NOrdstorm Case Analysis Essay

â€Å"Our staff is truly keen on observing that every one of your needs are meet. They are experts will assist you including blessing proposals to closet arranging. They will even go with you from division to office until you find precisely what you’re looking for† , a statement from Nordstrom index as a benchmark for administration special cases. How is Nordstrom ready to guarantee this unexceptional objective inside retail industry? The appropriate response lies with the incredible accomplishment of inspiration delivered inside Nordstrom culture. The case being referred to is set up by Richard D. Freedman and Jill Vohr, Stern School of Business, New york University. This case investigation depends on the encounters and foundation of retail mammoth, Nordstrom. The store began its activities with humble start of giving superb client assistance to constituents. Nordstrom works just about 100 stores in 10 states. It’s a developing organization with incredible working society. There are roughly 35000 representatives working inside Nordstrom family. The focal point of Nordstrom’s the executives is to make a driven and persuaded group that gives client assistance like nobody else offers, administration well beyond what would have been acceptable anyway. All workers are caused to feel like individuals from a family partaking in â€Å"the Nordstrom way†. Organization has had the option to make a domain where advancements are just from inside the organization, where workers keep a diary of clients to send thank you letters and forthcoming advancements. Workers play out all tasks applicable to their occupations, in any event, unloading things, racking and capacity duties. Interestingly, every one of these assignments are performed on off the clock. Nordstrom has had the option to make a situation where representatives are driving themselves to limits. Doing tasks during their noon or after the clock has been a Nordstrom culture for some time. Despite the fact that this training had made some discussion with hardly any representatives and associations are attempting to seek after Nordstrom to annul these persuasive strategies to have representatives work off the clock to accomplish better status and cash. There have been different claims including Nordstrom workers and the board. This examination can give us some understanding on how Nordstrom has had the option to utilize inspirational speculations to handbag workers to be a piece of this enormous endeavor. Inspiration is a power that originate from inside an individual that can help make a hardheaded bearing towards accomplishing some particular objectives, where accomplishment isn't expected exclusively to capacity or to natural variables. Execution of someone in particular can be accounted utilizing: Performance = f (Ability x Motivation) Nordstrom had made a position of business where they pick the best sales reps from the given populace and give them inspiration in type of advancement, phenomenal deals commissions and social height of working for an esteemed retailer like Nordstrom. Nordstrom has had the option to utilize content hypotheses of inspiration to deliver current company’s culture. Utilizing content from Hierarchy of Needs Theory by Maslow’s, Nordstrom can persuade individuals as indicated by their longing to fulfill explicit requirements. Utilizing physiological requirements like cash, Nordstrom had made an amazing base compensation structure alongside the chance to make more open doors for sales reps in type of high commissions. Nordstrom’s pay structure is more remunerating than its rivals. Utilizing physiological worldview as an inspiration power, Nordstrom is an industry chief for collecting the best ability inside deal power. Second degree of Maslow’s hypothesis is Safety needs. Nordstrom had made a culture that takes after to an individual family boutique working inside its own methods and make its own character. Nordstrom chiefs are allowed to employ and the main principle exist is to help the client by any route conceivable as long as it’s lawful. This demeanor towards the executives had made a wellbeing net at work place along these lines helping Nordstrom representatives accomplish better inspiration. Maslow’s hypothesis additionally advances social and belongingness needs. Nordstrom has a culture of making a family inside a specific store in this way assisting with social and belongingness needs of workers. Confidence is likewise viewed as a significant factor of inspiration utilized by Nordstrom. Representatives of Nordstrom readily acquaint themselves with others because of the way that Nordstrom has a specific spot in the public eye and this methodology makes more inspiration for workers to be progressively beneficial. Maslow’s hypothesis likewise grasps self-completion for making worker inspiration. Nordstrom is one of only a handful barely any organizations that can assist representatives with planning their own business cards and calendars. The center is to make innovative soul among representatives in light of the fact that Nordstrom need execution to originate from desire and inspiration and not from corporate central station. ERG hypothesis by Clayton Alderfed clarifies three classes, presence (E), relatedness needs (R) and development needs (G). This hypothesis can be viewed as one of the columns inside techniques utilized by Nordstrom. Workers are spurred utilizing development, relatedness needs and presence needs. Utilizing this hypothesis as a methodology for structure plan of action, Nordstrom helped workers search for their essential objectives and use Nordstrom as a vehicle to achieve those objectives. Hypothesis of accomplishment, connection and force by David McCelland can clarify the inspirational power Nordstrom is utilizing to accomplish driven objectives of deals and inspiration. By making objectives to be accomplish each month, quarter and year, Nordstrom can assist representatives with making a timetable for themselves to accomplish those objectives. Nordstrom had made informal standard of greatness that can help set objectives for workers. Requirement for association is additionally utilized over the span of work with Nordstrom. Supervisors recognize the best representatives and considered as a pacemaker to other people so others can follow their case of brilliant client administrations and deals. Need of intensity if another consider included making propelled workers. Nordstrom utilize severe arrangement with advancements inside the organization, this procedure gives capacity to the aggressive and persuaded representatives in type of the board and group pioneer positions. Despite the fact that conventional examination had not upheld asserts by two-factor hypothesis or double factor hypothesis by Frederick Herzberg; Nordstrom has had the option to utilize the idea of helpers like accomplishment, acknowledgment, duty, development and testing work and cleanliness factors like compensation, working conditions , specialized oversight, status , relational relationship with companions and security. Nordstrom had actualized this plan to make a self-acknowledgment condition where representatives make objectives and inspiration originates from inside. Nordstrom’s center around utilization of anticipation hypothesis is another persuasive factor for making inspiration. Hope is the emotional likelihood that a given measure of exertion will prompt a specific degree of execution. Utilizing instrumentality and valence as a result, Nordstrom can increment persuasive power. Another factor that Nordstrom is so fruitful in making representative inspiration is utilization of value hypothesis. Value hypothesis recommends that inspiration depends on person’s evaluation of the proportion of results he/she get (e.g., pay, status and so on). Nordstrom had actualized these speculations to make a model that assist representatives with getting things done with inspiration from inside and increment profitability and inspiration. Objective setting has been a key inspiration for individuals working inside Nordstrom. Despite the fact that, numerous disputable claims and grievances by representatives and association had surfaced in most recent couple of years, Nordstrom is as yet advancing its way of life. Nordstrom had put aside more than $15 million for paying representative for times that has not been paid in past because of the reality it was not on clock. Nordstrom still grasp work augmentation and employment advancement arrangements. Employment amplification is a procedure of making a vocation all the more inspiring by including assignments that are comparable in intricacy comparative with the current undertaking. For instance, Nordstrom representatives work with a client in any division to fulfill that customer’s needs. Employment advancement is a procedure of making more occupation inspiration by expanding duties. For instance, Nordstrom assign representatives to accept duty and go about as an attendant and cooperate with clients utilizing letters and photographs and scrap book and so forth. Utilizing these hypotheses, Nordstrom, had increment worker inspiration as opposed to making a threatening workplace. I for one imagine that Nordstrom can adjust barely any techniques to treat with how worker time is redressed. Inspiration speculations applied at Nordstrom are splendid and utilizing those hypotheses, Nordstrom had made a culture where representatives are endeavoring to make progress and arrive at the objectives set by workers and not corporate home office. A portion of the grievances referenced on the off chance that appear genuine however the job of inspiration is a two way stream. Nordstrom should manage these grievances in a way where it can assist representatives with increasing more certainty and inspiration. For instance, Nordstrom should change the manner in which input system dealt with. All through the entire case, I saw an absence of input strategy that can assist workers with showing signs of improvement and increment inspiration. Input assumes and significant job inside company’s persuasive endeavors. Input procedure can explain the objectives and desires for specific workers who appear to be manhandled by this culture. Nordstrom ought to likewise concentrate on including the ideal opportunity for additional round exercises to upgrade deals on genuine paid time. This would assist representatives with utilizing pay as a persuasive factor to build profitability as characterized as Maslow’s, ERG and double factor hypotheses.

Finanical for Management Essay Example | Topics and Well Written Essays - 1500 words

Finanical for Management - Essay Example Measurable information from the Asia Pacific Economic Cooperation reports that SMEs catch a sizeable 95% of business undertakings in the Asian district (De Ramos 2001). The report further expresses that independent venture endeavors utilize 80% of its absolute workforce while contributing 60% of its monetary yield. Be that as it may, this has not made things simpler for independent venture undertakings. Rather, SMEs are currently confronting more difficulties. Because of their equivocalness of budgetary straightforwardness not at all like the greater organizations, financiers don't appear to confide in the SMEs without any problem. Brokers request various budgetary requirements from SMEs before apportioning their money, which incorporate a cutting-edge monetary report with clear benefit history, a nitty gritty marketable strategy and a believable supervisory crew. Furthermore, account organizations are likewise receiving different credit scoring instruments supplanting human judgment in advance endorsements to the private ventures. Bank obtaining is as yet a noteworthy issue for SMEs. The greater part of them think that its hard to get it in the Asian district. In this way, money the board is significant for the SMEs. Independent company undertakings are currently rehearsing to achieve greater benefits with littler ventures. Money is ruler for independent ventures. A business can get effective when there is a lot of speculation made in the business at an exceptionally low payout. Isabelita Sy-Palanca, leader of the Mother Company, Philippines proposes on the mantra of independent venture reasoning, Participation or grouping is a genuine concern and another idea among the SMEs. Various gatherings of SMEs under comparative endeavors cooperating is a typical practice now in the money related market of Asia. The principle reason for this cooperation is to consolidate their ability and bartering power. Consequently grouping helps little organizations with both innovation and monetary benefit. Additionally, the idea of rivalry currently includes abroad partners as opposed to the colleagues in the area. This further outcomes in

John Dewey Biography (1859-1952)

John Dewey Biography (1859-1952) History and Biographies Print John Dewey Biography Philosopher and Educator By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on July 04, 2018 More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming I believe that education, therefore, is a process of living and not a preparation for future living. - John Dewey, My Pedagogic Creed (1897) Major Contributions John Dewey was an American philosopher and educator who helped found pragmatism, a philosophical school of thought that was popular at the beginning of the 20th century. He was also instrumental in the progressive movement in education, strongly believing that the best education involves learning through doing. Life John Dewey was born October 20, 1859, in Burlington, Vermont.  He died June 1, 1952, in New York City, New York. Career John Dewey graduated from the University of Vermont and spent three years as a high school teacher in Oil City, Pennsylvania. He then spent a year studying under the guidance of G. Stanley Hall at John Hopkins University in Americas first psychology lab. After earning his Ph.D. from John Hopkins, Dewey went on to teach at the University of Michigan for nearly a decade. In 1894, Dewey accepted a position as the chairman of the department of philosophy, psychology, and pedagogy at the University of Chicago. It was at the University of Chicago that Dewey began to formalize his views that would contribute so heavily to the school of thought known as pragmatism. The central tenant of pragmatism is that the value, truth or meaning of an idea lies in its practical consequences. Dewey also helped establish the University of Chicago Laboratory Schools, where he was able to directly apply his pedagogical theories. Dewey eventually left the University of Chicago and became a professor of philosophy at Columbia University from 1904 until his retirement in 1930. In 1905, he became President of the American Psychological Association. Contributions to Psychology Deweys work had a vital influence on psychology, education, and philosophy and he is often considered one of the greatest thinkers of the 20th century. His emphasis on progressive education has contributed greatly to the use of experimentation rather than an authoritarian approach to knowledge. Dewey was also a prolific writer, publishing over 1,000 books, essays, and articles on a wide range of subjects including education, art, nature, philosophy, religion, culture, ethics and democracy over his 65-year writing career. Educational Philosophy Dewey firmly believed that education should not just be teachers making students learn mindless facts that they would soon forget. He thought it should be a journey of experiences, building upon each other to create and understand new experiences. Dewey also felt that schools tried to create a world separate from students lives. School activities and the life experiences of the students should be connected, Dewey believed, or else real learning would be impossible. Cutting students off from their psychological ties, i.e., society and family, would make their learning journeys less meaningful and thereby make learning less memorable. Likewise, schools also needed to prepare students for life in society by socializing them.   Selected Publications The School and Society (1900)The Child and the Curriculum (1902)How We Think (1910)Experience and Nature (1925)Philosophy and Civilization (1931)Knowing and the Known (1949)

Mindfulness Meditation and The Reduction of Anxiety

Mindfulness Meditation and The Reduction of Anxiety Mindfulness meditation is a form of meditation that has been prevalent for thousands of years, and is only becoming increasingly more popular. â€Å"Over the past decade, neuroscientists like myself have become increasingly interested in studying how meditation affects the brain and body. The number of studies conducted per year in this new field of contemplative science is rising exponentially, with more than 200 studies published last year alone,† (Hasenkamp). It’s a form of meditation in which a person builds a practice of awareness, intentionally focuses their attention on the present moment, and accepts whatever the present moment brings, without any judgment. New research presents†¦show more content†¦Ã¢â‚¬Å"The majority of study participants reported decreases in anxiety. Researchers found that meditation reduced anxiety ratings by as much as 39 percent.† (Beck and Davis) The direct effect that focusing the mind on the present moment has on reducing anxiety and its symptoms are largely important. The idea of not controlling one’s thoughts, but redirecting them to the present moment is a fairly hard concept for most people to fully understand. Redirecting one’s thoughts to the present moment distracts the mind from any worry-some or anxiety inducing thoughts or feelings, without giving attention to them. The redirection of thoughts essentially keeps the mind occupied, which means the mind has less time to spend worrying or cultivating anxiety inducing scenarios in one’s mind. In relation to the redirection of thoughts being effective in reducing anxiety, it also has been proven to reduce physical symptoms of anxiety or discomfort. By reverting attention away from pre-existing physical discomforts, these same discomforts are given time to subside, which they typically do immensely, solely because it isn’t the focus of one’s attention. â€Å"Some experts believe that mindfulness works, in part, by helping people to accept their experiences- including painful emotions- rather than react to them with aversion andShow MoreRelatedThe Power Of The Mind : Mindfulness Meditation1574 Words   |  7 PagesProfessor Nichols Travis Health 101 4-20-2017 The Power of the Mind: Mindfulness Meditation Mind over matter, the idea that our minds have the power to overcome physical problems. One of the most ancient techniques that points to this concept is called mindfulness meditation. This ancient practice is now being researched by todays psychologist and neuro scientist for its benefits to our wellness. My research topic will explain how meditation impacts our health. If our minds have the power to heal ourselvesRead MoreIncrease Of Working Memory During The Same Period1492 Words   |  6 Pagesself-reported positive affect. Positive affect is how we experience feelings and emotions, in other words it is our moods. Because affect is a psycho-physiological construct that involves alertness and motivational intensity, the benefits of mindful meditation on positive affect is invaluable for a soldier’s effectiveness. Cognitive Flexibility Cognitive flexibility like working memory is part of the higher-order cognition of executive functioning. The definition of cognitive flexibility varies slightlyRead MoreThe Effects Of Meditation On The Mind And Body948 Words   |  4 Pagessomatic pains with conscious efforts of mindfulness meditation on states of distress. 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Meditation is a practice that may train one’s mind to be at a state of consciousness and wholeness. Throughout history Buddhist monks and other eastern religions have been utilizing this practice for religious purposes, however recently individuals have been testing it out for themselves. One does not have to mediate for religious purposes, this phnaoman can be used to lower stress levels, cure anxiety andRead MoreCorrelation Between Higher Dispositional Mindfulness1134 Words   |  5 Pagesand Gianaros (2013) conducted a volume tric analysis which revealed a correlation between higher dispositional mindfulness and decreased gray matter volume in the right amygdala and the left caudate. Since amygdala is known to regulate central stress responses, the decrease in its volume in mindful individuals could signify the effect of such intervention in managing and reducing anxiety (Taren et al., 2013). Moreover, as suggested by Taren et al. (2013), the right amygdala might be involved in regulating

I M Mechanical Engineer Working as a Design Engineer for...

AJAY JANGRA SR. EXECUTIVE ENGINEER (DESIGN DEVELOPMENT) Mobile : 09467691484 E-Mail: ajangra1@gmail.com Ambition to work in an organization where the best use of my talent, knowledge, dedication, hard work sincerity can be made. I am seeking a high quality work life through challenging assignments, meaningful career growth and opportunities for value addition and professional development. SYNOPSIS âž ¢ Keep myself abrest of technological developments. âž ¢ Well versed with Designing Software Auto Cad, Solidworks. âž ¢ Quick learner self-directed; consistent updating self with the emerging trends in the industry. âž ¢ A team player with strong interpersonal skills and possess a flexible†¦show more content†¦at Lakshmi Precision Screws Ltd., Rohtak from June 01, 2012 to May 20, 2014. An ISO-14001, QS-9000, TS-16949 certified company and NABL accredited Lab as a Leading Manufacturer and exporter of High Tensile Precision Fasteners, Axles, Studs etc and it has collaboration with other leading fasteners in the world such as â€Å"Bossard† Singapore and â€Å"Recoil† Australia. It is one of the major suppliers of Fasteners to Automotive Industries. Manufacturer of High tensile Precision Fasteners. The main customers are â€Å"AEROSPACE, VOLKS WAGON, HARLEY DAVIDSON, G.E., MARUTI SUZUKI, SMC, HMSI, INDIAN RAILWAY, TATA FIAT, TATA MOTORS, HERO HONDA, HONDA, TVS MOTORS, JCB, HMSI, JOHN DEAR, etc. âž ¢ Preparation of Feasibility Reports (FR) for New Products. âž ¢ Responsible for New Product Development (NPD). âž ¢ Responsible for process design of cold extrusion parts cold forging special fasteners. âž ¢ Design and Development of New Products and their Toolings. 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School Policy †Behaviour Free Essays

â€Å"Research evidence suggests that pupils’ behaviour can be influenced by all the major features and processes of a school. These include the quality of its leadership, classroom management, behaviour policy, curriculum, pastoral care, buildings and physical environment, organisation and timetable and relationships with parents. † (Elton Report, DES, 1989) The secondary education issue I have chosen to focus on for this presentation is Whole School Behaviour Policies and how such policies can influence the teaching and learning experiences in school through the use of sanctions and rewards. We will write a custom essay sample on School Policy – Behaviour or any similar topic only for you Order Now I chose this area to focus on because, as a student teacher on a teaching placement, behaviour in schools is one of my biggest concerns and also because, according to the Elton Report and other literature I have read, it appears that this is a major area of concern throughout secondary schools in the UK. The Elton Report, a national enquiry into discipline in schools, was established by the Secretary of State for Education and Science in March 1989 in response to concern about the problems facing the teaching profession. Their task was to â€Å"recommend action to the government, local authorities, voluntary bodies, governors, headteachers, teachers and parents aimed at improving behaviour in schools for effective teaching and learning to take place†. (Elton Report, DES, 1989) The Elton Report has formed the basis of much of the current legislation on school behavioural policies and offers guidance for schools in drawing up their own behaviour policies. The main findings and recommendations of the Elton Report can be summarised in the following points (Teachernet, 2008): †¢School’s should adopt a ‘whole-school’ approach to their behaviour policies and the teachers’ approach should be one of consistency and fairness †¢Schools should have a clear vision for managing behaviour through establishing clear rules and boundaries, with emphasis on the positive. †¢All must adhere to policy principles, and teachers should model behaviour and interactions in a positive and supportive way. Boundaries should be made clear and sanctions should be in place, but the emphasis is on praise and rewarding good behaviour. †¢All staff should recognise that the quality of teaching and learning has a significant impact on pupils’ behaviour â€Å"A school’s central purpose is that children should learn. Good behaviour makes effective teaching and learning possible. Bad behaviour disrupts these pro cesses. † (Elton Report, DES, 1989) In September 2003, the government’s Department for Children, Schools and Families (DCSF) launched the Behaviour and Attendance strand of the Key Stage 3 Strategy. This programme aims to provide advice, support and training for all secondary schools in England to promote positive behaviour and tackle issues of low-level disruption. It recommends that senior leadership teams in schools will carry out audits of behaviour and attendance and, from these, will establish priorities for the whole school. They will then plan actions to further improve their policy and practice and will draw up training plans for their staff. (Behaviour4learning, 2008) At my year one placement school I witnessed these recommendations put into practise in the classroom through the implementation of the school’s Behaviour Policy. The placement school is a mixed comprehensive school in the London borough of Tower Hamlets. The head teacher’s perception of the school’s catchment area is that it is a predominantly working class area of London with high levels of poverty and unemployment. According to the school’s latest Ofsted inspection report the number of pupils who are registered SEN (Special Educational Needs) is above the national average. Although not all special needs are connected to behaviour, it is largely acknowledged that if a child finds learning very difficult it is possible that incidents of poor behaviour can occur. Cowley, 2006) The school has a behaviour policy in place and, by adhering to it, aims to promote a â€Å"positive learning and teaching community for staff and pupils. † (Swanlea School Behaviour Policy) The main aims, as summarised in the policy, are: †¢To ensure that behaviour is a whole school responsibility †¢To ensure that rewards and sanctio ns procedures are applied fairly and consistently †¢To foster compassion and tolerance, celebrate diversity and develop a sense of citizenship and care for the whole community and environment †¢To enable all pupils, irrespective of race, class, gender and ability, to achieve their personal best. Swanlea School Behaviour Policy) The policy also sets out the rights of staff and students, which are summarised as: †¢Every student has the right to learn at his or her optimum rate, without being hindered by others †¢Every student has the right to live each day in school without fear. Bullying, threatening behaviour, racial or sexual harassment and damage to property will not be tolerated. †¢All staff have the right to go about their work without being hampered (Swanlea School Behaviour Policy) This reflects a clear alignment with research by Cowley (2006) who states that: â€Å"Different types of school have very different and specific behavioural problems, and ideally the whole-school behaviour policy should be linked closely to the particular difficulties your school faces. † (Cowley, 2006, p172) The school’s behaviour policy is clearly in place to create a positive environment for pupils but it is also there for the benefit of teachers and staff to create a positive working environment and enable the teacher to effectively teach without disturbance. It’s important to keep in mind that the reason we need to manage behaviour at all is so that we can actually get on with teaching. † (Cowley, 2006, p96) The policy was established by the head teacher, deputies and heads of department together with the behaviour support team. It is managed by the deputy head teacher and is reviewed each term, through consultations with heads of department and the be haviour support team, at designated ‘Behavioural Policy Review’ meetings. These meeting allow for changes to be made if the policy appears to be ineffective and, for example, if incidents of bad behaviour have increased. In order to check the effectiveness of the policy, the deputy head teacher analyses data, in the form of exclusion rates, details of incidents of bullying and racist abuse and the use of sanctions and rewards. All of the school’s staff, including teachers and support staff, are responsible for ensuring that the behaviour policy and procedures are followed and applied. This ‘guidance framework’ has made it easier for staff to respond to incidents of bad and good behaviour consistently and fairly and for all students to be made aware of the policy. As recommended in research by Rogers (2006): â€Å"When schools have a common framework for classroom behaviour agreements, each successive year group becomes increasingly conscious of ‘the way we do things here’. â€Å"This enables some sense of common understandings and expectations about appropriate and fair behaviour and also some reasonable consistency in behaviour management by adults across the school. (Rogers, 2006, p46) The behaviour policy states that all staff are expected to model the high standards of behaviour and punctuality expected of pupils. Form tutors are also expected to support and encourage individual pupils through praise, positive reinforcement and contact with parents. The policy also advises that form teachers are directly involved with low level beha viour issues, such as addressing school uniform issues. The school believes that maintaining a level of consistency across all staff and department, with regards to the behaviour policy, ensures that all pupils are aware of its contents. This is in line with Rogers’ (1995) and Cowley’s (2006) findings, who say that a whole-school behaviour policy is effective when it:- †¢Is created in conjunction with all the staff †¢undergoes a continuous process of change †¢is consistently applied All pupils at the school carry a travelling diary to lessons in which homework and behavioural issues such as lateness are monitored and recorded. The ‘travelling diary’ contains a summary of the school’s behaviour policy and expectations – further ensuring that the students are aware of the policy contents. Assemblies on the theme of respect and behaviour are also delivered to the pupils on a regular basis. â€Å"The behaviour policy is well constructed and understood by most students and applied evenly by all staff. † (Ofsted, 2007) The school has in place a system of sanctions and rewards to deal with negative and positive behaviour respectively. Depending on the severity of the negative behaviour in the school, the sanctions range from a verbal ‘telling off’ to the child being placed in the school’s isolation unit. Sanctions are there to offer corrective measures to indicate to the perpetrator that the displayed behaviour is not acceptable and provide and opportunity for the individual to redeem him/her self. † (Swanlea School Behaviour Policy) The behaviour policy states that the school aims to support a positive learning environment for students through the use of rewards for good behaviour. This ranges from praise from the teacher to formal awards and prizes at the school’s annual awards ceremony and during assemblies. This in reflected by Cowley (2006) who says: Using rewards is one of the most effective ways of getting better behaviour†¦. This will help you maintain a positive focus and atmosphere in your classroom. † (Cowley, 2006, p81) However, it is challenged by Kyriacou (1998) who argues that it is ‘effective teaching’ not rewards that create better behaviour. â€Å"The most important point to bear in mind in considering discipline is that creating the necessary order is more to do with the skills involved in effective teaching in general than it is to do with how you deal with pupil misbehaviour itself. (Kyriacou, 1998, p79) To sum up, from classroom observations at my placement school I frequently observed incidents of students’ bad behaviour and how these incidents were dealt with in the design and technology department. It was apparent that the design and technology department , like the rest of the school, is closely following the guidance in the behaviour policy and is very efficient at dealing with bad behaviour. This appears to have a positive impact on the school in that it creates a safe environment for the pupils. However, on a daily basis I observed poorly behaved children being given break time detentions and several children receiving the ‘ultimate sanction’ of the isolation unit. While this appears to be effective in that it creates an ordered classroom environment for teaching and learning to take place, I frequently observed the well behaved pupils going un-noticed in the school’s efforts to stamp out bad behaviour. .â€Å"We can get trapped into giving lots of rewards to our tricky students, to keep them onside and get them to co-operate. But don’t overlook those children who work hard all the time – they deserve to receive recognition for their efforts as well. † (Cowley, 2006, p83) This suggests that their behaviour policy is not working as effectively as it could and that a solution could be to have, embedded in the behaviour policy, a system of rewarding good behaviour and recognising hard working children, as well as responding to the students’ bad behaviour. References †¢Cowley, S. 2006), Getting the Buggers to Behave, Continuum International Publishing Group, London †¢HMSO (1989) The Elton Report: Enquiry into Discipline in Schools, Her Majesty’s Stationery Office, London †¢Kyriacou, C (1998), Essential Teaching Skills, Nelson Thornes Ltd, Cheltenham †¢Laslett, R and Smith, C (1984) Effective Classroom Management, Croom Helm Ltd, Kent †¢Rogers, B (2006) Classroom Behaviour: A Practical Guide for Effective Teaching, Behaviour Management and Colleague Sup port, Paul Chapman Publishing, London †¢Rogers, B (1995) Behaviour Management: A Whole-School Approach, Scholastic Australia, Gosford †¢Swanlea School Behaviour Policy, London Web references †¢Behaviour4Learning. Accessed 20. 11. 08 www. behaviour4learning. ac. uk †¢Department for Children, Schools and Families. Accessed 20. 11. 08; www. standards. dfes. gov. uk †¢Office for Standards in Education. Accessed 20. 11. 08 www. ofsted. gov. uk †¢Teachernet. Accessed 20. 11. 08 www. teachernet. gov. uk How to cite School Policy – Behaviour, Papers

School Policy †Behaviour Free Essays

â€Å"Research evidence suggests that pupils’ behaviour can be influenced by all the major features and processes of a school. These include the quality of its leadership, classroom management, behaviour policy, curriculum, pastoral care, buildings and physical environment, organisation and timetable and relationships with parents. † (Elton Report, DES, 1989) The secondary education issue I have chosen to focus on for this presentation is Whole School Behaviour Policies and how such policies can influence the teaching and learning experiences in school through the use of sanctions and rewards. We will write a custom essay sample on School Policy – Behaviour or any similar topic only for you Order Now I chose this area to focus on because, as a student teacher on a teaching placement, behaviour in schools is one of my biggest concerns and also because, according to the Elton Report and other literature I have read, it appears that this is a major area of concern throughout secondary schools in the UK. The Elton Report, a national enquiry into discipline in schools, was established by the Secretary of State for Education and Science in March 1989 in response to concern about the problems facing the teaching profession. Their task was to â€Å"recommend action to the government, local authorities, voluntary bodies, governors, headteachers, teachers and parents aimed at improving behaviour in schools for effective teaching and learning to take place†. (Elton Report, DES, 1989) The Elton Report has formed the basis of much of the current legislation on school behavioural policies and offers guidance for schools in drawing up their own behaviour policies. The main findings and recommendations of the Elton Report can be summarised in the following points (Teachernet, 2008): †¢School’s should adopt a ‘whole-school’ approach to their behaviour policies and the teachers’ approach should be one of consistency and fairness †¢Schools should have a clear vision for managing behaviour through establishing clear rules and boundaries, with emphasis on the positive. †¢All must adhere to policy principles, and teachers should model behaviour and interactions in a positive and supportive way. Boundaries should be made clear and sanctions should be in place, but the emphasis is on praise and rewarding good behaviour. †¢All staff should recognise that the quality of teaching and learning has a significant impact on pupils’ behaviour â€Å"A school’s central purpose is that children should learn. Good behaviour makes effective teaching and learning possible. Bad behaviour disrupts these pro cesses. † (Elton Report, DES, 1989) In September 2003, the government’s Department for Children, Schools and Families (DCSF) launched the Behaviour and Attendance strand of the Key Stage 3 Strategy. This programme aims to provide advice, support and training for all secondary schools in England to promote positive behaviour and tackle issues of low-level disruption. It recommends that senior leadership teams in schools will carry out audits of behaviour and attendance and, from these, will establish priorities for the whole school. They will then plan actions to further improve their policy and practice and will draw up training plans for their staff. (Behaviour4learning, 2008) At my year one placement school I witnessed these recommendations put into practise in the classroom through the implementation of the school’s Behaviour Policy. The placement school is a mixed comprehensive school in the London borough of Tower Hamlets. The head teacher’s perception of the school’s catchment area is that it is a predominantly working class area of London with high levels of poverty and unemployment. According to the school’s latest Ofsted inspection report the number of pupils who are registered SEN (Special Educational Needs) is above the national average. Although not all special needs are connected to behaviour, it is largely acknowledged that if a child finds learning very difficult it is possible that incidents of poor behaviour can occur. Cowley, 2006) The school has a behaviour policy in place and, by adhering to it, aims to promote a â€Å"positive learning and teaching community for staff and pupils. † (Swanlea School Behaviour Policy) The main aims, as summarised in the policy, are: †¢To ensure that behaviour is a whole school responsibility †¢To ensure that rewards and sanctio ns procedures are applied fairly and consistently †¢To foster compassion and tolerance, celebrate diversity and develop a sense of citizenship and care for the whole community and environment †¢To enable all pupils, irrespective of race, class, gender and ability, to achieve their personal best. Swanlea School Behaviour Policy) The policy also sets out the rights of staff and students, which are summarised as: †¢Every student has the right to learn at his or her optimum rate, without being hindered by others †¢Every student has the right to live each day in school without fear. Bullying, threatening behaviour, racial or sexual harassment and damage to property will not be tolerated. †¢All staff have the right to go about their work without being hampered (Swanlea School Behaviour Policy) This reflects a clear alignment with research by Cowley (2006) who states that: â€Å"Different types of school have very different and specific behavioural problems, and ideally the whole-school behaviour policy should be linked closely to the particular difficulties your school faces. † (Cowley, 2006, p172) The school’s behaviour policy is clearly in place to create a positive environment for pupils but it is also there for the benefit of teachers and staff to create a positive working environment and enable the teacher to effectively teach without disturbance. It’s important to keep in mind that the reason we need to manage behaviour at all is so that we can actually get on with teaching. † (Cowley, 2006, p96) The policy was established by the head teacher, deputies and heads of department together with the behaviour support team. It is managed by the deputy head teacher and is reviewed each term, through consultations with heads of department and the be haviour support team, at designated ‘Behavioural Policy Review’ meetings. These meeting allow for changes to be made if the policy appears to be ineffective and, for example, if incidents of bad behaviour have increased. In order to check the effectiveness of the policy, the deputy head teacher analyses data, in the form of exclusion rates, details of incidents of bullying and racist abuse and the use of sanctions and rewards. All of the school’s staff, including teachers and support staff, are responsible for ensuring that the behaviour policy and procedures are followed and applied. This ‘guidance framework’ has made it easier for staff to respond to incidents of bad and good behaviour consistently and fairly and for all students to be made aware of the policy. As recommended in research by Rogers (2006): â€Å"When schools have a common framework for classroom behaviour agreements, each successive year group becomes increasingly conscious of ‘the way we do things here’. â€Å"This enables some sense of common understandings and expectations about appropriate and fair behaviour and also some reasonable consistency in behaviour management by adults across the school. (Rogers, 2006, p46) The behaviour policy states that all staff are expected to model the high standards of behaviour and punctuality expected of pupils. Form tutors are also expected to support and encourage individual pupils through praise, positive reinforcement and contact with parents. The policy also advises that form teachers are directly involved with low level beha viour issues, such as addressing school uniform issues. The school believes that maintaining a level of consistency across all staff and department, with regards to the behaviour policy, ensures that all pupils are aware of its contents. This is in line with Rogers’ (1995) and Cowley’s (2006) findings, who say that a whole-school behaviour policy is effective when it:- †¢Is created in conjunction with all the staff †¢undergoes a continuous process of change †¢is consistently applied All pupils at the school carry a travelling diary to lessons in which homework and behavioural issues such as lateness are monitored and recorded. The ‘travelling diary’ contains a summary of the school’s behaviour policy and expectations – further ensuring that the students are aware of the policy contents. Assemblies on the theme of respect and behaviour are also delivered to the pupils on a regular basis. â€Å"The behaviour policy is well constructed and understood by most students and applied evenly by all staff. † (Ofsted, 2007) The school has in place a system of sanctions and rewards to deal with negative and positive behaviour respectively. Depending on the severity of the negative behaviour in the school, the sanctions range from a verbal ‘telling off’ to the child being placed in the school’s isolation unit. Sanctions are there to offer corrective measures to indicate to the perpetrator that the displayed behaviour is not acceptable and provide and opportunity for the individual to redeem him/her self. † (Swanlea School Behaviour Policy) The behaviour policy states that the school aims to support a positive learning environment for students through the use of rewards for good behaviour. This ranges from praise from the teacher to formal awards and prizes at the school’s annual awards ceremony and during assemblies. This in reflected by Cowley (2006) who says: Using rewards is one of the most effective ways of getting better behaviour†¦. This will help you maintain a positive focus and atmosphere in your classroom. † (Cowley, 2006, p81) However, it is challenged by Kyriacou (1998) who argues that it is ‘effective teaching’ not rewards that create better behaviour. â€Å"The most important point to bear in mind in considering discipline is that creating the necessary order is more to do with the skills involved in effective teaching in general than it is to do with how you deal with pupil misbehaviour itself. (Kyriacou, 1998, p79) To sum up, from classroom observations at my placement school I frequently observed incidents of students’ bad behaviour and how these incidents were dealt with in the design and technology department. It was apparent that the design and technology department , like the rest of the school, is closely following the guidance in the behaviour policy and is very efficient at dealing with bad behaviour. This appears to have a positive impact on the school in that it creates a safe environment for the pupils. However, on a daily basis I observed poorly behaved children being given break time detentions and several children receiving the ‘ultimate sanction’ of the isolation unit. While this appears to be effective in that it creates an ordered classroom environment for teaching and learning to take place, I frequently observed the well behaved pupils going un-noticed in the school’s efforts to stamp out bad behaviour. .â€Å"We can get trapped into giving lots of rewards to our tricky students, to keep them onside and get them to co-operate. But don’t overlook those children who work hard all the time – they deserve to receive recognition for their efforts as well. † (Cowley, 2006, p83) This suggests that their behaviour policy is not working as effectively as it could and that a solution could be to have, embedded in the behaviour policy, a system of rewarding good behaviour and recognising hard working children, as well as responding to the students’ bad behaviour. References †¢Cowley, S. 2006), Getting the Buggers to Behave, Continuum International Publishing Group, London †¢HMSO (1989) The Elton Report: Enquiry into Discipline in Schools, Her Majesty’s Stationery Office, London †¢Kyriacou, C (1998), Essential Teaching Skills, Nelson Thornes Ltd, Cheltenham †¢Laslett, R and Smith, C (1984) Effective Classroom Management, Croom Helm Ltd, Kent †¢Rogers, B (2006) Classroom Behaviour: A Practical Guide for Effective Teaching, Behaviour Management and Colleague Sup port, Paul Chapman Publishing, London †¢Rogers, B (1995) Behaviour Management: A Whole-School Approach, Scholastic Australia, Gosford †¢Swanlea School Behaviour Policy, London Web references †¢Behaviour4Learning. Accessed 20. 11. 08 www. behaviour4learning. ac. uk †¢Department for Children, Schools and Families. Accessed 20. 11. 08; www. standards. dfes. gov. uk †¢Office for Standards in Education. Accessed 20. 11. 08 www. ofsted. gov. uk †¢Teachernet. Accessed 20. 11. 08 www. teachernet. gov. uk How to cite School Policy – Behaviour, Papers