Economic And Financial Forces Of Finance And Business

In the summer of 2015 I emailed professor Kumar about potential research options in the Economics department. I wanted to focus on a topic that was tailored to my interests in finance and business, but I also wanted to concentrate on a topic that included studying the dynamic energies of business cycles and broader economic movements. Moreover, I wanted something specific, yet comprehensive, that would allow me to study a full range of economic and financial forces in an interesting and significant field. Professor Kumar led me to a set of ads for 16 companies in the 127-year-old Wall Street Journal’s first issue. These companies were diverse, ranging from finance and banking to transportation and mining, with many established before the Civil War. Although these companies’ industries differed greatly, many came to the same conclusion- bankruptcy. Others were engulfed by behemoths, decimated by private equity firms, or left to wither as time took control. However, a han dful of companies weathered the economic storms of past centuries and still thrive today. Factors, including economic movements, public spending, technological changes, microeconomic activities, and even individual actions all led to different results for different corporations. I decided to research these factors and determine what effects they had on the different outcomes of each company. I have been researching these companies for over a semester and, fortunately, have been able to assemble a multitudeShow MoreRelated MBA Admissions Essay1002 Words   |  5 Pages In January 1991, I joined Domestic Finance Team of HMC. My specific assignment was to plan monthly and annual financial schedules for HMCs domestic funding needs. About two years later, in January of 1993, I was transferred to Retail Finance Team from Domestic Finance Team and responsible for financing by the sales and factoring of Car Receivables. 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Socrates Was Wise About God - 1633 Words

Kara Osborne Phil. 120 November 18, 2014 Socrates was wise about God As an attempt to prove that Socrates was wise about God the true meaning of wisdom has to be defined in all of its terms. Socrates was wise because God told him that no one was wiser than he. But, what makes a person wise, what are the defining characteristics of wisdom for one to be considered wise? To start this conversation about what makes a person wise is to define what the literal meaning of Wisdom is. Wisdom is rooted in the Indo-European word stem of â€Å"woid, weid, wid† that means â€Å"to see† (Mohr, 3) Just by examining this definition wisdom can be described as a type of sight. The ability to see something is uniting in it of itself of one object, the seer, to another object. Wisdom being a type of sight is a connection between the knower of something in conjunction with the known. As given in class, the knower of chemistry knows about matter and the other physical sciences can related to a specific subject. But, what is someone is the knower of Wisdom, w hat do they know? If someone is the knower of Wisdom they know communication, love, and they know God. Before the idea of the knower of wisdom can be discussed knowledge must be defined. There are two types of knowledge, theoretical and practical. Theoretical is from the Greek verb â€Å"theorein† which means to look at, which is knowledge for its own sake. Practical knowledge on the other hand comes from the Greek verb â€Å"prassein† which means to passShow MoreRelatedSocrates Was Wise About God1920 Words   |  8 PagesFarishta Abdullahi Phil. 120 November 13, 2015 Socrates was wise about God In order to determine whether or not Socrates was wise about God, we must first define the term â€Å"wise† in this context. What is the definition of wisdom? What makes someone wise? The literal meaning, or etymology, of the word is derived from the Indo-European stem woid which means to see. It also relates to similar words such as the Greek idein and the Latin videre, both also meaning â€Å"to see† (Mohr, pg. 3). Whereas, in EnglishRead More Socrates Essay1087 Words   |  5 PagesThe problem remains making philosophy friendly to politics. The questioning of authoritative opinions is not easily accomplished nor is that realm of philosophy - the pursuit of wisdom. Socrates was the instigator of the conflict. While the political element takes place within opinions about political life, Socrates asks the question quot;What is the best regime and how should I live?quot; Ancient thought is riddled with unknowns and can make no such statement as quot;how should I live.quot; TheRead MoreSocrates Essay728 Words   |  3 PagesSocrates Socrates spent his time questioning people about things like virtue, justice, piety and truth. 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Sensorial Montessori free essay sample

Two sensations, tactile and muscular are mixed together and give rise to that sense which psychologist call the stereognostic sense. Explain what stereognostic education is? And how sensorial materials in the classroom develop the stereognostic perception of young children SENSORIAL ESSAY The child is introduced to the Sensorial area of the Montessori classroom after he has worked in practical life, become familiar with classroom rules and correct handling of materials, and is used to the idea of a full cycle of activity. While the sensorial exercises no longer involve familiar objects, they are working with skills the child uses every day- his senses. The child’s senses are his link with the world around him and his only means of exploring his environment. The formative years, from birth to six, are a time of great sensory exploration for the child. Since birth, the child has been absorbing impressions from his senses. Now, through the Sensorial materials, the child is given the tools needed to sharpen and refine his senses, as well as to understand, order, name and classify the various sensations he receives. The child passes through a sensitive period for the refinement of the senses between the ages of 2 ? and 6 years old. The Sensorial area assists the child to educate his senses. While much of this type of education occurs naturally in the child’s life, the didactic materials in the Sensorial area help to isolate and further refine specific sensory impressions in an ordered and methodical way ‘No one can be free unless he is independent. Therefore, the first active manifestations of the child’s individual liberty must be so guided that through this activity he may arrive at independence. Dr Maria Montessori Once the child is introduced to the sensorial activities in the classroom, he starts working with the material, which grabs his attention and develops a sense of judgment and comparison, as to how to use the material. When he further repeats the activities on daily basis, he goes into the depth and starts understanding the activity much better, for example if he has worked with all the stereognostic material in the Montessori environment, like ouch tablets, touch fabrics, stereognostic bag, feeling geometrical solids, he can then go back to the previous activities (knobbed cylinders, pink tower, broad stairs and knobless cylinders, etc) and use the stereognostic sense to perform them. Once he has worked with the material several times, the power of concentration develops in the child, so now he is able to do the activity better and understand the details, which will further help him in concentrating in other aspects of life. The concentration further develops a power of observation in the child, which also means that when the child is using his full concentration in performing an activity, he acutely observes the material and this is when he starts thinking of using the given material in different ways, he will think of different variations in the activity itself, thus making him understand the concept of the activity in a better way. The exercises carried out in order to make the senses more refined in their perception, also do something for the education of character. It forms the basic discipline in the child which will make him more orderly in his life in future. If a person is disorderly in his life, never puts back things in their places and does not finish what he has started. This further builds the concept of the child thoroughly and now he starts giving words to the concept which is formed in his mind, for example heavy, light, thin, thick, etc. The language building, majorly starts developing when the child is been given the three period name lesson, beginning with the color tablets, where the child is being introduced to the 3 primary colors (red, blue, yellow), then presentation tray, geometrical solids, etc. He can also go back to the previous activities and learn the language for them as well, as it would be simpler to grasp the language now. The child has become knowledgeable or what line should we use? In a way that he can now apply this knowledge some where else in the environment. This would be called sensorial education. Montessori subdivided the five basic senses to provide an opportunity for more detailed refinement of them. Through the child’s work in the Sensorial area, he will then put them all together to interpret and appreciate his world much differently, first is the visual sense which is interpreted by the eyes. It is what you can see. Exercises develop this sense by requiring the eye to perceive differences in size, form, and color(which perceives size, shape, composition, pattern and colour): Cylinder Blocks (alas Knobless Cylinders), Pink Tower, Brown Stairs, Red Rods, Montessori isolates the chromatic sense with her color tablet activities. Children first distinguish between primary colors, then secondary, and finally the various gradations of each. These exercises allow the child to look at a tree and see the many variations of green found in the leaves or the blues and purples of the ocean, tactile sense is interpreted through the skin. It is your perception of that which you touch. Montessori activities have the child start with touching different grades of sandpaper, then move on to different materials in the environment. Prior to handling the different materials, the fingertips are â€Å"sensitized† either by vigorously rubbing them on the carpet or dunking them in tepid water. The sensitization heightens the perception of differences between extra-fine and super-fine sandpaper, and between silk and linens, thermic sense takes the tactile sense a step further and teaches the child to distinguish temperature. He determines hot and cold by holding metal bottles in his hand or by touching different kinds of stones and other materials to his cheeks. Knowledge of the thermic sense protects the child from harm, baric sense is feeling different weights, the child again uses the whole arm in conjunction with the hands and the tactile sense to determine light vs. heavy. This is done through weighted tablets in the classroom and can translate into other objects in the environment as the child becomes a sort of human balance or scale, auditory sense is interpreting the world through the ears. In order to understand sound, children must first be introduced to silence, then they can be introduced to matching and grading sounds. Games can be played in which the child is blindfolded and has to identify a person’s voice, or from where in the room a sound is coming, olfactory sense is interpreting the world through the nose by smelling. Children match different herbs or other smells in the smelling bottles. Eventually more abstract activities take place that match the scent to a picture, gustatory sense is interpreting the world through the tongue by tasting. The child learns to distinguish between sweet, salty, bitter, and sour. Tasting activities can be done in a group, as an individual work, or through food preparation activities. The works of Montessori add to the traditional five senses a sixth sense called stereognostic. The word stereognostic comes from two Greek words: stereos for solid and gnosis for knowledge and it is the ability to recognize objects by the combined sense of touch and movement. The stereognostic sensorial Montessori exercises are first done with eyes open, but after practice shapes are recognized and sorted with eyes closed. The stereognostic sense  gives the child solid knowledge  to perceive and understand the  size, form, shape,  and nature of a solid object. Margaret Humphrey of Montessori World has an  excellent online video lesson  called stereognostic sense, children can be given some cylinders blocks and three pairs of the cubes of pink tower. The exercise is to find identical ones and put them together two by two, or build up three small towers using these three objects with eyes closed. We may begin the exercise of the stereognostic sense, by finding identical forms. The greatest guide is, to find the identities, by feeling if two objects are alike. This one may begin with closed eyes, to feel the objects, and to find the differences between the series recognizing the grading merely by the stereognotic sense. It is not difficult to induce the child to do this kind of exercise, and once when they are started, all of them begin to do all the exercises with closed eyes. They even use the geometrical insets and cylinder blocks with closed eyes. In order to satisfy the evident need of children to exercise the stereognostic sense we should give them special material with which they can work. One of the exercises is to put the hand into a bag of objects with eyes closed, recognize the object and name it, the objects are basically geometrical solid forms, so this kind of exercise would help him in understanding their shapes. There are exercises of the same kind which require greater concentration, with objects that are more difficult to feel, more difficult to describe. â€Å"The senses are the keys to the doors of knowledge† Dr Maria Montessori In the words of the child: â€Å"I Hear and I forget, I See and I remember, I Do and I understand. † Dr. M. Montessori All materials and exercises require manual handling and movement. The activities in the sensorial area promote both gross motor and fine motor skills and coordination. The child is actively involved in exploring the materials. By observing, comparing, judging and categorising the concrete materials, the child refines and heightens his senses. By using his senses in many various ways he also broadens his range of sensorial impressions. He is able to order and name the impressions he is receiving and this is the basis for his understanding of himself and the world around him. The concrete exercises and experiences lead the child into the formation of abstract concepts. Concepts and shapes in the sensorial area are presented by the directress using the correct and precise language e. g. a narrow prism, an isosceles triangle. This enriches the child’s language development, and is an aid to precise, ordered and detailed thought. The sensory input a child receives is vital to his intellectual and mental development. The impressions and experiences that the child is exposed to in his environment help to form and develop his mental abilities. As his mental abilities increase, the child uses these same sensory impressions and experiences to build up his mental representations of the world around him and to develop concepts. A limited sensory environment has a negative impact on the child’s ability to develop fully. Through the sensorial area, the child is methodically exposed to the variety of stimuli needed to fully develop his senses. Sensorial education enables the child to make sense of what he is experiencing, not only in the classroom, but in his wider world. Sensorial education in the Montessori classroom occurs as part of a total activity which involves both intelligence and movement. Both neurological and physical development rely on the ability to learn in an orderly manner, as well as the balanced education and use of all the child’s available senses. The prepared environment for sensorial education includes love, security and consistency. The orderly arrangement and careful design of the materials, the precision and consistency of the directress’ actions, and her deep love and concern for the child provides the ideal environment for the refinement and education of the senses. The child feels secure and can work at their own pace, finding the right level of challenge in the graded activities available. Every child is unique, with a unique way of perceiving and understanding the world. The Montessori sensorial equipment and area, through the methodical and thorough approach to sensory education, allows the child to fulfil his individual sensory needs, and to develop a solid sensory foundation and framework for life. . This experience of a single uality occurs because each object in the set is identical in all respects except that one quality. , Colour Tablets, Geometric Cabinet, Constructive Triangles, Binomial and Trinomial Cubes, the tactile sense (perceiving texture):, the baric sense (perceiving weight): Baric Tablets, the auditory sense (perceiving loudness and pitch): Sound Boxes, Bells, The gustatory sense (perceiving tastes): Tasting Cups, the olfactory sense (perceiving scents and odours): Smelling Boxes. the stereognostic sense (which perceives th rough tactile and muscular impression, combined with movement): Geometric Solids, Stereognostic Bags, Mystery Bag, Sorting Grains, the thermic sense (perceiving temperature and heat absorption potential): Thermic Bottles,Thermic Tablets. It is in the sensorial area that math concepts are first introduced and internalized. The sensorial activities provide the child with basic skills needed for mathematics work, including, calculation of amount or degree, exactness in perception and dexterity, discrimination among similarities, repetition, set recognition, algebraic analysis, and recognition of progression in a series. Most of the sensorial materials provide the child with experiences in more than one of these skills. Activities in this area also indirectly prepare the child for writing and reading. For example, through the manipulation of the Cylinder Blocks, the child develops the muscles in his fingers as well as his coordination, which are critical for proper pencil grip and manipulation. Through the use of the rough and smooth boards, the child develops light touch for writing. The child also becomes familiar with the shape and curves of letters in writing through learning the different shapes in Geometrical Cabinet. ‘The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world†¦Ã¢â‚¬â„¢ Dr Maria Montessori The importance of sensorial training is that it aids the natural development of the child and gives him a sense of security within the learning environment. Every child has at least one sense they can rely on, it provides a basis for learning in an orderly manner that is needed for the neurological and physiological development, it prepares the child for ntellectual development, the discrimination leads from concrete to abstract, it fosters the concentration and thinking skills, which develop the mathematical mind,, prepares the child for logical learning sequence, develops power of observation, offers the child the key to the nature of things, provides opportunities for language development and strengthening fine motor skills for future writing. , promotes auto education or self learning, frequency of activity heightens the sensesprovides aesthetic enjoyment, It is necessary to begin the education of senses in the formative period, if we wish to perfect this sense of development of the education which is to follow. The education of the senses would begin methodically in infancy, and should continue during the entire period of instruction which is to prepare the individual for life in society. † Dr Maria Montessori Bibliography : Course manual Jmjpublishing. com/infosensorial. html Creative development of child

Promote Childrens Positive Behaviour free essay sample

TDA 3. 4 Promote children and young people’s positive behaviour A. A summery of the policies and procedures of the school, relevant to promoting children and young people’s positive behaviour. Behaviour policy Our behaviour policy begins with a quote from the Elton report – â€Å"Discipline in Schools 1989† â€Å"Reducing bad behaviour is a realistic aim, eliminating it completely is not† Aims †¢ To develop a school behaviour policy supported by the whole school community with shared values. †¢ To apply positive policies to create a caring, family atmosphere, so teaching and learning can take place in a safe and happy environment. To teach through the school curriculum, values and attitudes, which promote responsible behaviour, self discipline and self-confidence. †¢ To encourage children to respect themselves, others and property †¢ To encourage good behaviour through positive reinforcement, by means of rewards for children of a ll ages and abilities †¢ To make clear to children the difference between minor and more serious behaviour †¢ To treat problems as they occur in a fair, caring and sympathetic manner in the hope of achieving an improvement in behaviour †¢ To encourage children to develop a responsible attitude, helping them o become independent and capable of acting sensibly using their own initiative †¢ To encourage children to be polite and considerate Code of conduct †¢ All members of the school community are asked to respect each other †¢ All children must be aware of the need to consider their own safety and that of others †¢ Children need to adapt their behaviour to suit the type of activity e. g. during classroom discussions children need to listen to others and take turns speaking during sports activities children need to be taught to respect the apparatus All children are expected to respect their teachers, other adults and fellow pupils †¢ All children are expected to respect their own and other peoples property and to take care of books and equipment †¢ Children are asked to be well-behaved, well-mannered and attentive †¢ Children should walk quietly around the school †¢ If a child has a grievance against another child it must be reported to a member of staff who will deal with the matter †¢ Physical violence is not acceptable †¢ Foul or abusive language is not acceptable †¢ Children are expected to be punctual Children must not bring sharp or dangerous items into school This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learn ing. Rewards and sanctions A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward. Children’s achievements and positive contributions will be recognised by: †¢ The awarding of badges †¢ Certificates for individual achievements †¢ TOPS awards for key stage 2 Praise and acknowledgement by celebrating achievements with other teachers and their classes †¢ In school assemblies children are encouraged to share achievements †¢ Class teachers give verbal and written praise whenever possible †¢ Use of sunshine or cloud dependent on behaviour †¢ Miss minutes of playtime †¢ Sent to head teacher †¢ Comments to parents †¢ Exclusion Most children respond to this positive approach where their efforts are seen to be valued and make considerable efforts to improve their work and where necessary their behaviour. Dealing with conflict and inappropriate behaviour While the school does aim to encourage positive behaviour, sanctions for unacceptable behaviour are necessary. Where sanctions are put in place the school will aim to be clear about them, what they are, how long they will last, both with the child and the parent. The behaviour policy states what the acceptable bounds of behaviour are. It is each child’s responsibility as part of growing up, where these bounds lie. The school aims to respond immediately to unacceptable behaviour, which must be but fair. Children will also need to take responsibility for their actions, by apologising or writing a letter. Children should be encouraged to avoid trouble, to say NO loudly and clearly when they do not wish to be involved. The class teacher deals with minor breaches discipline. This is done in a caring, supportive and fair manner, taking child’s age into consideration. Normal sanctions include a verbal reprimand and reminder of expected behaviour, loss of free time, sitting alone in class, sending work home, letters of apology, loss of responsibility and referral to headteacher, deputy headteacher or to another teacher. Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving school premises without permission, verbal abuse, refusal to work and disrupting the class. Each case is treated individually, generally children are made aware that they are responsible for their own actions and that breaking the rules will lead to punishments. When disciplinary problems arise parents will be involved at an early, the meeting will be logged in case further action is required. Action taken will be as follows: †¢ A plan for identifying and monitoring unacceptable behaviour. All sanctions will be made clear to everyone and adhered to. †¢ If the problem continues the parents will be sent a formal letter inviting them to discuss the matter with the teacher and headteacher. †¢ If necessary Governors and other agencies will be involved. †¢ As a last resort exclusion options will be explored. If a very serious problem arises normal procedure will be by passed and parents asked to collect child immediately. Serious incidents are recorded in an Incident or discipline book. Incident book will be used to record Any incidents involving injury to a child or adult on site †¢ Loss, theft or damage to property †¢ Any other incidents or matters of a serious nature These are incidents that may lead to disciplinary or legal action or become a matter of public interest. Discipline book will be used to record †¢ Verbal abuse †¢ Physical abuse †¢ Assault †¢ Defiant refusal †¢ Absconding †¢ This is used to record significant disciplinary measures, exclusion must always be recorded. This book is for serious occurrences of challenging behaviour. Intervention If a child violently attacks another child or adult and does not respond to requests to calm down, then physical restraint is necessary. The child should be removed from the situation and taken to a member of the Senior Management Team who will immediately contact parents. An incident form should be filled in and the situation discussed with the headteacher or deputy headteacher. The headteacher or deputy headteacher will work with staff and parents to devise an action plan to meet the child’s needs. This may include the involvement of other agencies, social services, psychological services etc. Anti Bullying Policy Aims †¢ Policy to be used as part of a whole school approach, leading to united and consistent approach in the implementation of the policy †¢ To reduce the incidence of bullying †¢ To increase the awareness of bullying, and the anti-bullying procedures in place. †¢ To offer a framework to help deal with the instances of bullying †¢ To improve relationships throughout school Definition of bullying All forms of bullying are unacceptable. Bullying can be short or long term. Physical or verbal abuse or even a look can constitute bullying. Intimidation, overt or subtle can be bullying. Bullying can include harassment based on racial, religious, social or physical differences. Any form of bullying will be dealt with accordingly. The children are taught in PSHE that bullying is something that is deliberate, repeated and unfair. They are told the bullying of any kind is unacceptable. Examples of bullying Bullying can include name calling, teasing, jostling and punching, intimidation, extortion and assault. The actions of a bully include: To exert power, overt or covert, over victim To frighten or terrorize, through physical aggression or psychological intimidation To create a atmosphere in which the victim feels a constant sense of foreboding at the thought of being subjected to taunts, or threatened with violent behaviour, or actually attacked and humiliated, often in secret. Preventative measures †¢ Improvement of Personal and Social development. By means of PSHE teaching, discussions and co-operative activities. †¢ Increasing opportunities for structured, supervised play at dinnertime. †¢ Encouraging adults and children to look for signs of problems Eg isolated children, aggressive behaviour, non-co-operative behaviour, a dominant person or group. The school council is an avenue for children to air their views and develop systems to support others during unstructured play. There are opportunities for children to join team sports at lunchtime, there is a P. E. teacher on duty at this time for children to take part in athletics club, football club, cricket club or structured games with the teacher. Action †¢ An incident of bullying is reported to, or identified by an adult. †¢ The adult may deal with incident to a satisfactory conclusion. The class teacher to be informed and no other action taken †¢ If the adult judges it to be more serious it should be passed to the class teacher. They will deal with the situation appropriately. Parents/carers are encouraged to discuss incidents with class teachers †¢ If the problem is more persistent or serious, the headteacher must be informed, and will deal with the matter accordingly. †¢ Examples of possible action: †¢ Discussions with children concerned †¢ Discussion with whole class †¢ An individual or group being withdrawn from playtimes †¢ Parents may be informed †¢ Parents may be actively involved †¢ Children may not be included in school visits, school teams, school productions etc. School may seek help from outside agencies such as educational psychologists and social services †¢ In all cases of bullying there will be a need to be positive reinforcement of good behaviour †¢ There may also need to be a programme of activities designed to raise the self esteem/ confidence of those concerned †¢ In extreme circumstances the child may be excluded Attendance Policy Th e school aim to: †¢ Maintain an attendance rate of a minimum of 96. 4% †¢ Maintain parent’s and pupils’ awareness of the importance of regular attendance Good attendance is important because:

Promote Childrens Positive Behaviour free essay sample

TDA 3. 4 Promote children and young people’s positive behaviour A. A summery of the policies and procedures of the school, relevant to promoting children and young people’s positive behaviour. Behaviour policy Our behaviour policy begins with a quote from the Elton report – â€Å"Discipline in Schools 1989† â€Å"Reducing bad behaviour is a realistic aim, eliminating it completely is not† Aims †¢ To develop a school behaviour policy supported by the whole school community with shared values. †¢ To apply positive policies to create a caring, family atmosphere, so teaching and learning can take place in a safe and happy environment. To teach through the school curriculum, values and attitudes, which promote responsible behaviour, self discipline and self-confidence. †¢ To encourage children to respect themselves, others and property †¢ To encourage good behaviour through positive reinforcement, by means of rewards for children of a ll ages and abilities †¢ To make clear to children the difference between minor and more serious behaviour †¢ To treat problems as they occur in a fair, caring and sympathetic manner in the hope of achieving an improvement in behaviour †¢ To encourage children to develop a responsible attitude, helping them o become independent and capable of acting sensibly using their own initiative †¢ To encourage children to be polite and considerate Code of conduct †¢ All members of the school community are asked to respect each other †¢ All children must be aware of the need to consider their own safety and that of others †¢ Children need to adapt their behaviour to suit the type of activity e. g. during classroom discussions children need to listen to others and take turns speaking during sports activities children need to be taught to respect the apparatus All children are expected to respect their teachers, other adults and fellow pupils †¢ All children are expected to respect their own and other peoples property and to take care of books and equipment †¢ Children are asked to be well-behaved, well-mannered and attentive †¢ Children should walk quietly around the school †¢ If a child has a grievance against another child it must be reported to a member of staff who will deal with the matter †¢ Physical violence is not acceptable †¢ Foul or abusive language is not acceptable †¢ Children are expected to be punctual Children must not bring sharp or dangerous items into school This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learn ing. Rewards and sanctions A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward. Children’s achievements and positive contributions will be recognised by: †¢ The awarding of badges †¢ Certificates for individual achievements †¢ TOPS awards for key stage 2 Praise and acknowledgement by celebrating achievements with other teachers and their classes †¢ In school assemblies children are encouraged to share achievements †¢ Class teachers give verbal and written praise whenever possible †¢ Use of sunshine or cloud dependent on behaviour †¢ Miss minutes of playtime †¢ Sent to head teacher †¢ Comments to parents †¢ Exclusion Most children respond to this positive approach where their efforts are seen to be valued and make considerable efforts to improve their work and where necessary their behaviour. Dealing with conflict and inappropriate behaviour While the school does aim to encourage positive behaviour, sanctions for unacceptable behaviour are necessary. Where sanctions are put in place the school will aim to be clear about them, what they are, how long they will last, both with the child and the parent. The behaviour policy states what the acceptable bounds of behaviour are. It is each child’s responsibility as part of growing up, where these bounds lie. The school aims to respond immediately to unacceptable behaviour, which must be but fair. Children will also need to take responsibility for their actions, by apologising or writing a letter. Children should be encouraged to avoid trouble, to say NO loudly and clearly when they do not wish to be involved. The class teacher deals with minor breaches discipline. This is done in a caring, supportive and fair manner, taking child’s age into consideration. Normal sanctions include a verbal reprimand and reminder of expected behaviour, loss of free time, sitting alone in class, sending work home, letters of apology, loss of responsibility and referral to headteacher, deputy headteacher or to another teacher. Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving school premises without permission, verbal abuse, refusal to work and disrupting the class. Each case is treated individually, generally children are made aware that they are responsible for their own actions and that breaking the rules will lead to punishments. When disciplinary problems arise parents will be involved at an early, the meeting will be logged in case further action is required. Action taken will be as follows: †¢ A plan for identifying and monitoring unacceptable behaviour. All sanctions will be made clear to everyone and adhered to. †¢ If the problem continues the parents will be sent a formal letter inviting them to discuss the matter with the teacher and headteacher. †¢ If necessary Governors and other agencies will be involved. †¢ As a last resort exclusion options will be explored. If a very serious problem arises normal procedure will be by passed and parents asked to collect child immediately. Serious incidents are recorded in an Incident or discipline book. Incident book will be used to record Any incidents involving injury to a child or adult on site †¢ Loss, theft or damage to property †¢ Any other incidents or matters of a serious nature These are incidents that may lead to disciplinary or legal action or become a matter of public interest. Discipline book will be used to record †¢ Verbal abuse †¢ Physical abuse †¢ Assault †¢ Defiant refusal †¢ Absconding †¢ This is used to record significant disciplinary measures, exclusion must always be recorded. This book is for serious occurrences of challenging behaviour. Intervention If a child violently attacks another child or adult and does not respond to requests to calm down, then physical restraint is necessary. The child should be removed from the situation and taken to a member of the Senior Management Team who will immediately contact parents. An incident form should be filled in and the situation discussed with the headteacher or deputy headteacher. The headteacher or deputy headteacher will work with staff and parents to devise an action plan to meet the child’s needs. This may include the involvement of other agencies, social services, psychological services etc. Anti Bullying Policy Aims †¢ Policy to be used as part of a whole school approach, leading to united and consistent approach in the implementation of the policy †¢ To reduce the incidence of bullying †¢ To increase the awareness of bullying, and the anti-bullying procedures in place. †¢ To offer a framework to help deal with the instances of bullying †¢ To improve relationships throughout school Definition of bullying All forms of bullying are unacceptable. Bullying can be short or long term. Physical or verbal abuse or even a look can constitute bullying. Intimidation, overt or subtle can be bullying. Bullying can include harassment based on racial, religious, social or physical differences. Any form of bullying will be dealt with accordingly. The children are taught in PSHE that bullying is something that is deliberate, repeated and unfair. They are told the bullying of any kind is unacceptable. Examples of bullying Bullying can include name calling, teasing, jostling and punching, intimidation, extortion and assault. The actions of a bully include: To exert power, overt or covert, over victim To frighten or terrorize, through physical aggression or psychological intimidation To create a atmosphere in which the victim feels a constant sense of foreboding at the thought of being subjected to taunts, or threatened with violent behaviour, or actually attacked and humiliated, often in secret. Preventative measures †¢ Improvement of Personal and Social development. By means of PSHE teaching, discussions and co-operative activities. †¢ Increasing opportunities for structured, supervised play at dinnertime. †¢ Encouraging adults and children to look for signs of problems Eg isolated children, aggressive behaviour, non-co-operative behaviour, a dominant person or group. The school council is an avenue for children to air their views and develop systems to support others during unstructured play. There are opportunities for children to join team sports at lunchtime, there is a P. E. teacher on duty at this time for children to take part in athletics club, football club, cricket club or structured games with the teacher. Action †¢ An incident of bullying is reported to, or identified by an adult. †¢ The adult may deal with incident to a satisfactory conclusion. The class teacher to be informed and no other action taken †¢ If the adult judges it to be more serious it should be passed to the class teacher. They will deal with the situation appropriately. Parents/carers are encouraged to discuss incidents with class teachers †¢ If the problem is more persistent or serious, the headteacher must be informed, and will deal with the matter accordingly. †¢ Examples of possible action: †¢ Discussions with children concerned †¢ Discussion with whole class †¢ An individual or group being withdrawn from playtimes †¢ Parents may be informed †¢ Parents may be actively involved †¢ Children may not be included in school visits, school teams, school productions etc. School may seek help from outside agencies such as educational psychologists and social services †¢ In all cases of bullying there will be a need to be positive reinforcement of good behaviour †¢ There may also need to be a programme of activities designed to raise the self esteem/ confidence of those concerned †¢ In extreme circumstances the child may be excluded Attendance Policy Th e school aim to: †¢ Maintain an attendance rate of a minimum of 96. 4% †¢ Maintain parent’s and pupils’ awareness of the importance of regular attendance Good attendance is important because: