Understanding and Managing Behaviour in the Learning Environment

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Task 1: Describe and discuss aspects of current national legislation, which have relevance to managing behaviour in the learning environment. As teachers, we have a duty of care to understand and be aware of the current legislation that can have an influence on the management of behaviour in the learning environment. Managing behaviour is an area that can determine that all learners have the right to achieve; therefore, it is important that we understand the legal implications fully in an educational institute. Below is an example of these policies that are relevant to my own teaching. The Equality Act 2010 (The Equality Act 2010, 2012), has replaced the previous acts, primarily the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Disability Act 1995 and the Race Relations Act 1976 with one overarching policy that relates to equal opportunities for all regardless of their disability, race, gender, sexual orientation. It is important when recruiting learners that there is a clear understanding of their ability and background, if a learner goes through the induction process and has been mismatched to the course then their behaviour in the classroom could be disruptive or non inclusive. This could be down to boredom or inability to do the level that they have selected for. In turn these factors can cause difficulties for the teacher to keep the learner engaged. The Health and Safety at Work Act 1974 and The Management of Health and Safety at Work Regulations 1999 are standards which affect workers and others who carry out any work activity. (health and safety legislation). The health and Safety at Work Act 1974 is relevant to managing behaviour with regard to a safe and resourceful environment. Having a large group of learners in a practical class for example, has its risks; if a learner were to have an accident due to lack of knowledge regarding a risk assessment, This would inevitably disrupt the smooth running of the class and could lead to the learner missing classes and falling behind therefore the management of these acts is crucial to ensure all learners and staff are aware of their responsibilities in the learning environment. Looking at the policies in place where I work, the one policy that stands out as problematic is the attendance policy. The policy states that if a learner is unable to attend a training session then the learner must inform the tutor within one hour of the start time of the session. If the learner is to be absent through sickness the learner must provide a doctors certificate. It also states that the learner has a fifteen-minute grace period for lateness before the learner is marked as a problem. This policy is straightforward and easily understood. However, the part that makes it difficult to implement is the consequences if not adhered to by the learner. There are few consequences for lateness or a learner missing sessions on a regular basis because of the very laws in place to protect the learner. If a learner is absent on a regular basis do we exclude the learner? Many situations are reasonable explanations of why a learner’s attendance is erratic; however there is a need for a policy change regarding how the late learner is dealt with to provide a system that is fair to all learners. For example a case study of a learner within my own group of learners that I will refer to as learner x, demonstrates how managing behaviour within the group can become a challenge. Learner x is bipolar and is considered a vulnerable learner. Learner x only attends two days per week as oppose to four; therefore the tutor is continuously supporting the learner with work missed. The learner is academically capable of the level assigned to her. The learner is willing to work but with a lot of one to one support, (in itself difficult to achieve if the learner’s attendance is not regular), already managing a group that has different abilities takes the skill of the tutor to manage the learning...
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