CURRICULUM, PLANNING AND DELIVERY

Author: Prince Foday

 

Explaining how ICT is used to support learning through the curriculum and when this can happen

 

 Information and Communication Technology (ICT) is used within a setting to support learning, and it is utilised as a complementary resource for activities in the classroom and building important skills. The types of ICT used in supporting learning are the internet; translation software; Microsoft word processing software; communication; presentation software; immersive games; Cameras and Video, iPads and whiteboards; and other software and apps.

 

The internet is used to research topics and search for relevant text within the curriculum. It is important for the exploration of images, sound, video, graphs and charts, maps and other information pertinent to learners.

 

Translation software is utilised to support learners to be able to underline or highlight a text and find its meaning. The approach is used by asking students to guess the meaning of a word and then leaving them to check for the correct meaning.

 

Students are sometimes given classwork that requires using Microsoft Word. The software enables learners to do write-ups. Microsoft Word supports students insert images and shapes. It is additionally helpful to them for spell-checking grammar, translation, etc.

 

ICT is used in a learning setting for communication purposes. Learners have emails that can be used to present class work. Lessons can also be delivered through Teams. The Microsoft Teams can be used whenever there is a class shutdown as a result of increasing COVID cases.  It can further be used for students with specific forms of disability.

 

Learners must be  encouraged in the classroom to use presentation software like PowerPoint for group discussions. PowerPoint presentation helps students to build confidence in speaking.

 

Immersive games are utilised to unify learners across the curriculum. Games such as ‘Amerzone’ and ‘Room 2’ have a rich mystery-based storyline, with many textual materials like journals, codes and letters. The game encourages learners to interact with texts to expose clues to solving puzzles and give stories about events that relate to the puzzle.

 

Camera and video are used for making film or during art projects. Students in my classroom were recently asked to take a photo of them and draw their portraits. The school iPad was used for taking their pictures. 

 

Interactive whiteboards in the classroom can be used to write down thoughts, explain ideas and encourage group problem-solving. The interactive whiteboard is a form of a smart board that enables the teacher to show images on a large screen affixed on the classroom wall from a computer through a projector.

 

 

Describing how to encourage pupils to use ICT to solve problems, work collaboratively and find out information, including details of how to analyse learners' responses to ICT to make sure the programmes and materials they use match their needs. 

 

Children and young people in a classroom should be encouraged to use ICT through digital citizenship education, the establishment of explicit guidelines, providing the platform for responsible ICT use, promoting critical thinking, encouraging collaboration, discussing online safety, appropriate monitoring and supervision, encouraging reflection and celebrating responsible ICT use.

 

Digital citizenship education is incorporated into the curriculum to sensitise students about the ethical use of digital resources, privacy, security cyberbullying and responsible online behaviour.

 

Explicit guidelines should be established for the use of ICT in the classroom. There should be an outline of acceptable technology policies, consequences for irresponsible use and established guidelines for online communication.

 

Teachers should provide a platform for responsible ICT use by being role models to students in their engagement with technology. Learners must be taught about engaging in constructive online communication, showing respect for the digital property of others and critically assessing online information.

 

Teachers should encourage critical thinking by educating learners to evaluate online information and be able to differentiate between credible sources and misinformation. CARP test can be used for verifying information.

 

Learners must be encouraged to collaborate or work as a team in the use of ICT tools. Emphasis has to be made on the significance of teamwork, respectable communication and constructive feedback.

 

Children must be educated on online safety practices by encouraging them to avoid sharing personal information, identify and report to an adult on online threats, and password-protecting their digital gadgets or communication.

 

Pupils' online activities must be monitored and there is the need to provide support where necessary. There must be constant monitoring of their online activities and it is the right step to always intervene whenever there is a notice of misuse or inappropriate behaviour.

 

Children and young people must be encouraged to reflect on their online activities and digital footprint. They should be supported to understand the significance of good digital citizenship and there is the need to build a platform for them to deliberate on the impact of their online behaviour.

 

Learners  should be acknowledged and praised for showcasing responsible ICT use. Furthermore, it is great to identify the right example of ethical online behaviour and stress the need for them to follow positive or acceptable online behaviour.

 

 

It significant to determine the needs of each student and find the right resources to engage them. To do that there is a need to know the teaching resources selection checklist, and state and territory education authority guidelines, asks the teacher-librarian, think outside the box for subjects-specific tools, use data for resource selection and follow official guidelines.

 

There is  the need to assess  teaching resources checklist by considering whether it is linked to the national curriculum, breaches copyright,  challenges the students ability at the right level, and complies with school processes and the education department. Other factors that must be considered are whether it is representative of a wider range of views, not controversial and promotes inclusivity.

 

Learning resources from the education authorities’ website and some departments have helpful established guidelines. Department of Education, NPCSS, etc., have websites that are used to get appropriate resources for learners.

 

The teacher-librarian is a source of valuable information for learning. Schools have  teacher-librarian who has an in-depth understanding of the national curriculum, the skills and content requirements of each subject area, and a strong knowledge of available resources. Department for Digital, Culture, Media & Sport has a useful tool for developing, selecting and using a broad range of resources, including ICT, and that is beneficial to learning.

 

It is an exemplary practice to think outside the box by gathering resources from subject-specific tools, say subject area specialists. Mathematics, English, ICT, etc., have specialist sites to explore for learning resources.

 

Schools have a wide range of assessment tools to use and that is tailor-made to subject-specific needs. Education Horizon is a reliable assessment tool that informs the teacher about students' learning journey. Teachers must be  keen on assessing the capability of each learner and continue to challenge them with the right learning activities. The national curriculum must be strictly followed and trusted sites should be used in the delivery of learning.

 

The approach to teaching must follows official guidelines and that is provided by the education authorities through available links. Besides, schools have an approach to learning resources that takes into cognisance factors such as the duty of care to protect learners from abusive material and further involves the concerns of parents and the caregiver community.

 

 

References

 

The Bell Foundation (2024) Great ideas: Using ICT. Available at: https://www.bell-foundation.org.uk/resources/great-ideas/using-ict/ (Accessed 4 May 2024)

Bartlett, C.(2011) Business: The Ultimate Resources. 2nd Edn. London: A&C Black Publishers Ltd.

Curson, L.B and Tummons, J. ( 2013) Teaching in Further Education: An illustration of Principles and Practices. 7th Edn. London: Bloomsbury Publisher PLC.

Teacher How (2024) How to Encourage Students to use Technology Responsibly in Class. Available at: https://teacherhow.com/how-to-encourage-students-to-use-technology-responsibly-in-class/#google_vignette (Accessed 16 May 2024)

Fisher, R. (2005) Teaching for thinking: across the curriculum. 2nd Edn. United Kingdom: Stanley Thornes Publishers Ltd.

Department for Digital, Culture, Media & Sport (2017) Libraries Shaping the future: good practice toolkit. Available at: https://www.gov.uk/government/publications/libraries-shaping-the-future-good-practice-toolkit/libraries-shaping-the-future-good-practice-toolkit (Accessed 29 May 2024)

Education Horizon (2023) Student Performance Tracking Software. Available at: https://educationhorizons.com/solutions/engage/student-performance-tracking-software/ (Accessed 10 May 2024)

Fulton, D. (2012) Placing Students at the Heart of Creative Learning. Great Britain: TJ International Ltd

 

Author:

 

Prince Foday

Educationist, Economist and Professional Freelance Journalism

 

WORKING WITH INDIVIDUALS AND GROUPS

Author: Prince Foday

 

Explaining How to Select and Prepare Resources for Planned Learning Activities

 

The selection and preparation of resources for planned learning activities are based on the Department for Education guidelines. The guidelines established are that schools must avoid using teaching and learning resources developed by inappropriate organisations; that schools must be sensitive in teaching about cultural and religious beliefs and practices; and that teaching and learning materials must be engaging and challenging and not controversial, offensive and of obscene nature to students and the wider community.  The guidelines established that schools must be open to objections about utilising specific teaching and learning materials. 

Inappropriate institutions should never be considered in preparing resources for planned teaching and learning activities and those delivering lessons should be cognisance of the blacklisted list of organisations. Some of the blacklisted institutions are tobacco companies, businesses involved in the promotion and sale of alcohol, companies that are involved in the promotion and sale of weapons, businesses that encourage unhealthy food choices for children and young people, etc. 

It is ideal to be highly sensitive to the content or imagery used for the planned lesson, say the image of the prophet Muhammad should not be used in the teaching of a lesson. Planned teaching and learning resources should be within appropriate cultural and religious contexts. 

The selection of planned learning resources should not be offensive to the students but challenging, engaging and beneficial to the student. 

There is a need to make provision for correctness to objections raised about planned teaching and learning materials. 

 

Describing Learning Support Strategies to Use to Meet the Needs of Individuals and Groups

 

The learning support strategies that are significant to meeting the needs of individuals and groups are jigsaws; turn and talk; polling; quick write; summative assessment; formative assessments; problem-based learning; project-based learning; gamification; differential learning; peer training muddiest point; interleaving; tests and quizzes; and think, pair and share. 

Jigsaws develops the critical thinking of learners. This is where students are organised into smaller groups to quietly read a selected passage of course material and share what they have learnt with other groups in the class. Participants in each group are allowed to answer questions on the big idea is? What does the idea mean, and why important? How applied for a better understanding of the topic? What part of the passage that can be agreed with and disagreed with? What questions can be raised from the passage?

Turn and Talk is used in class. That is where the teacher raises a clear question for learners and then instructs them to select a partner to share their thoughts on the topic before discussing the idea with the whole group. 

Polling is utilised by raising a question for students to answer. A poll is taken to ascertain the number of students who raise their hands for specific answers. The polling method is used to determine student's views about a particular topic and provides an idea of whether there is a need for additional explanation. 

Quick write is used as a learning support strategy in a classroom by raising a prompt and allowing learner to provide their thought on a topic in five minutes. Quick write is used to allow students to have their thought on a new topic, provide the platform for learners to unveil prior understanding of the topic, and grade learners for performance record purposes. 

A summative assessment is used as way of evaluating the in-depth knowledge of students about a subject. Students are given assignments on a subject and their performance is assessed through a defined grading system. Summative assessments are provided to support students’ course activities and performance in a specific subject. 

Formative assessment is used to guide the learning of students and give feedback on the performance of each student in the classroom. The feedback is significant as it helps in improving strategies for the delivery of lessons. The strategy helps to unveil the strengths and weaknesses of students. 

Problem-based learning is used to expose learners to real-life situations. It supports students to understand the world around them by connecting learning to practical happens in our society. 

Project-based learning is implemented by giving students a specific project to work on and allowing them to make a PowerPoint presentation in the classroom. 

Gamification is used as a learning strategy to reward learners for a job well done and compromise that with the teaching. Students are provided games that are important for improving their academic skills; helping build their competitiveness among peers and using a point-based system for completing a task. 

Differential training is used to tailor learning to meet different needs. That is done by updating the learning environment, product, process and content. 

Peer training is applied to engage students to learn from each other. This is done by bringing up topics that students are perplexed about coupled with the chance to brainstorm in small groups. The team leader in each group will share the ideas of their group with others in the smaller groups and then come up with a collective agreement on the topic. 

The muddiest point is used to identify the most challenging topics that learners do not comprehend. The approach is meant to provide an explicit understanding of the elephant in the room or difficult task.

Tests and quizzes are applied as a learning strategy by providing students either a quiz and grade them by marking of their papers. The standard learning practice is that students are given both individual and group tests and quizzes. The average mark from the individual and group text or quiz is the standardised base of assessment. 

Think-pair-share provides students with the stage to organise their ideas and share the ideas with partners and then the entire class. Students are provided the platform to independently think of an idea, pair with small groups of colleagues to provide their views about the idea and thereafter share that thought with the broader class. 

 

Clarifying How to Ensure the Learning Environment Meets Health, Safety, Security, and Access Requirements of Individuals and the Group as a Whole

 

The important health and safety issues in any classroom, including my own classroom, are class size, layout, space limitation, and the behaviour and maturity of students. Classroom health and safety is a significant concern for my learning environment and meets the legal requirements of health, safety, security, access requirements of individuals and groups.  Every school should have a strong risk assessment in place meant to curb potential hazards for students, staff, and visitors. The measures taken to avert the risk of danger and hazards are to prevent slips and trips, risks linked with the use of electrical equipment, and risks associated with poor ventilation and temperature.

Slips and trips should be of important concern to school and the classroom setting. The classroom floors and walkways should always be kept clean and devoid of obstruction. Handrails and steps should be well looked after. Floors must be kept clean and not slippery, even entry points. Schools must have a checklist of slips and trips by focusing on ensuring that gangways between desks are clearly maintained, robust about maintaining no trailing of electrical leads and cables; have spontaneous action in place for potential spillages, have enough bright light for access and safe exit and ensuring that internal flooring is in the right good condition, floor windows are above ground and well secured to avoid falls, high-level windows have window openers and where necessary secured step ladders are available.

There should be provisions for electric equipment checks. Electric equipment is only used when they are in good condition. Interestingly, I took a personal laminator to my school some time back. The caretaker had to check it before use in the classroom. My school is responsive to the checklist of ensuring that electrical cables are routed to prevent trips, ensures that any faulty electrical equipment be replaced, that electrical equipment is checked at intervals to facilitate it safe usage, and ensure that electrical cables, plug sockets and switches are in good repair.

Ventilation and temperature should be of significant concern for schools and classroom settings. In my school, we ensure that there is natural ventilation. Blinds and window dressing are available based on the temperature. We use blinds to prevent reflection from the sun in the classroom. The child and young people’s ability to learn will be affected when the classroom is too hot and too cold. We respond to the checklist concerning ventilation and temperature by ensuring that windows have blinds to protect learners and staff from heat and glare from the sun, ensuring that an acceptable temperature is maintained, and maintaining natural ventilation.

Fixtures, fittings, and furniture are dangerous to my school and classroom. We ensure that hot equipment like radiators are protected to prevent learners from the risk of burn, window restrictors are fitted in on the upper floor windows and ensure that they are in good working order, ensuring that electrical gadgets are suitably fitted to avoid potential danger and ensure that furniture used are ideal for the user whether a student or staff.

Items that require manual handling are strictly handled within the manual handling regulation and the school ensures that staff is appropriately trained for that. Additionally, we have learners who may have challenging behaviour. Fortunately, I am leaf-trained or team-teach trained to handle students with challenging behaviour with the pretext of safeguarding the child and young people in my school, including staff that may not be trained in handling challenging behaviour.

 

References

Claire, R (2023) What are learning resources for teachers? How are they helpful? Available at: https://www.teachingenglish.org.uk/professional-development/teacher-educators/knowing-subject/articles/what-are-learning-resources (Accessed 13 March 2024)

Curson, L.B. (1985) Teaching in Further Education: An outline of Principles and Practices. 3^rd Edn. Great Britain: Biddles Ltd, Guildford

Fearn, H. and Keay, J. (2021) Curriculum: Keeping it simple. Available at: https://educationinspection.blog.gov.uk/2021/12/08/curriculum-keeping-it-simple/ (Accessed 24 March 2024)

Danielle, L. (2020) 17 Learning Strategies to implement in your classroom. Available at: https://tophat.com/blog/learning-strategies/ (Accessed 10 April 2024)

Fisher, R. (1995) Teaching Children to Think. United Kingdom: Stanley Thornes (Publishers) Ltd

Fulton, D. (2012) Placing Students At the Heart of Creative Learning. Great Britain: TJ International Ltd

Johnson, J. (2001) The Literacy Skills Test. Exeter: Learning Matters Ltd

Nest (2024) A reasonable approach to classroom safety. Available at: https://worknest.com/blog/schools-classrom-health-safety-2/#:~:text=In%20a%20classroom%20environment%2C%20significant,in%20one%20classroom%20risk%20assessment (Accessed 28 April 2024)

Safesmart (2024) How to create a Classroom Health and Safety Checklist. Available at: https://safesmart.co.uk/health-safety-checklist-for-use-in-classrooms/ (Accessed 13 May 2024)

Ewles, L. and Simnett, I. (2003) Promoting Health: A practical Guide. 5^th Edn. United Kingdom: Elsevier Science Limited

 

AUTHOR:

PRINCE FODAY

Educationist, Economist and Professional Freelance Journalist

 

 

 

PROMOTING POSITIVE BEHAVIOUR

Author: Prince Foday

   

The Identification of Policies and Procedures in my School Setting and Benefits of these in Promoting Positive Behaviour

 

The policies in my school setting are comprised of behaviour policy, code of conduct, reward and sanctions. My school setting has established procedures or guidelines for promoting the identified policies.

 

There are accepted values and beliefs in the school and a contravention of that will go against the behaviour policy. Codes of conduct are sets of rules designed to enable children and young people to be aware of boundaries and a way of managing behaviour. Rewards can be used when a student displays positive behaviour. There are scales of sanctions for students when behaviour becomes inappropriate.

 

The behaviour policy in the school is meant to promote appropriate behaviour and discourage inappropriate behaviour. The policy prepares staff to understand that students in the school need to build positive traits like social skills (being receptive to others), empathy, self-respect and self-esteem. In promoting or achieving positive behaviour from students, the following procedures are required by the school:

o   Staff do not undermine the self-esteem of children or students through verbal disgrace

o   Staff  do not use corporal punishment or hit the child, as that goes against the law

o   Staff are meant to explain disciplinary boundaries in the simplest terms to make it understandable to those who may find it difficult

o   Staff should help students to understand what behaviour is acceptable and what is not acceptable

o   Staff should calmly intervene to prevent students from behaving in an unsafe way

o   Staff should build the scenario for students to exercise patience and take turns

o   Staff should praise students  for displaying positive behaviour

o   Staff should be respectful to children, young people and other adults

o   Staff should be  role models by showing positive behaviour

 

There are codes of conduct in place as guidance when dealing with inappropriate behaviour and they are:

o   We avoid making negative comments in front of students

o   We maintain consistency when addressing inappropriate behaviour

o   We resolve conflict by listening to both parties

o   We maintain calmness when dealing with inappropriate behaviour

Students are rewarded for showing positive behaviour and we provide visible rewards (by using stickers), allowing choosing time, revealing success to parents and other teachers, giving attention or smiles of endorsement, providing oral praise, and giving certificates or points or stars.

We apply a scale of sanctions when behaviour is inappropriate. Some of the scales of sanctions are:

o   Removal of privileges

o   Restricted access to certain activities

o   Suspension

o   Detention

o   Removal from social time (breaks/lunch times)

o   Send the culprit to the deputy head or head teacher

o   Speak to the parent

 

 

Explaining the Importance of Consistency and Failures when Applying Boundaries and Rules for Behaviour

 

Consistency enables the child and young people to fully comprehend limits and work within expected behaviour. Consistency in behaviour within a classroom is about establishing stable policies, procedures and consequences. Consistency has the features of being respectable, fair, safe and stable.

 

Building an achievable and realistic limit will make it possible for the child to communicate appropriately. In the absence of consistency, the child is left in limbo and feeling confused. Practitioners are expected to maintain the same rules and avoid leading the child in a confused state.  Practitioners must be consistent in the application of boundaries and rules as failure to do so will result in the child being baffled. The failure of practitioners to apply limits and rules will lead the child not to be certain about what is right or wrong.

 

Consistency in applying boundaries and rules can promote effective classroom management, lead to fewer behaviour problems, support a positive classroom community and build an engaging learning scenario. It is significant to be consistent with policies, procedures and consequences and such stability will be effective classroom management. Consistency in practitioner behaviour in enforcing boundaries and rules can build student trust and that can make them behave within limits, and mitigate behavioural problems. Promoting a fair classroom community will make students have a positive view about their colleagues, and the practitioner and that can further lead to effective class control. Being consistent with boundaries and rules in the classroom setting can provide the outcome of students feeling safe and increase their focus on learning. Skinner advanced education as the establishment of behaviour that will be of benefit to the person and others in the future.

 

 

Describing the Benefits of Promoting Positive Values, Attitudes and Behaviour Guidance 

 

Positive values, attitudes and behaviour guidance are important in tackling challenging behaviour in the classroom. Its application can assist in increasing student engagement in learning, reduce stress and entirely enhance student behaviour and performance.

 

Positive behaviour can be supported by ensuring the full attention of students before learning begins, praising students for the showcase of positive behaviour, allowing them to express their feelings and opinions, building their emotional intelligence or coping skills, encouraging them to practice behaviour expectations until a full understanding is achieved, establish clear boundaries and rules, encourage learning to be fun and build steady routines.

 

Children and young people can benefit from the promotion of positive values, attitudes and behaviour guidance in the following ways:

 

o   The acknowledgement of positive behaviour

o   Establishing clear expectations

o   Building  strong social skills based on respect

o   Enhancing Social and Emotional Well-being

o   Developing the environment for students to concentrate on learning

o   Professional  action on minimising negative behaviour

   

The acknowledgement of positive behaviour can be done through praise and praise for good behaviour is an approach meant to attract the attention of students in the class, and it is likely that the student will repeat positive behaviour by making it a routine. Establishing an expectation that is clear and achievable is a way to develop a caring and safe classroom, and it is significant to be consistent and eradicate confusion with boundaries for everyone in the classroom, including practitioners.  Students who struggle to control their emotions should be supported. It is difficult to focus on learning when tired, distracted and upset, and teaching learners the desired coping or calming skills will be beneficial in gaining the attention of the child and young people. It is important to provide an engaging classroom environment that requires seeking the attention of students before learning starts and that can be helpful to behaviour management coupled with having the attention of all students to grasp all areas of your teaching. Reducing negative behaviour through professional action can be necessary in promoting positive values, attitudes and behaviour.

 

 

Identifying, and Summarising, the Patterns and Triggers that can Lead to Challenging Behaviours and Explaining What Actions can be  taken to Pre-empt Divert or Diffuse Potential Flash Points

 

Challenging behaviour is a form of behaviour that hinders the safety or learning of students and those around them.  People with challenging behaviour find it difficult to communicate their desires and emotional and physical pain. Challenging behaviour is a situation that we have to deal with in my school setting. It is frequent with people having neurological problems or neurodevelopment differences like learning disability, dementia, attention deficit and hyperactivity disorder and autism.

 

The types of challenging behaviour in my school setting are verbal, non-verbal and physical. Verbal challenging behaviour is oral communication meant to express desires or pain and the action is not meant to hurt the people around them but to communicate agony, examples are using inappropriate language, threatening, arguing, screaming, shouting, and so forth.  No-verbal challenging behaviour can be noticeable in different ways and it is meant to deal with physical and emotional suffering, examples are swinging arms, pacing, eating inedible objects, social withdrawal and destructiveness.  Physical challenging behaviour occurs when a person feels stimulant or devastated, and examples are throwing things, biting, kicking, hair pulling, and hitting people and themselves.  

The causes of challenging behaviour observed in my school setting are cognitive challenges, emotional distress, physical discomfort, sensory sensitivity, unmet needs and communication difficulties. Children and young people with cognitive challenges find it difficult to process or understand situations which can lead to frustrations. Emotional distress like anxiety, anger, fear and frustration can result in challenging behaviour as the person may not have the requisite skills to communicate their emotions amicably. Physical discomfort like pain can lead to challenging behaviour. Some children and young people may have a high degree of sensitivity to smell, touch, sound and light, and that can trigger discomfort. Unmet needs like sleep, hunger, and thirst coupled with more intricate emotional or social desires like autonomy, sensory input and attention can lead to challenging behaviour.

 

There is an observed cycle of challenging behaviour in my school setting and they are trigger, escalation, crisis and recovery. A trigger is the antecedent or starting point of challenging behaviour and that is the distressing situation for the child. Escalation is the heightened or progressive situation for the child and young person, and that is when the person displays problematic actions. A crisis situation is where the person reaches a dangerous level and that will involve self-injury, severe aggression and other behaviours that show an instant risk to the person and those around them. A recovery state is a circumstance where the person becomes calm or in equilibrium after the escalation and crisis points and that involves supporting the person to control their emotion.

 

The standard ways of preventing and managing challenging behaviour in my school setting involve the use of de-escalation techniques (staying calm, taking away anything responsible for the distress, providing the person what he or she wants, providing the person space, entertain the person with what they enjoy), providing a more accustom way of communicating needs and emotions, ensuring the safety of student and staff and providing an alternative. We use positive behaviour support (PBS) to defuse potential flash points and that involves amending their routines to avoid common triggers, building coping strategies for stress like a deep breath and looking for safer ways of expressing themselves or finding acceptable communication methods.  We use a Multisensory Environment (MSE) as a de-escalating approach that is provided to assist the child and young person to utilise their remaining senses to be involved in and understand the world. Providing an environment where the child engages with people, objects and events in a multisensory environment can support them understand ideas about the world, and that helps in understanding in building trust and mutual respect.

 

References

 

Parenta (2021) How to…Support Children’s positive behaviour. Available at: https://www.parenta.com/wp-content/uploads/2021/01/How-to%E2%80%A6-Support-childrens-positive-behaviour.pdf (Accessed 20 October 2023)

National College for School Leadership (2011) Promoting the conditions for positive behaviour to help every child success. Available at: https://assets.publishing.service.gov.uk/media/5a7d534140f0b60a7f1a9d3a/promoting-the-conditions-for-positive-behaviour-to-help-every-child-succeed.pdf (Accessed 02 November 2023)

Burnham, L. and Baker, B. (2010) Supporting Teaching & Learning in Schools (Primary). Essex: Pearson Education Limited

Fulton, J. (2019) How important is consistency in behaviour management. Available at: https://www.classcraft.com/blog/consistency-in-behavior-management/ (Accessed 25 November 2023)

Curson, L.B. (1985) Teaching in Further Education: An outline of Principles and Practices. 3^rd Edition. Great Britain: Biddles Ltd, Guildford

Ref: Suban, P., Sharma, U., Leif, E. and Patnaik, S. ( 2023) Five ways to use positive behaviour support strategies in your classroom. Available at: https://www.monash.edu/education/teachspace/articles/five-ways-to-use-positive-behaviour-support-strategies-in-your-classroom (Accessed 03 January 2024)

Rogers, G. (2022) Promote Positive Behaviour. Available at: https://www.twinkl.co.uk/blog/promote-positive-behaviour (Accessed 06 January 2024)

Nurseline Community Services (2023) Defining Challenging Behaviours: Causes, Triggers and Examples: Available at: https://nurselinecs.co.uk/challenging-behaviour/defining-challenging-behaviour-causes-triggers-and-examples/ (Accessed 14 January 2024)

https://www2.education.vic.gov.au/pal/behaviour-students/guidance/3-challenging-behaviour-influences-and-triggers (Accessed 25 January 2024)

Sense (2023) Challenging behaviour. Available at: https://www.sense.org.uk/information-and-advice/conditions/challenging-behaviour/ (Accessed 09 February 2024)

Pagliano, P. (2001) Using a Multisensory Environment: A Practical Guide for Teachers. Great Britain: David Fulton Publishers

 

Author:

PRINCE FODAY

Professional Freelance Journalist, Educationist, Humanitarian Politician and Independent Global Peace Ambassador

 

 

 

 

ELECTIONS IN SIERRA LEONE

National Equal Rights, Justice, Freedom and Peace

The elections in Sierra Leone are scheduled for Saturday 24th June 2023. It is a truism that both the All People’s Congress and the Sierra Leone People's Party have an equal chance of winning. The evidence of that is the past election in 2018 that brought a sucker punch to the optimism of the APC. There is the possibility that SLPP might have the same sucker punch.

 

The lessons of the civil war and an increase in socio-political awareness remain to be helpful to a reasonable amount of our people. We know that some continue to be consumed by blind loyalty and extreme creeds to the extent of not being supportive of improving the traditional political myth of violence, intolerance and poverty gap.

 

The unfortunate situation is the main political parties concentrate more on turning against each other than focusing on delivering the contents of their manifesto. Both parties forget that they are one national family and the predominant creed in their political and personal DNA continues to make our people worse off and remain in abject poverty. Wealth gathering at the expense of their people remains a norm- they want all for themselves and continue to deprive our people of a national cake that belongs to all.

 

Both  SLPP and  APC parties are known to instil fear in our people when it comes to elections and forget the fact that our world is now civilised beyond political pettiness and the traditional myth of political intolerance. Sierra Leone is a fragile state and continues to be a focus of international players. The optimism is that there be will no political violence, although the country is envisaged to experience pockets of violence through the after-effect of election results. Pockets of violence after elections remain to be the trend and that is truly unhealthy for modern politics- the trend of violence calls for immense sensitisation from the core of political groups.

 

The caution to those individuals, political members, households, communities and the country at large that have the right to vote in tomorrow’s election is that please be wise and vote responsibly. The decision that shall be made would either land the nation in perpetual poverty or rebuild the country from decade poverty and socio-economic backwardness.

 

Elections are held every five years and it is significant to assess the performance of political parties every year. The information about the performance of the political parties can be gathered from observation, online and otherwise. The performance assessment tip below can be of help in making an appropriate decision and in the determination of a vote.

 

 

Performance Assessment Tips: Political Parties in Power

 

The political party in power has a great influence on the government machinery. The national resources of any country are managed and led by the political factor. The failure of the political factor to show true management and leadership qualities can result in socioeconomic malaise and lead to a failed state. The performance assessment tips to consider in determining the performance of a political party in power are:

 

o   What is happening to poverty? This requires a consideration of the poverty gap (whether wide or small). Is the national income reasonably shared or clustered around the few elites or political cronies? Are people across the country benefiting from the revenue from various public sector departments? Are the incomes received abroad through aid and government businesses properly accounted for in the country’s income pool?

 

o   What is happening to employment? - Is the national recruitment fair? What is happening to employment trends from one year to another throughout their five years in power?

 

o   What is happening to inflation? - Are the inflation figures from one year to another decreasing or increasing throughout their their years in power? This can be determined through prices of goods and services from one year to another throughout their five-year term. It is a good Inflationary indicator if prices of goods and services are decreasing throughout their five years in power.

 

Performance Assessment Tip: Individuals and households

 

o   Did the political party in power bring any change in your well-being? The type of change that empowers you to earn an income to meet basic needs, meet your health care need, make provision for life after retirement, support your mental well-being, etc.

 

o   Was the government accountable to you through information about its activities?-Income received from public activities and expenditure.

 

o   Were you informed of the income-expenditure spreadsheet and is the information made known in the different languages in the country through the different communication mediums in the country?

 

o   How fair was the wealth distribution model of the government? Did the wealth flow fairly across the country, east, west and south of the country?

 

o   Do the children have enough playgrounds throughout the country and were there enough day centres across the country for children, young people and young people?

 

o   Are the children and young people in the country well fed or did the government empower parents and carers to put enough food on the table for children and young people?

 

o   Are children and young from poor parental or carer backgrounds having free meals at schools?

 

o   Is education accessible to all from primary, secondary and tertiary? Is there a provision for supporting those who cannot be educated or cannot afford to be educated?

 

o   Do you have a comfortable place to sleep? What provision has the government made in your housing needs?

 

Performance Assessment Tips: Political Party Members and Party Loyalists

 

o   Political supporters or members are meant to be taken care of by their political parties. Did your political party empower you to earn a living or meet your welfare needs?- Are you employed or is there fair government support for self-employed members and loyalists

 

o   Is the political party accountable? The party management structure nationwide or subgroup wise is obliged to provide a comprehensive report of its activities.

 

o   Are you involved in decision-making in the party? - Is the process of decision-making democratic?

 

o   Is the process of making political appointments fair across the country or in all the regions?

 

o   Did you sense any ethical divide unhealthy for politics and the country?-Are the party members looking at themselves as one national family focused on a common political goal or are there ethnical divisions of form that is against the general principles of a political party?

 

o   Are you generally happy at the party or happy with your general well-being?

 

Performance Assessment Tips: Communities

 

o   What is the position of infrastructure development in your community? - Are the road networks, education, health, water and sanction, etc., satisfactory in the community? Are the same facilities in cities present in the community?

 

o   Is the political party in power or government of the day supportive or subsidising community development efforts?

 

o   Is there any decentralised system in your community? Do you have sub-government offices in your community? - Both rural and urban sectors. Are facilities in the city or urban available in the community?

 

o   Is the government engaging the community as a whole in investment opportunities locally and from overseas?

 

o   Is the community benefiting from activities by investors (both locally and overseas investors)? - Are the investors responding to their corporate social responsibility (CSR) in the community? Are the people in the community aware of any gifts and other benefits from those investors? Are community leaders accountable and transparent to their people?

 

o   Are there social amenities for children, young people and adults in the community?

 

o   Do the ageing and retired have a social safety net or opportunities available to them in the community?

 

o   Are the people generally happy in with their government, community leaders and otherwise?

 

 Author: 

Prince Foday

London, United Kingdom