201012120 Online evaluation

Foundation Degree in Learning Support Online Discussion Self Evidencing Sheet 2011-2012 Managing Behaviour Your module tutor will give you full instructions on how to complete the template. Module: Managing Behaviour Learning Outcomes Knowledge and Understanding 2. Understand how babies, children and young people develop emotionally and socially and understand the key theories underpinning this development (Ie) Unit Discussion: Examples (cut and paste from your contributions to the discussion) remember to also copy and paste the audit trail showing where the example came from. Parenting styles differ regardless of social class and seem to have the biggest Influence on a childs education. Although Baumrind's study was on 100 children, numerous other studies have led to similar conclusions on the impact of parenting Styles on children. Cherry states that Authoritarian parenting styles can lead to children who are obedient, skilled and confident but lower in happiness, social competence, and self-esteem. Authoritive parenting styles result in children who are happy, capable and successful in most Aspects of life. Permissive parenting can result in children who have low in happiness and selfregulation. These children are more likely to experience problems with authority and tend to perform poorly in School. Uninvolved parenting styles rank lowest across all life domains. These children tend to lack self-control, have low self-esteem and are less competent than their peers are. Although personally I do not like giving labels to children, most will fall into one of the categories above. Thanks Jeannie Cherry,K.(N.D)Parenting Styles.The Four Styles of Parenting. [online],About.com Guide: About.com Psychology. Available: http://psychology.about.com/od/developmentalpsychology/a/parenting-style.htm [Accessed 31st December 2011]

Intellectual Skills 3. Understand concepts, theories and policies relating to learning support and managing behaviour (IIc)

Re: Types of behaviour Jeannie Van De Sande (412987) (17-10-2011 1:20 PM) The behaviour is under weekly evaluation with the child having a chart of success to fill in with the teacher every day. These sheets highlight the acceptable behaviour for activities through the day for example, registration, playtime, worship, lesson time. The behaviour is discussed with the child and verbal praise is given if the result is good. This strategy was delivered, as the parent has no interest in the child or the behaviour. Lindon states that Children who are deprived of affection can be at a great risk of emotional stability. Any affection or attention will do (2008). Lindon,J.(2008) Understanding Child Development.LondonHodder Education
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Practical / Professional Skills 4. Recognise difficulties in behaviour and plan effective strategies to manage it (IIId) 5. Show recognition of the importance of compliance with data protection, human rights, ethical procedures and confidentiality issues in the context of learning support (lllb) Re: Personality Jeannie Van De Sande (412987) (02-01-2012 5:55 PM) On further reading, I have found that there is a mix of reports when concerning ADHD. Some say that it is a genetic problem for example, Professor Anita Thapar was quoted after a test of 366 people with ADHD: Now we can say with confidence that ADHD is a genetic disease and that the brains of children with this condition develop differently to those of other children. However, on further investigation Walsh discovered this not to be entirely true. He discovered the genetic abnormality only affected 15% of those tested (2010). Professor Tim Kendall a consultant psychiatrist and a leading ADHD specialist said there is a danger in giving a biological explanation for ADHD as this could result in consultants relying on a biological answer, namely drugs like Ritalin. Doctors have been asked not to rely on Ritalin alone, but rather support and training for parents and teachers being crucial in helping control the condition (2007). Health Central.(2011) ADHD Misdiagnosis: 10 Medical Conditions Commonly Mistaken For Attention-Deficit Hyperactivity Disorder.[online], Huff post. Available: http://www.huffingtonpost.com/2011/06/20/adhd-misdiagnosis_n_880632.html [Accessed 1st January 2012]. Walch, F. (2010)The genetics of ADHD.[online], BBC. Available: http://www.bbc.co.uk/blogs/thereporters/ferguswalsh/2010/09/the_genetics_of_adhd.html [Accessed 1st December 2012].

Re: Types of behaviour Jeannie Van De Sande (412987) (17-10-2011 1:20 PM)

The behaviour and discipline policy at school states that the school aims to help children learn, personal, social and moral development, emotional health and well-being, selfdiscipline and positive attitudes to life in and out of school (2011). This is all supported with aims and objectives, principles and the code of conduct. If this fails a child, who is consistently demonstrating unwanted behaviour and parental support is not given the child then receives and Individual Behaviour Plan. The school sates that these are to help highlight the areas of concern with the class teacher and help to devise a successful action plan (2011). School X (2011) Behaviour and Discipline Policy. [online] Available on School X website. [Accessed 17 October 2011].

Reflection In this unit my greatest strengths within the discussion have been ... The strength that I brought to some of the discussions is the argument of social class verses parental styles. I have a strong belief that is displayed through my work that social class does not affect a childs learning as much as parental styles do. As stated in the discussions oftead reported that social class was a lager affecter that that of social class.
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This is due to parents being involved in their Childs schoolwork. When this takes place the childs academic results increase. I have a passion for education and the pleasure it can bring to children if they are given the chance to explore it and understand it. I deliver this into all discussions that I have regarding this subject (whether wanted or not). I am also willing to help others on the course if it is required. As members of my group have been dealing with difficulties that are out of their control, I believe that I have been supportive in helping them with any problems they may have. Another strength is to listen and take in information, within the group I believe that other members input is of value to me weather I agree or not. A constructive argument can sometimes result in a lot of information and understanding on a subject.

I need to further develop my skills in relation to ... At this moment in time, I have little experience of working with children with learning difficulties. Because of this, my work has predominantly been supported by reading and experiences from other staff members at the school and my peer group for this course. I still need to adjust the way I research information as at times it has been a little chaotic and un organised. This will be an area of ongoing development. Other skills that I do not posses yet are dealing with outside agencies. As I have only held a volunteers role in the school this has not been available to me. I will however be starting a new job soon and thus will be entering into training which will involve such work. This job will allow me to further my knowledge in education and the childrens needs. It will give me an insight into how other schools work.

Progress in working with others to explore issues and solve problems? I have had a great deal of help from members of my group regarding the work we have had. This support has been through ebridge and weekly meetings. Two members of the group have given support in providing different school policies and an understanding as to how different schools deal with learning difficulties. Other problems have arisen in the form of books from the library, we as a group overcame this by either swapping books or to give useful information on the book and if it would be of use to any other member of the group. This proved invaluable. We also shared internet resources. As our areas, where different to each other sometimes they overlapped with interesting facts. I have been helping the first year students with their understanding of the modules that they have been tasked with, referencing as this can sometimes be quite confusing when you have never had to do it before and with the use of ebridge, getting to know the system and where everything will be to assist them. I have tried to be as helpful as I
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could possibly be, as the first assignments are quite daunting.

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