Hi,
Outcome 3 explains how you're expected to promote positive behaviour in your setting.
3.1 asks you to look at the range of factors that might be associated with challenging behaviour and research what they mean - check 3.1 on this page
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3.2 asks you to evaluate stategies that aim to mitigate challenging behaviour and then see if you feel they work - are situations resolved, is everyone satisfied with the outcome, are you able to discuss concerns and ideas confidentially with colleagues.
Proactive stategies for mitigating challenging behaviour could mean your setting takes, makes and records observations and then use that information to guide professional practice eg. you are aware that transitional times where moving from a room to outside causes difficulty for two children in the group. How can conflict and upset be avoided ahead of time/proactively?
A strategy might be through your parent partnership where events at home are shared and any potential impact on a child can be known in advance.
Wales has
Practical approaches to behaviour management which you might find useful reading
4.3 No one ordinarily likes to be blamed, judged, held up as an example, be made the focus of negative attention or have their reasoning and actions questioned publically. Steps to protect and respect an individual's
dignity could be asking to go somewhere private, asking spectators to move on, having an approach that doesn't sensationalise a situation, be unbiased when listening and making decisions.
5.2 might be in discussion with your tutor, describing how you would follow policy and procedure of the setting - you might give time, use body language and have a non-judgemental approach when finding out what happened through a time of conflict. Using the four steps noted in this criteria you can help children understand what might of contibuted to their behaviour eg. feeling angry over something that happend during lesson time that errupted at break time. What the behaviour was eg. one child pushed another over, what that resulted in eg. a child crying, children's friends and other adults becoming involved, a possible punishment/consequence being issued. How the incident has made the child feel and how wherever possible, empower them so that they're able to see ways that avoid similar situations occuring again.
6. Be able to review and revise approaches to promoting positive behaviour.
This outcome relates directly to your setting and how you'd use your professional knowledge to identify approaches, review them and revise them to see if they are effective.
What does currently happen in your setting wth regards to promoting positive behaviour? another way to identify approaches is to look at the behaviours occuring and the responses evoked.
Meetings, literature, training, internal support all enable colleagues to discuss policy and procedure, express concerns, failings and success.
What time is available to resolve challenging behaviour, conflict
Does the setting endorse and use any reward/consequence systems
Is there a buddy system in place that helps diffuse situations
Are seating arrangements used to help minimise conflict
How are children helped to use problem solving and negotiation
No? what would you do to change things?
6.1 would be observed as it's asking someone to witness how you work with others. There's information on google for ABCs of behaviour -
search page
Hth xx
HSC3045 Promote positive behaviour, so hard HELP :O( please :o(
in fact my dinner was chocolate X X 
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