ebility.com).
Teachers and TA’s are seen by children and young people not just a practioner, but also a confident and positive role model. In a study by Werner & Smith in 1989 they found that they frequently encountered positive role models for children outside their circle of family members, was a favourite teacher. Teachers and TA’s can influence and support children and young people by teaching them the risks and harm that they may encounter in or outside school. They are giving them the tools on how to cope by themselves and not to rely on other people and to hopefully make the right choices. However; some children and young people do find it difficult to develop their resilience I will now give you an example from my work placement.
There are two young people aged 12 yrs and both are in wheelchairs. As part of their physio which they must do everyday in school, they are taken out of their wheelchairs and strapped on to walkers (walkers are large walking frames). With the aid of walkers this helps their back and leg muscles to be flexible and to get them stronger, and also this help them to manoeuvre around the school. The other positive is it helps them to be independent without their wheelchairs. They both grumble when they have to use their walkers. However; one learners resilience is stronger compared to the other learner.
The reason being is that at home this learner’s parent gives her physio at home and she practices the exercises her physio sets out for her. As I mentioned before she does not enjoy going in her walker because the longer she stays in it the back of her legs begin to ache, but she knows she has to push herself as this will help in the long run. She can already sit on a chair and sit on the floor as her back has got stronger and she does not need any help to manoeuvre in her walker. The other learner unfortunately has to be helped so he can move in his walker and sometimes he has become distressed because he won’t push himself to stay longer in the walker. I have spoken to his TA why he is not at the same level as the other learner; his TA told me that at home he does not get the opportunity and is not encouraged enough to do his physio exercise. She continued that if he is pushed he would be able to do what the other learner can do such as, sit on a chair and floor (when the class do floor work) and he would be able to stay longer in a walker which will eventually help his muscles to get stronger. The TA gets anxious when he comes back from school holidays as he is behind on his exercise and physio and it’s like going back to square one.
We must consider some factors why his resilience is lower compared to the other learner, his parent/s may lead busy lives or he could rebel at home that he will not do any exercises or physio. To support this Barry Plummer, a clinical psychologist of the faculty of Brown University’s Medical school, who in practice works with adolescents, says that grown ups should ‘encourage a kid to master something even if he stinks at school – a sport, music, someplace he can go where he is of value. This can build up pocket of resilience’. 6. (www.time.com).
When I was at school I specifically remembered a lesson about anti-smoking. This lesson was to inform the class the risk and dangers of smoking. We watched a video that showed a man who was an ex-smoker and how smoking affected his health. Due to smoking he was diagnosed with lung cancer which resulted in having a tube inserted to a hole in his throat to help him breath. What the class witnessed was shocking and horrific; this actually frightened us all.
As a TA if I was to take a lesson about resilient strategies to help them make the right decision I would do a lesson about drugs. Drugs are rife everywhere and most of them will encounter this sometime in their life. I would ask them to name me any drugs and then I will answer the affects of each drug and show them a picture of what they look like. If they could not name me any I would explain about each drug. I would then show them a video and I may get a guest speaker maybe an ex-addict who will give them the realities of drug use. I would give the learners an opportunity for them to ask questions to the guest speaker. Another alternative is to let them see a performance by a Theatre in Education Company and from this they can do some role plays. I hope the learners will gain knowledge of the dangers of drug use and that there are choices and decisions they can make for themselves to stay safe and healthy. In reality there will be some who take it in and there will be some who quickly forget.
To conclude as I mentioned at the beginning of this analysis that resilience is firstly learned at home from parent/s or carers. This is continued at school with teachers and TA’s teaching them new challenges they may face. By teaching them resilience they can develop tools and skills how to cope with problems, transition and pressures of life.
This makes a child and young person self reliant and increase independence.
However; the reality is some children and young person will have resilience imbedded in them from a very young age, unfortunately others will not. This could stem from their background that they are not taught the tools and skills to be self resilient at a young age. When they reach school age sometimes this can be turned around by teachers and TA’s. But some will have low self esteem and confidence that leaves them vulnerable to peer pressure this may prove difficult for them to build on resilience. Reaching adolescent this is also a challenging time in a young person’s life they may rebel, they maybe going through a phase and just want to test the boundaries.
As a TA it is important to support and to empower resilience to each and every child and young person, you can help them to be an independent and responsible person which will eventually set them up for adulthood.
A Marinetto
Resilience can be learned and developed it is part of our emotional intelligence.
When faced with a problem, resilient people focus on finding a solution rather than getting depressed and feeling like victims. Resilience is another name to emotional strength. To overcome adversities, children and young people can draw from three sources of resilience they are: ‘I Have – people who want me to learn to do things on my own, I Am – willing to be responsible for what I do and I Can – find ways to solve problems that I face’. 4. (www.resilnet.u.uc.edu)
There are different role models that can help a child and young person to develop resilience they are; parent/s, carer, teacher, TA etc…. Parents and carers can provide specific opportunities and activities to promote resilience in their child. Here are some activities that parent/s and carers can provide to develop resilience in their child; ‘providing clear rules and routines and reforcing these rules. Make sure the limits and consequences of behaviour are understood. Use the removal of privileges and other forms of discipline that do not belittle, harm or reject the child. When rules have been broken help the child to understand what they did wrong offer reconciliation along with discipline and understanding, and praise your child for good behaviour and accomplishments’. 5. (www.ebility.com).
Teachers and TA’s are seen by children and young people not just a practioner, but also a confident and positive role model. In a study by Werner & Smith in 1989 they found that they frequently encountered positive role models for children outside their circle of family members, was a favourite teacher. Teachers and TA’s can influence and support children and young people by teaching them the risks and harm that they may encounter in or outside school. They are giving them the tools on how to cope by themselves and not to rely on other people and to hopefully make the right choices. However; some children and young people do find it difficult to develop their resilience I will now give you an example from my work placement.
There are two young people aged 12 yrs and both are in wheelchairs. As part of their physio which they must do everyday in school, they are taken out of their wheelchairs and strapped on to walkers (walkers are large walking frames). With the aid of walkers this helps their back and leg muscles to be flexible and to get them stronger, and also this help them to manoeuvre around the school. The other positive is it helps them to be independent without their wheelchairs. They both grumble when they have to use their walkers. However; one learners resilience is stronger compared to the other learner.
The reason being is that at home this learner’s parent gives her physio at home and she practices the exercises her physio sets out for her. As I mentioned before she does not enjoy going in her walker because the longer she stays in it the back of her legs begin to ache, but she knows she has to push herself as this will help in the long run. She can already sit on a chair and sit on the floor as her back has got stronger and she does not need any help to manoeuvre in her walker. The other learner unfortunately has to be helped so he can move in his walker and sometimes he has become distressed because he won’t push himself to stay longer in the walker. I have spoken to his TA why he is not at the same level as the other learner; his TA told me that at home he does not get the opportunity and is not encouraged enough to do his physio exercise. She continued that if he is pushed he would be able to do what the other learner can do such as, sit on a chair and floor (when the class do floor work) and he would be able to stay longer in a walker which will eventually help his muscles to get stronger. The TA gets anxious when he comes back from school holidays as he is behind on his exercise and physio and it’s like going back to square one.
We must consider some factors why his resilience is lower compared to the other learner, his parent/s may lead busy lives or he could rebel at home that he will not do any exercises or physio. To support this Barry Plummer, a clinical psychologist of the faculty of Brown University’s Medical school, who in practice works with adolescents, says that grown ups should ‘encourage a kid to master something even if he stinks at school – a sport, music, someplace he can go where he is of value. This can build up pocket of resilience’. 6. (www.time.com).
When I was at school I specifically remembered a lesson about anti-smoking. This lesson was to inform the class the risk and dangers of smoking. We watched a video that showed a man who was an ex-smoker and how smoking affected his health. Due to smoking he was diagnosed with lung cancer which resulted in having a tube inserted to a hole in his throat to help him breath. What the class witnessed was shocking and horrific; this actually frightened us all.
As a TA if I was to take a lesson about resilient strategies to help them make the right decision I would do a lesson about drugs. Drugs are rife everywhere and most of them will encounter this sometime in their life. I would ask them to name me any drugs and then I will answer the affects of each drug and show them a picture of what they look like. If they could not name me any I would explain about each drug. I would then show them a video and I may get a guest speaker maybe an ex-addict who will give them the realities of drug use. I would give the learners an opportunity for them to ask questions to the guest speaker. Another alternative is to let them see a performance by a Theatre in Education Company and from this they can do some role plays. I hope the learners will gain knowledge of the dangers of drug use and that there are choices and decisions they can make for themselves to stay safe and healthy. In reality there will be some who take it in and there will be some who quickly forget.
To conclude as I mentioned at the beginning of this analysis that resilience is firstly learned at home from parent/s or carers. This is continued at school with teachers and TA’s teaching them new challenges they may face. By teaching them resilience they can develop tools and skills how to cope with problems, transition and pressures of life.
This makes a child and young person self reliant and increase independence.
However; the reality is some children and young person will have resilience imbedded in them from a very young age, unfortunately others will not. This could stem from their background that they are not taught the tools and skills to be self resilient at a young age. When they reach school age sometimes this can be turned around by teachers and TA’s. But some will have low self esteem and confidence that leaves them vulnerable to peer pressure this may prove difficult for them to build on resilience. Reaching adolescent this is also a challenging time in a young person’s life they may rebel, they maybe going through a phase and just want to test the boundaries.
As a TA it is important to support and to empower resilience to each and every child and young person, you can help them to be an independent and responsible person which will eventually set them up for adulthood.
A Marinetto
A recipie for self esteem
The following is an activity to ensure children receive praise and encouragement in class:
Activity: Baking with a class of 5 year olds
Aim:
A ‘fun’ and cross-curricular activity for the class to be involved in and gives the TA a chance to encourage and praise the children. Gives children the opportunity to bake, which could be something they may not do at home.
Outcome:
To ensure all children have the individual experience of creating something they can be proud of, and take home to share achievement with parents/carers.
Starter: 10 minutes
5 minutes to read the story of ‘The Gingerbread Man’, which will include a brief description of the baking of the gingerbread man.
5 minutes discussion on what you need to make a gingerbread man, encouragement when they come up with ideas. Discuss the recipe and ingredients.
Activity: 30 minutes
Small group, adult supported activity, to make the gingerbread. Measuring and mixing the ingredients together as a group, each child having a turn. Lots of discussion on quantities and measurements, and following a recipe, and time for baking. (Numeracy & Literacy)
Individual decorating of the gingerbread man, independent choices of what to use e.g. smarties, raisins, cherries etc. (Creativity)
Adult to put the finished cakes into the oven and bake.
Plenary:
Memory game, writing up the recipe e.g. can you remember what we used? Praise and encouragement. Children can take the recipe home to ‘hopefully’ do again with Mum, and take their own gingerbread man home. (Sense of achievement/praise and encouragement: I made it on my own!)
P Clarke and Team
Activity: Baking with a class of 5 year olds
Aim:
A ‘fun’ and cross-curricular activity for the class to be involved in and gives the TA a chance to encourage and praise the children. Gives children the opportunity to bake, which could be something they may not do at home.
Outcome:
To ensure all children have the individual experience of creating something they can be proud of, and take home to share achievement with parents/carers.
Starter: 10 minutes
5 minutes to read the story of ‘The Gingerbread Man’, which will include a brief description of the baking of the gingerbread man.
5 minutes discussion on what you need to make a gingerbread man, encouragement when they come up with ideas. Discuss the recipe and ingredients.
Activity: 30 minutes
Small group, adult supported activity, to make the gingerbread. Measuring and mixing the ingredients together as a group, each child having a turn. Lots of discussion on quantities and measurements, and following a recipe, and time for baking. (Numeracy & Literacy)
Individual decorating of the gingerbread man, independent choices of what to use e.g. smarties, raisins, cherries etc. (Creativity)
Adult to put the finished cakes into the oven and bake.
Plenary:
Memory game, writing up the recipe e.g. can you remember what we used? Praise and encouragement. Children can take the recipe home to ‘hopefully’ do again with Mum, and take their own gingerbread man home. (Sense of achievement/praise and encouragement: I made it on my own!)
P Clarke and Team
It's how you do it...appropriate behaviour for age
Although stages of development are put into age ranges, not all children develop at the same rate. Therefore you should treat each child individually.
If you are dealing with a child at infant level it is good to remember they are still very young and it may be the first time a lot of them have been away from home and their families for whole days at a time. You should therefore be aware that they may not yet know how to interact with others of their own age or possibly even how to share. Therefore to begin with school should feel more of a new place to play. You should make sure they are comfortable and happy in their surroundings. Learning should be made to feel fun for them. School needs to be a positive experience for them, however you should still be fair and consistent.
Primary school children will be used to school. They will understand about structure and rules. This is a stage where some children mature sooner than others. This is where you really need to recognise their individual stages of development.
Some children will still be very young in mind and actions to those of others in their classes. If a child appears uncomfortable or lacking confidence in their surroundings you should take this into account when interacting with them. They may also need more time and patience in understanding different things.
Some junior school children can be quite mature and appreciate being treated the same way in return.
The same applies to secondary school pupils. This can be a tricky age for some in lots of ways. If you can treat them as adults if that is what they want they will appreciate this. For some children who are not quite so mature it would be a boost to their confidence if you were to give them some types of responsibilities. These can be important or minor responsibilities depending on the individual. Hopefully this should aid their self esteem and development.
A Waldron
If you are dealing with a child at infant level it is good to remember they are still very young and it may be the first time a lot of them have been away from home and their families for whole days at a time. You should therefore be aware that they may not yet know how to interact with others of their own age or possibly even how to share. Therefore to begin with school should feel more of a new place to play. You should make sure they are comfortable and happy in their surroundings. Learning should be made to feel fun for them. School needs to be a positive experience for them, however you should still be fair and consistent.
Primary school children will be used to school. They will understand about structure and rules. This is a stage where some children mature sooner than others. This is where you really need to recognise their individual stages of development.
Some children will still be very young in mind and actions to those of others in their classes. If a child appears uncomfortable or lacking confidence in their surroundings you should take this into account when interacting with them. They may also need more time and patience in understanding different things.
Some junior school children can be quite mature and appreciate being treated the same way in return.
The same applies to secondary school pupils. This can be a tricky age for some in lots of ways. If you can treat them as adults if that is what they want they will appreciate this. For some children who are not quite so mature it would be a boost to their confidence if you were to give them some types of responsibilities. These can be important or minor responsibilities depending on the individual. Hopefully this should aid their self esteem and development.
A Waldron
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