Section A: Learning Outcome 1 (LO 1)
Understanding policies and procedures for promoting children and young people’s positive behaviour
Learning activity 1 – relating to Learning Outcome 1 (LO 1)
Begin by obtaining a copy of a behaviour policy from a school or setting where you are working. If you don’t work somewhere that has such a policy, you may need to make an approach to a school through one of your students or their parents. Alternatively, you may be able to find a school behaviour policy online.
Having read and considered the policy, arrange to have a conversation with a member of staff and ask them about the benefits of having clear boundaries, rules and expectations in terms of students’ behaviour and how this is linked to the students’ motivation. If this is not possible, roleplay it with a colleague.
Learning activity 2 – relating to Learning Outcome (LO 1)
Now, consider your responses to the following questions. You may find it helpful to make notes about your views and then spend about 30 minutes discussing them with fellow CME students. If you are studying this Unit by yourself, you may find it helpful to make notes under each question to prompt further study or research as necessary.
1. Are you familiar with the policy and procedures that apply for promoting children and young people’s positive behaviour in the place(s) you work? Similarly, if you work at home, are you familiar with a typical school policy for promoting children and young people’s positive behaviour?
2. Why is it important for such policies and procedures to be in place?
3. Why might it be considered important to set expectations and limits for children and young people’s behaviour, in any context, when working in music education?
4. What do you consider to be the expected benefits of applying boundaries?
5. Why might it be important for a music educator working in a one-to-one environment to have a knowledge and understanding of typical policies and procedures associated with promoting positive behaviour?
