Report on STL2C7: Fostering Positive Behaviour in Young Learners

This report, created for the STL2C7 module, focuses on strategies to support positive behaviour in learning environments for children and young people. It defines positive behaviour support and outlines policies such as rewards and sanctions, examining their positive and negative influences. The report highlights how these policies can encourage desired behaviours and create a positive learning atmosphere. It also discusses the role of support workers in overcoming negative influences on behaviour through individual rewards and alternative approaches to sanctions. The report concludes with a summary of effective practices, emphasizing the importance of continuous monitoring and understanding the impact of different strategies. The report includes references to relevant literature on the subject.

STL2C7 - Support positive behaviour in
a learning environment for children and
young people
1

2

INTRODUCTION
Supporting positive behaviour in learning environment for children and young is defined as a
process in which various policies and practices are implemented in order to promote effective
learning environment (Wainwright and Watts, 2021). In this with the help of supporting learning
activities staff can overcome the challenges in learning and can effectively enhance progress of
children and young people. This report includes policies through which positive behaviour
among young people and children can be effectively supported.
MAIN BODY
It is essential to support positive behaviour in a learning environment for young people and
children. It not only helps them to learn in a positive manner but also so allow staff to constantly
provide full safety to young people and children. Mentioned below there is a policy along with
its associated procedure through which positive behaviour can be supported in an effective:
Rewards and sanction
It is one of the effective strategies of policy in which staff can reward children and young
individuals that have positive impact upon their behaviour. In this sanction can be used to
discourage inappropriate behaviour interest (Spiteri, 2021). Staff can use reward in number of
forms such as verbal phrases, like well done star or points and other certificate for recognition,
sharing success by telling other staff and parents, tangible rewards such as speakers and own
choice of activity or story. It has been identified that rewards effectively work in building a
positive behaviour, as young people and children receive reward then they likely to conduct the
same behaviour on repetitive basis (Sandseter and et. al., 2021). Along with is it also influence
other children to do the same. Reward plays essential role that helps in building positive
behaviour. It has been identified that staff can provide visual press such as sticker. While in
context sanction staff can remove children or young individual from lesson.
Two ways that policy and procedures can support children and young people’s behavioural
development
 Reward and sanction effectively encourage children to conduct the same practice on
regular basis. Along with this it also encourage other students to join the same in order to
get attention and praise.
3

 Rewards work in an effective manner that helps in building a positive behaviour staff. By
rewarding positive behaviour and recognising student achievement can significantly
enhance positive behaviour among them.
Two negative and two positive influences on behaviour
Negative
 Reports can only work for a short period of time.
 In addition to this it has been underlined that rewards only attract children attention rather
than making them to learn something which is interesting.
Positive
 Rewards help in enhancing children motivation level and also encourage other on
simultaneous basis.
 It helps in building a positive learning environment that effectively supports positive
behaviour within young individual and children.
Three ways the support worker can work with children and young people to overcome any
negative influence on behaviour
 Reward and sanction negative influence on behaviour can be effectively overcome with
the help of giving random rewards to students.
In addition to this, in order to overcome the challenges of sanction teachers can provide sanction
to children in terms of learning something new that not only helps in building a learning
environment but also facilitate young people and children to learn something new (Williamson,
2021)
 By rewarding children and young people on individual basis is also an effective manner
through which negative influence on behaviour of them can be overcome.
4

CONCLUSION
According to the above mentioned report has been concluded that there are a number of
policies and practices through which staff can support positive behaviour in learning
environment for children and young people. These practices are required to be effectively
implement while understanding negative and positive impact upon the behaviour of employees
and require continuous monitoring.
REFERENCES
Books and Journals
Bagnall, C.L., Fox, C.L. and Skipper, Y., 2021. When is the ‘optimal’time for school transition?
An insight into provision in the US. Pastoral Care in Education, pp.1-29.
5

Miano, P., Bellomare, M. and Genova, V.G., 2021. Personality correlates of gaslighting
behaviours in young adults. Journal of Sexual Aggression, pp.1-14.
Sandseter and et. al., 2021. The relationship between indoor environments and children’s play–
confined spaces and materials. Education 3-13, pp.1-13.
Spiteri, J., 2021. Can you hear me? Young children’s understanding of environmental
issues. International Studies in Sociology of Education, pp.1-23.
Wainwright, E. and Watts, M., 2021. Social mobility in the slipstream: First-generation students’
narratives of university participation and family. Educational Review, 73(1), pp.111-127.
Williamson, B., 2021. Psychodata: disassembling the psychological, economic, and statistical
infrastructure of ‘social-emotional learning’. Journal of Education Policy, 36(1), pp.129-
154.
Zhong, Y., Schroeder, E., Gao, Y., Guo, X. and Gu, Y., 2021. Social Support, Health Literacy
and Depressive Symptoms among Medical Students: An Analysis of Mediating
Effects. International Journal of Environmental Research and Public Health, 18(2),
p.633.
6