6 Functions of Behavior and How to Identifying Them

Behavior is what humans do, and its observable and measurable. Whether it is to walk from one place to another or to crack ones knuckles, behavior serves some type of function. In the research-based approach to modifying behavior, called  Applied Behavior Analysis, the function  of an inappropriate behavior is sought out, in  order to find a replacement behavior to substitute it. Every behavior serves a function and provides  a consequence or  reinforcement  for the behavior. Spotting the Function of a Behavior When one successfully identifies the function of the behavior, one can reinforce an alternate, acceptable behavior that will replace it. When a student has a particular need or function fulfilled by an alternate means, the mal-adaptive or unacceptable behavior is less likely to reappear. For example, if a child needs attention, and one gives them attention in an appropriate way because of appropriate behavior, humans tend to cement the appropriate behavior and make the inappropriate or unwanted behavior less likely to appear. The Six Most Common Functions for Behaviors To obtain a preferred item or activity.Escape or avoidance. The behavior helps the child to escape from a setting or activity that he or she doesnt want.To get attention, either from significant adults or peers.To communicate. This is especially true with children with disabilities that limit their ability to communicate.Self-stimulation, when the behavior itself provides reinforcement.Control or power. Some students feel particularly powerless and a problematic behavior may give them a sense of power or control. Identifying the Function ABA uses a simple acronym, while  ABC  (Antecedent-Behavior-Consequence) defines the three pivotal parts of behavior. The definitions are as follows: Antecedent:  The environment in which the behavior occurs and the circumstances that surround the occurrence of the behavior or people in the environment when the behavior occurs.Behavior: The behavior, what the student actually does, that needs to be defined.Consequence:  Everything that happens after the behavior, including how people respond to the behavior and what happens to the rest of the students educational program. The clearest evidence of how a behavior functions for a child is seen in the antecedent (A) and the consequence (C.) The Antecedent In the antecedent,  everything happens immediately before the behavior occurs. It is sometimes also referred to as the setting event, but a setting event may be part of the antecedent and not the whole. The teacher or ABA practitioner needs to ask if something is in the environment that may lead to the behavior, such as escaping loud noises, a person who always presents a demand or a change in routine that might seem frightening to a child. There also may be something that happens in that environment that seems to have a causal relationship, like the entrance of a pretty girl which can draw attention. The Consequence In ABA, the term consequence has a very specific meaning, which at the same time is broader than the use of consequence, as it usually is, to mean punishment. The consequence is what happens as the result of the behavior. That consequence is usually the reward or reinforcement for the behavior. Consider consequences like the child being removed from the room or the teacher backing off and giving the child something easier or fun to do. Another consequence may include the teacher getting really angry and starting to scream. It is usually in how the consequence interacts with the antecedent that one can find the function of the behavior.   Examples of the Pivotal Parts of Behavior Example 1: Jeremy has been taking his clothes off in the classroom. During a structured observation, the therapist noticed that when the time for art approaches, Jeremy gets really agitated. When the teacher announces, Time to clean up to go to art, Jeremy will throw himself on the floor and start pulling his shirt off. It has now gotten to the point where he quickly pulls his socks and pants off, as well, so the office will call his mother to take him home. The function here is to  escape. Jeremy doesnt have to go to art class. The teachers need to figure out what it is that Jeremy wants to escape from art. The teacher may start taking his favorite toy to art and not putting any demands on him, or he/she may want to put headsets on Jeremy (the room may be too loud, or the teachers voice may be too high pitched.) Example 2: The moment that Hilary is given a demand after group, she begins to tantrum. She clears her desk with a sweep, knocks it over, and throws herself to the floor. Recently she has added biting. It has taken as much as a half hour to calm her down, but after attacking the other students, the principal has been sending her home with Mom, who she has to herself for the rest of the day. This is another function of escape, though because of the consequence, one might say it is also indirectly attention since she gets the undivided attention of Mom when she gets home. The teacher needs to work on slowly shaping the academic behavior, giving her preferred activities at her desk, and making sure there is a home note that helps Mom give Hilary extra attention, away from her typical siblings, when she has a great day. Example 3: Carlos is a  seventh grader with low functioning autism. He has been hitting girls when he goes to lunch or gym, though not hard. They are affectionately referred to as love pats. He occasionally hits a boy with long hair, but his focus is usually girls. He usually grins after he has done it. Here, the function is attention. Carlos is an adolescent boy, and he wants the attention of pretty girls. He needs to learn to greet girls appropriately to get their attention.

America´s Neoliberal Capitalism and the Economic Expansion...

Americas neoliberal capitalism and the economic expansion After the crisis of government regulation capitalism about six years from 1973 to1979, a new layout liberal capitalism started to appear; firstly it was in Britain and the United States. In America, the new liberal capitalism was of main features in following: (1) Cancel the regulation of finance and business not only in domestic but also internationally, allowing the free market rule, and realizing capital to flow freely. (2) Privatize government’ services directly provide the government agencies and government workers in the past. (3) The government is no longer actively control of macro economy, and to a certain extent, reduce the macroscopic intervention with the purpose†¦show more content†¦Profits rise relative to the wages, as well as the family income goes to households with the highest incomes, produced a large and growing number of money to invest, these funds want to transcend the existing investment opportunities. All of this provides good conditions for emergence of the asset bubbles, because these funds are used to buy assets like real estate and securities. If an asset bubble began to appear, then its growing need a economic system, which can easily encourage the growth of the bubble by borrowing and it was turned out that the financial system deregulated, short-term capital department is preparing to do so in the new era of laissez-faire capitalism. After 2000, deregulated, short-term capital department created a new mortgage business, which occupies a lot in house purchase loans and is still in increasing, making potential for the last asset bubble. The third change in the new era of liberal capitalism is huge asset bubbles. During the long-time economic expansion firstly appeared in the 1980s, the commercial real estate asset bubble in the southwest in the USA caused the collapse of the majority of the savings and obtained rescue in 1990. Huge asset bubbles began to appear from 1994 during the expansion in the 1990s. From 1994-1999, standard poors index rose 23.6% a year, while corporate profits rose 7.6% a year. In the second year, asset bubble burst. During the long-time thirdShow MoreRelatedThe Political Theory Of The Chilean Economy1112 Words   |  5 Pagesforefront of the worldwide neoliberal experiment since the mid-1970s under the civic-military dictatorship that ruled the nation between 1973 and 1990 (Harvey, 2005a; Klein, 2007; McChesney, 1999; Paley, 2001; Stiglitz, 2002). Indeed, the Chilean authoritarian regime not only has radically applied neoclassical theory, but also turns it into â€Å"the founding philosoph y of a new society† (Valdà ©s, 1989: 35). 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Roles and Responsibilities in Life Long Learningg free essay sample

Unit Number- M503/1229 Unit Title Roles, responsibilities and relationships in lifelong learning. Presented as a requisite for the PTTLS levels 3 Academic year 2013-04-09 Word count 4,267 1. 1 There are many legislation and regulatory requirements and codes of practice that need to be considered in my role as a tutor. The generic legislation and codes of practice are encompassed within Write- Traks specific policies and procedures and codes of practice which I adhere to in my everyday working environment, such as Child Protection, Health and Safety, Equal opportunities, Anti-bullying and Internet and other home equipment policies. The Children Act (2004) ensures every child’s outcome to principally ‘be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. ’ (Gravells, A. 2012:20). It is essential that I follow legislative guidelines to safe guard the children and young people that I teach, promoting safety and well-being of each individual. The Protection of Children Act (1999) gives local authorities the responsibility to investigate suspected abuse allegations, and by law I am required to pass on any information relating to this. As I am working with children it is necessary for me to have an up to date check by the Criminal Records Bureau (CRB). ’ Write-Trak is an umbrella organisation for the CRB. ’ (Write-Trak Policies and Procedures 2010:16), CRB checks were introduced by the safeguarding Vulnerable Groups Act (2006), ‘a vetting and barring scheme to make decisions about who should be barred from working with children and vulnerable adults (www. opsi. gov. uk). In my working environment I have a duty to ensure a safe working environment for my learners. I must adhere to the specific rules and legislations set out in the Health and Safety Act (1974) and as I work in my home, Control of Substances Hazardous to Health (COSHH, 2002) and Food Hygiene Regulations (2006). As a teacher I need to be fully aware of these regulations and make sure my learners are aware of their responsibilities too. I should always make sure my learners are aware of nearest fire exit and that all students adhere to the boundaries set out that are there to protect the welfare and afety of everyone present. The necessity to risk assess on a daily basis is an essential role I undertake, ‘Tutors need to consider the type of children/ young people in their care, and analyse hazards risk. To carefully estimate the level of risk of a violent attack. The consequences of injury or harm could range from a scratch to death. ’(Write-Trak, Policies and Procedures 2010) The Data Protection Act (1998) requires me to store and keep confidentially records containi ng any personal details in a secure location. In accordance with section 124 of the Police Act (1997), Disclosure information is only passed to those whom Disclosures or Disclosure information has been revealed’(Write-Trak, Policies and Procedures 2010), It is a criminal offence to pass this information to anyone who is not entitled to receive it. 1. 2 ‘Equality is about the rights of students to have access to attend, and participate in their chosen learning experience. ’(Gravell, A. 2012:53). This gives all learners equal opportunities to participate and reach their academic potential regardless of their age, gender, sexual orientation, creed, religion or culture. As a tutor it is my role to challenge any inequality and discrimination shown amongst my students and should be tackled in a fair, respectful and decent manner. Setting an example to other learners of how to deal with discrimination and prejudice appropriately and proactively ensuring all learners feel safe, comfortable and equal during tuition allowing learning to take place effectively. ‘Diversity is about valuing and respecting the differences in students, regardless of their age, ability†¦Ã¢â‚¬â„¢ (Gravells, A . 2012:54). Diversity is a key element of my working life as I teach a variation of students of mixed age, gender, ability and culture, therefore I need to ensure on daily basis that my lesson plans and resources are specifically tailored to meet each individuals need. Valuing and respecting the differences of others is a crucial principle that needs to be upheld in every session, giving each individual the right support to achieve the same success and qualification as the group as a whole, making sure each student feels comfortable in their learning environment and mostly that everyone feels equally respected. Different tools and strategies may need to be applied when taking these principles into consideration. Within my tutoring sessions I make certain my students feel comfortable about discussing problematic issues in a non-judgemental and safe environment, whilst always complying with generic and specific legislations and regulations. Promoting the principles of the Equality Act (2010) within my Personal health and social education and Preparation for working life lessons has aided an awareness of others and their rights amongst my students, who will therefore have a better understanding of Diversity and Equality. . 3 And 1. 4 The role and responsibilities of a teacher is a diverse subject. A teacher’s main role is to deliver effective, inclusive teaching whilst primarily being responsible for the health, safety and well-being of each learner whilst in tutoring hours. This is achieved by the teacher setting boundaries and working within the Generic and Specific Legislative requir ements and regulations whilst also following correct codes of practice. Some of the acts that require compliance are; Health and Safety Act (1974); ensures the working environment is safe and fit for purpose for an educational setting. Risk assessments are undertaken and updated regularly ensuring safety and welfare of all learners and staff. Equality Act 2010; ensures all learners are treated equally and all have the same chance of progression and succeeding as any other learner. The Data Protection Act 1998; ensures all records and personal information is kept confidentially and securely and protects all information held by the organisation and teaching staff. The Human Rights Act 1998; gives all people basic rights such as a safety and security whilst in education, access to toilet facilities and refreshment breaks. The Freedom of Information Act 2000; gives all learners the right to request to see any information held about them by the local authorities. (Morley, J. and Wordsworth, M. 2011:33) Following ‘The teaching and learning cycle’ (Gravell, A. 2012:10) basically summaries my main role as a tutor. Identifying needs using a variety of formal and informal assessment tools, a simple chat before formal assessments are undertaken can help to identify if they have any needs or specific requirements. For example, Dyslexia, Attention deficit hyperactivity disorder (ASAD), Autistic spectrum Disorder (ASD), physical nd mental health problems and behavioural difficulties are common amongst the students that I teach. It is common that students with such difficulties to have at some point had a negative learning experience, which will often have left the student reluctant to embark on future learning programmes. So speaking to them about how to best support them can often be an essential t ool for identifying student support as well as learning support they may need or may have found useful in the past. Formal assessments such as Goal online assessment programme, that I use to help ascertain information on working levels for each core subject that I teach. It gives me a detailed pupil profile of not only the students working levels, strengths, weaknesses, knowledge and skills for each subject but also specific areas they need to progress in to reach the next target level. Assessments would then be undertaken to establish each students learning style, ‘ Identifying learning styles as part of an initial assessment will help you decide the teaching and learning approaches to use’( A. Gravells,2012:50). Individual learning plans (ILP) can then be compiled for learner ensuring individual needs are met and learning can be facilitated. Planning and delivering learning inclusive to all learners and assessing and evaluating on a daily basis are essential for delivering and monitoring the learning that takes place in my sessions. Record keeping and report writing is also a major role in my job. All information held is to be stored in accordance with the Data protection Act 1998. As I am employed with a company who works for an umbrella of schools and districts, passing on information correctly and communication is a key element fundamental to the student’s lifelong learning plan. Up to date, accurate, factual assessments and reports are vital as my students can move Borough instantly without any prior planning. Making sure the student can continue to work towards their Aims and targets set out in Personal education plans in future educational settings is vital to the students overall academic progress and is both the responsibility of myself and future teachers, ‘If accurate records are not maintained, your students’ progress may become unstructured and their achievement may not be recognised or documented. ’(Gravells, A. 012:17) In my current role as a tutor my job description states, ‘To be responsible for the tutoring of young people in one’s home placed by an authority/ children’s home/ agency and to work with Write-Trak and all others involved in helping a young people to reach their potential. ’(Write-Traks policies and procedures 2010:9) As I am a self employed teacher, it is also my responsibility to ensu re that my own Public liability insurance is up to date and fit for purpose; this protects my learners and myself in cases of accident, injury and allegations and ensures legal procedures can be put in place if the necessity arises. Other responsibilities specific to my job role are set out in Write-Traks Policies and Procedures 2010. These policies ensure the health and well-being of both students and tutors are met on a daily basis ensuring that education is delivered in a safe and nurturing environment promoting growth and development of both learner and teacher. Ensuring the needs of both are met will enhance both the teachers and learners performance, giving both the potential to progress and embark on future learning experiences allowing them to reach their full inspirational goals. It is my role and responsibility to identify and meet the needs of my learners. It is important for teachers to conduct an initial assessment, in my role as a tutor this is done by a process of formal and informal assessments tools. It is common for the students that I teach to have both behavioural and emotional difficulties so a diverse assessment tools are essential to my role, as each individual child will have their own learning barriers that need to be carefully identified because if the assessment process is a negative experience for the learner they will be reluctant and unconfident to embark on future learning programmes therefore creating a barrier to learning further. This assessment process enables me to gather both personal and academic information essential for setting each learners Aims and Objectives and future goals, ‘Without deciding the aim and learning outcome nothing else can be produced or formulated,(Morley, J. and Wordsworth, M. 2011:24). Aims and targets set need to be included in reports and Personal education Plans known as PEP reports. These assessments are excellent tools for planning a students learning and also give me a pupil profile that will help me to identify each student’s abilities and learning style. It will help me to identify those with special learning requirements and specialist learning tools that may be needed to help a particular student overcome learning barriers. For example, a Dyslexic student or a student who struggles with literacy skills may need specialist resources such as coloured paper and overlays. Audio lessons, simplified worksheets, vocabulary, connective and sentence starter sheets are all excellent tools to use for theses type of needs. To achieve in exams a reader and a scribe can be put in place and sometimes specialist support may be sought through referral process if needed. These students will need specialist support to enable them to have a positive learning experience and reach their full potential with the same chance of success as everyone else. Once an initial set of assessments has been analysed, I am then able to gauge the level, abilities and previous learning outcomes of each learner. I am then able to plan and deliver modules of work that will meet my learner’s needs and help them to achieve their aims and progress educationally by carefully selecting resources and learning tools that will enhance my students learning, offering equality to all. . 1 ‘Boundaries are anything that may have a direct impact to your teaching or delivery. ’(Morley, J. and Wordsworth, M. 2011:32). Boundaries that a teacher might encounter arise throughout the teaching and learning cycle and can often create barriers to learning if not managed correctly. Boundaries such as funding constraints meaning adequate equipment, specialist resources and comp uter based learning programmes may not be accessed effectively. Demands from management, expectations of learners, parents, carers when considering capability of students to achieve and unsupportive colleagues are just some of the boundaries that may be faced when considering and facilitating learning. Students that are disruptive and may have behavioural problems can create a boundary in a classroom when teaching is being delivered. Meeting coursework deadlines can be difficult to overcome when working with students with attendance issues. Seeking support from colleagues, parents/carers, and manager and making referrals when specialist help is required is essential when overcoming boundaries to teaching. Many teachers face the problem of lack of time to attend training events and courses to update and add to their skills as a teacher continuing professional development which will enhance their teaching. In my teaching role my boundaries include teaching mixed age and ability groups, also working productively with learners who experience emotional and behavioural difficulties, therefore firm boundaries and a variety of teaching resources and contingency plans are in place every session. Time constraints ensuring students meet coursework deadlines, size nd layout of teaching room, and working with a multitude of networks and agencies, passing on correct information according to legislations and regulations. My main responsibilities are to my students but in my role as tutor I also have to liaise with many other professionals such as; educational Psychologists, social workers and fellow tutors and people external to my organisation such as parents, carers and care homes. I maintain a pr ofessional working relationship with external and internal bodies by conducting me professionally at all times, knowing where my role as a teacher stops and working within these limits. Ensuring I work within correct codes of conduct set out by Write-Trak policies and procedures (2010) and legislations such as Child Protection Act (2004), Data protection Act (1998) and the Equality Act (2010), ensuring boundaries are not overstepped. If you are a member of the Institute of Learning (ifl) then you also must comply with the Ifl Code of professional Practice, ‘this was introduced as a result of the teaching Regulations (2007), to cover the activities of teachers in the Lifelong Learning Sector. ’(Blacker,P. 2013). 2. 2 The diversity of my learners needs can be challenging to meet. When a learners ‘disabilities or problems that are outside your teaching boundaries or remit, you must signpost them to where they can receive the necessary help and assistance. ’(Morley, J. and Wordsworth, M. 2011:32), this is reinforced in Write-Traks’ policies and procedures (2010). In my role as a tutor I often come across students with problems that require support and assistance from external organisations. My students often have some sort of emotional, physical, behavioural problem that requires specialist support alongside support given in school. My students can suffer from physical and emotional problems such as depression, drug abuse, neglect, physical abuse, criminal activity and can also have social and educational problems such as Attention Deficit disorder (ADHD), Autistic Spectrum disorder ( ASD), Obsessive Compulsive disorder (OCD), Dyslexia, Dyspraxia and Dyscalculia, meaning my student may have complex needs meaning various learning and student support would need to be put in place to meet each individuals needs. For example a student with ADHD may need shorter set tasks and support to stay on task. A differentiated syllabus, energisers and audio lessons to reiterate key information when concentration has lapsed. Spiral learning also fills gaps in learning that may be due to lack of concentration. Stamina exercises are also great for building concentration periods. It is necessary for me to have an up to date list of support networks that I give to students, carers, and parents as needed, these are provided by the Write-Trak directors and are there to offer support to those in need of local community services. It is also essential for me to liaise with fellow teachers that share students with myself when identifying and referring a child with suspected learning difficulty or problem which prevents the learner progressing in a particular area. The learner would then be referred by me through Write- Trak to an Educational Psychologist or appropriate other to seek correct diagnosis and support for learner can then be put in place externally and internally by me and their other teachers. There have been occasions when I have had to liaise with the Youth Offending Team ( YOT) as the learner has had a legal requirement to attend tuition. A useful website for family and young people support networks is Family Information Service, (www. medwayfisd. com. ). This contains links for all aspects of emotional, social and educational support but also groups such as Barnardos and Catch 22 ‘Provide support services for young people in tough circumstances. ’(www. catch22. org. uk/homepage ). Web sources are especially useful to learners. In a modern society most people have access to the internet through smart phones and other devices, making learners aware of how to obtain help and information through the web safely is a key life skill. It is always good working practice to pass all information on in line with the policies and procedures of Write-Trak (2010), ‘Inform management of Write-Trak of concerns’ (Write-Traks Policies and Procedures 2010:3) as she collates all information given ensuring students are given all necessary support and referrals are made when needed. 2. 3 In summary it is my role and responsibility to identify, pass on information correctly and liaise with correct internal and external support networks when taking into consideration a learners needs. I have to be careful not to overstep boundaries ‘never feel you have to solve any student’s problems yourself and don’t get personally involved’ (Gravells, A. 2012: 52). I have to make sure confidentiality, respect and equality is upheld at all times. The Ifl Code of Professional Practice states: ‘Members shall take reasonable care to ensure the safety and welfare of learners and comply with the relevant statutory provisions to support their wellbeing and development. (Ifl 2008). This means complying with all Generic and Specific Codes of conduct, Legislations and regulations on a daily basis in my job role. Once initial assessments have been taken, I am then able to plan learning modules and aids needed to allow the student to succeed. Once rules, boundaries and a rapport has been established I am then able to facilitate learning using a variety of teaching and learning tools and approaches. Icebreakers and energisers are used effectively. I would then assess and evaluate learning, giving and receiving feedback from students encouraging them in progression and development. Other duties included in my role are daily attendance records passed onto office daily. Up-to-date records of assessments and student achievements have to also be passed onto office and future educational settings securely as well as liaising with social workers, care homes, parents, colleagues and other relevant professionals in the Life Long learning. Student annual reports and reports on request are also part of my duties. . 1 It is my responsibility to maintain a safe and supportive learning environment in my daily role as tutor. My job description (please refer to 1. 3-1. 4) sets out in Write-Trak’s Policies and Procedures makes my roles and responsibilities clear and gives me specific guidance and support networks to deal with any event. Complying with all Generic and Specific Legislations, Regulations and Codes of conduct set out by Gov ernment, Write-Trak and the Institute of Learning enables me to deliver effective, inclusive teaching in a safe and nurturing environment. It is my responsibility to ensure the safety and welfare of my learners by working within the regulations set out in Write Traks policies and procedure (2010) covering child protection, health and safety, equal opportunities and anti bullying policies. I am able to create a safe and supportive learning environment for all. By setting clear boundaries and rules during my sessions and sanctions for those who cannot work within these, ii am able to maintain a safe and supportive learning environment. I also inform them of support networks that could help when faced with tough circumstances by isplaying a list of relevant services available to support young people and their families, to liaise with appropriate professionals, internal and external to my organisation, in accordance to relevant Legislations and Regulations and responsibilities set out in Write-Trak’s Policies and Procedures (Section 5. 2:9). ‘Following the required legislation and codes of practice, and carryin g out your roles and responsibilities to the best of your ability, will help ensure you become an effective and professional teacher. (Gravells, A. 2012:22). By following these guidelines and those by your organisation a professional, competent teaching role can be established. Annual Health and Safety and Fire checks carried out by the Company Director are essential in checking I am meeting all Safety requirements by law ensuring a safe working environment for all. It is of up most importance that internal and external checks are made regularly to ensure all legal requirements are met by me and my company insuring everyone’s welfare and safety. This means weekly and daily risk assessments need to be made by myself when conducting daily activities. Secure student risk assessments enable me to identify potential hazards and disruptions, so contingency, support plans can be put in place to reduce risk and making sure list of essential contacts are always at hand such as emergency services, office, cab drivers, parents/carers and tutors. All student risk assessments are stored in accordance with the Data Protection act 1998. I am required yearly to produce up to date First Aid, Public Liability, Car and House Insurance certificates and yearly CRB checks are required by Write-Trak. To ensure continuous professional development of all tutors in compliance with Roles and responsibilities in the Life Long Learning Sector, I am contracted to attend regular Satellite meetings to confer with colleagues and the minimum of 4 training days per year, covering relevant topics such as Health and safety, Policies and procedures, Syllabus changes and requirement, Behavioural management, Disclosure, Safeguarding and many more. Attending these types of training sessions and attending courses aimed at refreshing knowledge and skills of teaching staff within subject taught ensures teachers are up to date and equipped with the skills and approaches needed to teach to the best of their ability. Ultimately improving their teaching as their career progresses, this in turn ensures each learner is taught by an effective, skilled and knowledgeable teacher. 3. 2 When teaching, you should try to embrace, embed and advance all aspects of equality and diversity’ (Gravells,A. 2012 :54). This means using a variety of teaching resources and aids which will reflect and enable different abilities, ages, cultures, genders and races making learning inclusive is essential to promote appropriate behaviour. Personal Health and Social Education lessons, group discussions and games are excellent teaching tools for promoting awareness, Equality and respect amongst my learners. Giving the students a variety of activities themed around exploring equality and diversity in the world in which we live and their own local community, giving them a better understanding of equality and diversity making them more tolerant to others differences. This will help them to integrate into new social and work environments in the future. Setting clear boundaries and sanctions and treating all learners with the same respect is essential for promoting appropriate behaviour. Firm but fair’ is how I describe myself with my learners; ‘Lead by example’ is another one worth remembering by those in a teaching role. Students learn from the behaviour and actions of teachers, ‘the way you dress, act, respond to questions, offer support, etc. , will also influence your students. ’(Gravells,A. 2012:10). Adhering to boundaries, acting professionally and not becoming too friendly whilst showing your passionate and enthusiastic, trustworthy and approachable b y displaying a non-judgmental attitude will help to retain your students’ respect. Communication is a key factor when maintaining appropriate behaviour and respect amongst my group. Listening to my learners whilst discussing inappropriate behaviour, explaining and reiterating rules when necessary and following set out sanctions for inappropriate behaviour is vital to setting clear boundaries for all. To promote overall well being, education and progression for my learners, it is essential I adhere to Codes of conduct set out in the Life Long learning sector, this in turn will promote professional and appropriate behaviours and respect amongst my learners. References All government legislations and regulations – www. opsi. gov. uk Blacker, P(2013) – PTTLS Guidance notes available at http:// Catch 22 – www. catch22. org. uk/homepage (accessed 4/4/13) Control of Substances Hazards to Health (COSHH 2002) Equality Act (2010) Family Information Service – www. medwayfid. com (accessed 4/4/13) Food Hygiene Regulations (2006) Gravells, A. (2012) – Preparing to Teach in the Life Long Learning Sector. The New Award (5th Edn) London Learning Matters. Health and Safety Act (1974) Institute of Learning (Ifl) Code of Professional Practice (2008) – www. ifl. ac. uk/membership/professional/code-of-professionalpractice. Morley, J. and Wordsworth, M. (2011) PTTLS made easier First Edition 2010. Highfield . Co. UK. Limited Police Act (1997) The Children Act (2004) The Data Protection Act (1998) The Freedom of Information Act (2000) The Human Rights Act (1998) The Protection of Children Act (1999) Write Trak – Policies and Procedures (2010)