Education Support: Policies and Procedures in Schools

This article discusses the benefits of school policies and procedures, with a case study of Amaroo school in Australia. It also explores how culture influences behavior in a classroom and provides strategies for supporting students with special needs. The article is relevant to CHCEDS9021 and covers topics such as bullying, sexual harassment, and learning difficulties.

Running head: Education Support 1
Education Support
Student Name
University Affiliation

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Part A
(a)
School policies and procedures come with uncountable benefits to everyone involved
therein. They also act as a guide in development of the rules and regulations that helps in
facilitating behaviors that re acceptable by everyone. It also ensures that the environment created
is acceptable both to the teaching and no-teaching staffs band to all students. For a school to
enhance high quality learning, policies must be set to help in goals development. These policies
also act as a link between the school and the entire world as well as making them socially
responsible since they are goal oriented. Amaroo is a school located in the northern of Canberra
in Australia. It has done a lot in ensuring that students maintain good behavior and this is by
formulating policies and procedures that promotes this. Statistics show that this has been one of
the best performing school in Australia and it is believed that this is because of the school
administration efforts. Here is a number of the policies.
 Policy against bullying in school.
 Policy against sexual mishandling.
 Intermediate caring of the student policy
 Student behavior policy.
 Disorderly eating policy.
 Intruders policy
 Proper and acceptable mobile phone policy.
 Troubled and suffering child policy.

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However, this document was not covering all areas due to some of the lope holes
identified. Exam cheating has been one of the major challenge affecting many school but this
policy had not addressed it either. Corruption too has been rampart in schools eroding integrity.
The policies have not addressed it neither.
(b)
Disruptive behavior Communicative function Support strategies to redirect
behavior or diffuse situation
Bullying of other students
especially them in the lower
grades.
Students practicing this behavior
were suffering from rejection
either from parents or from the
teachers. This was a behavior to
counter their inner feeling by
trying to prove that they were
well able too. All they were
seeking is attention.
Offering counsel was to such
students was the most important
thing. Punishment would not
help since it would make them
even wilder. A way of
appreciating the small
achievements of such students
was to be seeked to ensure they
felt as part of the team
Use of abusive language in class
and the school environments
They were not having an
appropriate way of expressing
themselves. The only way they
had was to use such language.
Create ways where students can
air their grievances. This could
be possible by creating tools
such as suggestion box amongst
others. This would help in
avoiding such problems.

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Failure of completing
assignment in due time.
They were implying that the
work was too much to handle or
that they did not have enough
time to complete these tests.
These could be completed either
by giving the student a good
duration to deliver their
assignments or even reduce the
quantity of work offered at a go.
(c)
I was helping in teaching music at Amaroo during my placement. I understood that culture
influences behavior in a class by the following activities:
a) The students could not have started a term without knowing the whereabouts of their
fellows who had not arrived.
b) They also shared with them that had needs in the class. This promoted a positive behavior
of respect for one another in the classroom. Cases such as bullying were unheard of in
this class.
This had its advantages and disadvantages. It helped in the mitigation of the ills such as
bullying, selfishness and theft in the classroom. The student owned each other in a manner
that could not be explained. However, this had its disadvantages too; the student could go to
the extent of breaking the rules so as to cover their fellow. For example, they would lie as a
cover-up of their friends. This brotherhood could be encouraged by constantly showing them
the importance of unity and oneness in a classroom. The demerits are however to be avoided

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and this could be possible by defining the boundaries that the brotherhood should not go
beyond
2 a.
Ashley is one of the student in this school. She has been a very good performer in class
work despite some challenges of Autism. She has been in this condition since her children. When
she joined this school, her parents failed to inform the teachers of her condition and before the
teachers realized about it, it was too late. They started noticing that she could respond to
anything that sounded like her name very fast (DeBoer, 2009). She also would followed that
teacher visually when he made nay gesture or even pointed at anything during class
demonstrations. Ashley could be seen to imitate her teachers from time to time especially on the
facial expression (Costley, 2012). At times she could make noise so as to gain the attention of
her teacher and the fellow students. The school noticed this condition and decided to intervene in
offering a solution. It facilitated her been screened and they found that she was suffering from
the condition (Martin, 009). They advised the parents to seek some early medication before in
worsened. The teachers also made her feel appreciated by offering an environment that was
friendly.
Brian is also a student in this school but he has a different problem from Ashley. He has
been experiencing learning difficulties. His class performance has been very poor for a consistent
period of time. However, he does so well in music practical and rugby. He was ranked the best
player in one of the game that involved students from all the district in Australia. One of his
greatest struggle was in English and literature. He even had problems in expressing himself well

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since he had such a poor speaking English. He was been affected by his native language which
he seemed to have used for quite a long time. This was another case that attracted the teacher’s
attention since they noticed he needed help. They noticed that he was very strong in any practical
activities such as music, art and games. His class teacher engaged him and requested if they
could be having some remedial classes with him in the evenings a request that he agreed. The
main aim of these classes was to major on his weak areas and help him strike a balance in his
studies (Markuson, 1999). They saw a potential in him and they continued to motivate him that
he was well able. He was offered some helpful materials such as books that would see him
through in the improvement journey. In a few month he had started showing some signs of
motivation (DeFur, & Orelove, 1997).
(b)
NAME: Brian Hoods Date: 28th June 2018
Settings: Observer:
Interpretation Framework relevant to the situation

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Playing field
 He was happy
 He was very
enthusiastic
 He was
displaying
satisfaction
 He was very
friendly and open
to all people.
 He showed
commitment.
Working environment
 He was dull
 He did not
concentrate
 He was easily
distracted
 He did not
contribute in class
works and
questions
 He could bully
Brian was more motivated in co-
curriculum activities but lacked such
motivation in his academics. He felt
that such activities were doing him
better than the academics.
Constant motivation to the
student so as to ignite the
academic fire in him

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some of his
friends.
Possible feature planning. :
Help children who lean on one side of life strike a balance in both academics and social life
(Martin, 2009).
Name: Ashley Kim Date: 28th June 2018
Settings: Observer:
Interpretation Framework relevant to the situation
Playing field
 She was dull
 She was not
friendly
 She was not
concentrating
 She was not
committed
 She seemed

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sad
Working
environment
 She was a
good
performer
 She followed
each gesture
visually
 She responded
to anything
that sounded
like her name.
 She
concentrated in
class
 She did not
contribute so
much in class
work and
question

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Possible feature planning: always seek early solution to students with health complication.
(3)
Student 1 Student 2
Communicate areas of concern to a
classroom teacher and discuss
solutions for the child in a clear
and appropriate manner.
The classroom teacher have a
responsibility of making the
child appreciated to avoid
cases of stigmatization
(Marzano, 2005). He should
also help the child learn the
art of expressing herself in
the best way possible
The classroom teacher have a
responsibility of helping him
be motivated and realize that
the same potential he has in
the outdoor activities can still
be applied in the classroom.
The teacher should also offer
close help
Guided behavior using positive
support techniques as per
Behaviour Management Plan
(BMP) or for general positive
support.
Provide platforms that the
child can express herself
freely
Create a good culture in the
classroom
Discuss behaviors of child to plan She can barely express He lacks motivation in the

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and problem-solve in collaboration
with the classroom teacher and/or
support worker.
himself freely in the
classroom. With time, this
can be developed to a good
state by simply taking the
child through some
counselling classes. This can
help besides the normal
medication (Dickson, 2013).
classroom activities and finds
it only in outdoor activities
(Boynton, & Boynton, 2005).
The best thing will be
constant motivation for him
to realize that he can do it.
When would you involve other
staff in supporting a focus child?
Other staff may come in in
relation to the subjects the
teach her so that they may not
mishandle her too
Other staffs may help in
helping him improve in the
specific subjects they take
him in. this is because he is
still not good in other subjects
despite English literature
been the worst (Klingner,
Vaughn, Vaughn, &
Boardman, 2015).

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Provide evidence of discussion
with teacher or education support
worker where you have discussed
student’s developmental support
needs and the strategies that are in
place to support the student.
In a meeting held by all the
teaching staffs, it was agreed
that each staff concerned was
to find a time or contact with
the student at least once in a
week.
In a meeting held by all the
teaching staffs, it was agreed
that each staff concerned was
to find a time or contact with
the student at least once in a
week.
As an education support worker,
discuss how you deal with
concerns that you may notice with
a student’s development and how
should these be recorded?
It is important to have
personal contact time with the
student since the general time
at class time is not sufficient
for such children with special
It is important5 to have
personal contact time with the
student since the general time
at class time is not sufficient
for such children with special
needs.

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needs (Little, 2017).
Task 2 CHCEDS9021
Worked with teacher to plan learning
activities and classroom supervision of
student interactions.
As the term was starting, we made a work plan and
came up with strategies to improve class relations
Conducted the learning activities and I once taught a music class and encouraged students

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supervision of student interactions. to share material as way of improving relations
Identified learning requirements for a
specified activity by interpretation of
the learning program, in consultation
with the teacher.
I learnt that students were been overloaded with
assignment and advocated for a rectification.
Met specified needs of identified
students in planning and preparation
phase with the teacher.
Developed a close relationship with students
performing poorly in classes to help them in their
homework
Assembled and, where necessary,
modified required resources prior to an
activity.
Made sure all materials for the music lesson were
ready before every lesson.
Established a positive, mutually
respectful relationship with students
using communication and interpersonal
skills to match the student/group.
I encouraged the students to speak up their needs
without fear.

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Conducted each activity in accordance
with provided programs and directions.
I carefully followed the time plan we made at the
beginning of the term.
Monitored, documented and reported
student progress to supervising staff to
ensure learning outcomes are being
achieved.
Always submitted music exam results to the
supervisor having made necessary recommendation.
Adjusted and modified delivery
strategies to meet emergent needs and
unanticipated situations.
Always made reviews of the strategies new had
established to see their workability
Encouraged students to reflect on
personal learning achievements and
learning experiences.
Showed student how they would do a daily
assessment to monitor their progress
Managed student interactions to ensure
effective participation occurs and
effective relationships are maintained.
Taught on the importance of respect for one another
values in the class.
Strategies used
 Taught on the importance of respecting one another to discourage bullying
 Encourage an environment that promoted openness of the student so as to discourage
sexual harassment

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 Offered school IDs to all people in the school to avoid intruders hence mitigating issue
such as terrorist attacks.
Principles of learning and practice approach learnt
The greatest principle learnt is that there is more than just teaching in a class. A teacher should
always seek to know other factors that affect a student learning in a class (Dickson, 2013).
Another principle is that classroom environment will always determine the performance of
students.
Task 3 – CHCEDS032
It was during my first month at Amaroo when found myself at a place of managing the behavior
of a certain student:
a) The student had brought a cell phone in the school which was an illegal thing according
to the school regulations.
b) I had to keep the cell phone for her until the term was over.
c) This student would have learnt that cell phones were not to be allowed in school at all
cost and this was not to be compromised.
d) I planned to have a close relationship with the student to know what was propelling him
to break the rules.
e) Despite offering the punishment, I realized I needed to understand the student too
something that was not seen in the school before. They only stopped at offering the
punishment

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f) The school had been using a variety of behavior management strategies in different
scenarios. They apply corporal punishment in cases of bullying, suspensions in cases
exams and assignments failures and denial of certain services in case of basic rule
violation.
g) The school seem to have embraced corporal punishment but they should seek using
relational tools so as to understand the needs of students too (Boynton, & Boynton,
2005).
References
DeFur, L. & Orelove, F. (1997). Inclusive education : practical implementation of the least
restrictive environment. Gaithersburg, Md: Aspen Publishers.

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Sullivan, A., Johnson, B. & Lucas, B. (2016). Challenging dominant views on student behaviour
at school : answering back. Singapore: Springer.
Lee, A. (2016). Leading a Special Needs Ministry. Nashville, TN: B & H Publishing Group.
Markuson, C. (1999). Effective libraries in international schools. Great Glemham, Suffolk: John
Catt Educational.
Marzano, R. (2005). A handbook for classroom management that works. Alexandria, Va:
Association for Supervision and Curriculum Development.
Boynton, M. & Boynton, C. (2005). The educator's guide to preventing and solving discipline
problems. Alexandria, VA: Association for Supervision and Curriculum Development.
Dickson, T. (2013). Teaching Students with Learning Difficulties : Why Some People Learn
Differently and Effective Strategies to Help Them. Cork: BookBaby.
Klingner, J., Vaughn, S., Vaughn, S. & Boardman, A. (2015). Teaching reading comprehension
to students with learning difficulties. New York: Guilford Press.
Martin, L. (2009). Strategies for teaching students with learning disabilities. Thousand Oaks,
Calif: Corwin Press.
Little, C. (2017). Supporting social inclusion for students with autism spectrum disorders :
insights from research and practice. Abingdon, Oxon New York, NY: Routledge, an
imprint of the Taylor & Francis Group.
Costley, D. (2012). A practical guide for teachers of students with an autism spectrum disorder
in secondary education. London Philadelphia: Jessica Kingsley Publishers.

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DeBoer, S. (2009). Successful inclusion for students with autism : creating a complete, effective
ASD inclusion program. San Francisco, CA: Jossey-Bass.