What strategies and interventions could you use to support the learners in the case study to make decisions and guide their own behaviour?
Habitually, irritability among students behaviour become some of the core aspects of student’s development that the instructors ought to focus on closely. Consequently, it is the role of the teacher to ensure that adequate and diverse strategies are put in place to help them. Student behaviour guidance and the need to help them make the necessary decision be very important for their continual growth and development while socialising with the rest of the students (Carrington et al., 2012). Therefore, in this particular case, where Gemma is socially active at home but aggressive against other children, as an instructor and her teacher, there is a need to come up with strategies which can be used to mitigate on her extreme behaviour conduct. Among the strategies, including the identification of outburst signs in advance and helps the Gemma to cope with it. Consequently, there is a need to help the student to identify in advance outbursts indicators and avoid it. Another strategy would be to teach the student good behaviour and avoid blaming her for her overreaction and aggressiveness and the need to respect others.
Additionally, there is need to debrief Gemma after performing the incidence and explain to him the consequences and impact it has others. There would be also a need to explain Gemma the need to attract and keep good friends around him as it would help him in her studies as opposed to kicking them. Another intervention would be to give Gemma squeeze balls to help him reduce help over-reactivity and aggressiveness. Another intervention would be to encourage Gemma to reflect on her behaviour and actions and the effects on others (Nutbrown, 1996).
Identification of how you would prepare the physical and social environment to contribute to the child's relationship with others and learning
In order to propose an effective physical and social environment to help in addressing Gemma, there is need to reflect back on theories and models, which are directly linked to it. For instance, Functional Behaviour Assessment (FBA) is a psychological tool, which has been developed by psychologists to help teachers to come up with an intervention which can be used to overcome deviance behaviour among students. In this case, the focus ought to be placed on identifying social and environmental aspects that are perhaps contributing to the occurrence of Gemma behaviour. There many factors which need to be integrated into preparing for the conducive environment. For instance, Gemma’s age, the intensity of her behaviour, duration of the behaviour, cultural and social issues (Nutbrown, 1996). In order to guide Gemma, there is need to understand her behaviour is hurting other children through conversation in the physical environment such as “how do you feel when you kick your friend and she cries?” Availing mutual conversation in the physical environment helps to builds trust. Gemma can also be motivated to change her behaviour by ensuring that he gets specific rewards for not hurting others like praises, gifts among others that can significantly help in addressing behaviour deviance. In addition, direct paintings, pictures, and drawings can be done on walls to help in teaching good behaviour and relation with another student, which Gemma can easily learn from (Conway, 2009).
Moreover, the sociocultural theory can be incorporated in building a successful learning environment. The theory helps teachers to consider social-cultural aspects in the classroom due to the diverse background. The theory helps students to share their social lives and cultural factors, which can enhance their relationship instead of surpassing it. In this case, Gemma should be allowed to share her personal life and social life at home and how different it is when it comes to class. Subsequently, some cultures do not discredit overall section and extreme behaviour during chill development and thus if Gemma can explain this to the teacher, it would be easy to control her movement. Precisely, there the teacher needs to foster a positive environment with classroom and this can be done through open communication, creativity through modelling of unpleasant behaviour, and ensuring that necessary ideas are used to enhance behaviour such as images and charts denoting a different aspect of unwanted conduct and its effects. In summary, the Physical environment should encompass things such as sensitivity, trust among students, consistency, and collaboration (Porter, 2008).
Identification of family, cultural and ethical considerations related to the case study
Children from different families and cultural background may differently respond to behaviour and what can be termed to be behaviour changes from one culture to another. For instance, Gemma’s parents and family are aware of their child's behaviour and overreaction while at home. However, they are likely not able to help her due to possible lack of necessary tools which can be applied to intervene the deviance behaviour (Nutbrown, 1996). By adopting proper communication and strategising a precise outcome to Gemma parents, a better behaviour action plan for Gemma can be developed. However, the plan will be determined by communication between the teacher and the parents who are aware of their child conduct. Cultural diversity in the learning environment has become one of the major challenges in attaining discipline among students. As a result, students from different background have different behaviour approach from others which makes it difficult to ascertain which a universal behaviour conduct in the learning institutions. Subsequently, there exist ethical dilemmas where while the students need to fully appreciate their cultural expressions while at home and while in the community, they also need to be aware that there are rules governing class set up (Nutbrown, 1996).
Identification of how you can make effective use of policy frameworks and external support organisations in this case
In tackling this case, there are different policies, which govern bullying, and misbehaviour in schools. Among the policies that can be plied to this case is the NSW which fully rejects any form of bullying. According to the policy, there should be no any staff, parent, student or caregiver that should be subjected to bullying in any learning institutions. Consequently, the policy applies to all forms of bullying and student misbehaviour. According to the policy, bullying is defined as any form of verbal, physical or even social and psychological behaviour towards other individuals. By applying the policy to this case, teachers have a duty of supporting and ensuring that they shape appropriate behaviour by integrating different strategies and interventions (Whitebread & Coltman, 2015).
Students, in this case, Gemma, have the responsibility of respecting others and behave appropriately with respect to diversity within learning institutions. By focusing on Gemma’s parents, the policy demands that it is their primary duty to help their child develop responsible behaviour in school, should be aware of the school anti-bullying policies and teach their child good behaviour. Lastly, the parents have to work closely and collaboratively with school management to ensure that Gemma’s behaviour is brought under control. Early Years Learning Framework (EYLF) is centred on the role of educator in developing high behaviour standard among children. The framework attempts to give guidance to educators in most complex learning scenario as in this case. When applied to Gemma’s case, EYLF has the ability to ensure a strong collaboration between her parents and the view of what is regarded to be quality early childcare through behaviour enhancement at home, with families, and the entire community (Doherty & Hughes, 2009). The approach also integrated different traditional early childhood across different background, which helps the educators to develop personalised strategies to intervene in misbehaviour among students. Some sternal agencies which are against buying and overall student misbehaviour at schools and which can be used to address the case above is the Bully Zero Australia Foundation. The agency seeks to zero down misbehaviour among students by ensuring that they are well coordinated and taught how to relate to others by exposing the effects of their actions on them. As importantly, is doing so, the agency seeks to reduce student misbehaviour (Carrington et al., 2012).
Consideration and discussion of the behaviour framework, strategy, and model you would apply for your chosen case study
The sociocultural behavioural framework will be applied to this case in order to come up with the best strategy that will help Gemma improve her social skills. By doing so, Gemma will be given an opportunity to have one on one interaction with other children and thus able to impart on her social relations when engaged differently. The strategy that will be adopted in this case will be Circle Time where all students will gather in groups and be engaged in different activities that help to improve their social lives.
Discussion of theories that have been used to guide approaches to behaviour management
The sociocultural theory has been applied. The basic assumption of the framework is that when individuals are allowed to interact, they are likely to share the diversity in their social and cultural backgrounds, which can be used to change their behaviour as they keep on interacting with others. Consequently, the teacher should be ready to allow Gemma to express why he is behaving so through mutual and social interactions with other children.
References
Carrington, S. B., MacArthur, J., Kearney, A., Kimber, M., Mercer, L., Morton, M., & Doherty, Conway, R. (2009). Behaviour and support management. In A. Ashman, J. Elkins (eds), Education for Inclusion and Diversity (pp.127-142). Frenchs Forest, Australia: Pearson.
Doherty, J., & Hughes, M. (2009). Child development: Theory and practice 0-11. New York: Longman.
Porter, L. (2008). Young children's behaviour: Practical approaches for caregivers and teachers. Canberra: Elsevier Australia.
Nutbrown, C. (Ed.). (1996). Respectful educators-capable learners: Children's rights and early education. Thousand Oaks, CA: SAGE.
Rutherford, G. (2012). Towards an inclusive education for all. In Teaching in inclusive school communities (pp. 3-38). Canberra: John Wiley & Sons Australia, Ltd.
Whitebread, D., & Coltman, P. (Eds.). (2015). Teaching and learning in the early years. London: Routledge.
