Hi, being a 'demonstrate' criteria it's possible your assessor will observe you doing this the next time they visit you at your workplace.
If it helps,
page 101+ of the STL handbook suggests ways that you may find similar to your working practice:
Strategies for promoting positive behaviour according to the policies and procedures of the setting
As well as setting out ground rules with students there are some other ways in which you can promote positive behaviour in your setting.
By using active listening: actively listening to student s show them that you value what they say and ae taking the time to think about their point of view. In this way you can build positive relationships with them. When managing behaviour, it helps students to know that you can talk theourgh issues as they arise and build their trust.
By giving regular positive feedback: noticing when students are trying hard to manage their behaviour is a powwrful reinforcer. It shows that you are aware that they are making as effort. It also give students positive attention.
By being consitent when addressing behaviour: consistency between adults is very important, so that children and young people are clear about wexpectations. Use the preferred method of promoting positive behaviour, whiuch is approved by your setting - for example, verbal praise, a behaviour chart, or giving privilidges.
By being a positive role model: this is significant as it shows that you recognise the importance of positive behaviour, it is very difficult to ask students to do something you are not doing yourself.
The book then goies on to explore being realsitic: by setting targets and expectations of behaviour that are realsitic to the ages and ability of the student or group.
Being consistent by making sure you ask the same thing of students for same situations. For example, if you allow them to do something one day and not the next, this will send mixed messages.
Being supportive means you should encourage students wherever possible to develop positive behaviour. Regular incidence of poor behaviour is often a reaction to something that is happening in their lives. Being supportive can happen in different way.
- by asking how they are and listening to them
- by talking to them about issues that are imoprtant to them
- by developing targets and reviewing them with the students and other staff
- by praising and rewarding positive behaviour and noticing when they are trying hard.
Similarly these points can be used when agreeing rules and boundaries with the children. Maybe this is done at the beginning of a new term in your setting? and those rules are used as reminder and reinforced as and when necessary?
Hope this helps xx
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