Non-physical intervention in managing behaviour
Non-physical intervention is the recognised means of managing the behaviour of children and young people within a school as a profession teacher. Where a problem with a child or young person’s behaviour becomes apparent, non-physical interventions are used.
 
They  include:

• directing other children and young people to move away from the situation
• talking with the individual child or young person (asking
• Them to stop the behaviour, and tell them what will happen if he/she does not stop)
• directing them to a safe place
• directing other children and young people to a safe place
• sending for assistance from other staff, or in extreme cases, the police.

 
Use of verbal directions is always preferred to physical intervention. Physical contact with a child or young person (e.g. pushing, grabbing, poking, pulling, blocking) in order to ensure they comply with Directions is not appropriate ever. Under no circumstances should staff engage in any form of conduct which might cause physical or emotional harm to children and young people.
 
Staff may make legitimate use of physical restraint if all non-physical interventions have been exhausted or are impossible in the circumstances and a child or young
person is:

•  attacking another child or young person or adult
  
•  posing an immediate danger to him/herself or others.

 
Staff are to use physical restraint only as a last resort and not as a response to property destructions or leaving the classroom or the school (just to name a few)
 
What I feel comfortable using?
I would choose to direct the other children and young people to move away
from the situation, this would draw the attention away from the student  and hopefully have them stop the behaviour that has coursed the other children to move away.
 
I would also choose to talk with the individual child or young person (asking
the child or young person to stop the behaviour, and telling the child or young person what will happen if he/she does not stop), this would allow the child to be aware of the situation and what they are coursing to again cease the behaviour. Maybe even why they are doing the behaviour in the first instance.
 
 
***This has been completed prior to starting the course in 2014. Certificate of Attainment is below.
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Roles
Teacher
Colleague
Friend
Family member

• Son, daughter, mother, father, sister, brother etc.

Responsibilities
People (use of interpersonal skills)

• The children, your colleagues, the children's parents/caregivers and the members of the community.*your colleagues include...teaching staff, school and organisation leaders, other professional staff ( your peers).
• Your family and friends (at the end of the day) 

Relationships

• The relationships teachers have with their student in the early career is the one they have with their students.
• Be vigilant about your relationships with children and young people.
• You need to be alert to your interactions with the adults in this setting.

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Choose one justice alert. How you would respond to it in terms of your own experiences of schooling? 

The justice alert I have chosen is 'who is heard and who finds it difficult to be heard?'
 
This means is everyone being heard and voiced in discussion and being active in classroom life. This does not just involve the student but the teachers as well. It involve the classroom being structured in a way that allow the entire class to be heard and no one to fall into the background and be unnoticed.
 
In terms of my schooling I found that It was very easy to fall in the the background and not be heard or notice. This is why I always tried to be what is classed as an active student. I would be involved in classroom life and make I self notice in the appropriate manner. I found myself as a result being able to talk problems out with my teacher and fellow student and also being able to balance my work whilst still being able to help other and make use of my interpersonal skills. This was all as a result of gaining feedback from my teachers and fellow students and adjusting my behaviourism if I felt it was required.
 
As a teacher I would need to make sure that I am paying attention to the introverts and the extroverts. 

I want to be a teacher, so that I can influence and make a difference in student life. I want to see that smile on their face when they learn something new or achieve something they did not believe they could.
 
I see myself teaching them not only fact about topics but engaging them and enabling them to relate to each topic. I will show them valuable skills, teach moral and correct behaviour that will enable them success in the world, that they live and breathe.
 
As a teacher I need to be constantly learning and improving upon myself both as a person and as a teacher of young impressionable students. I need to be someone that students can relate to and that they feel comfortable around but at the same time have them respect mu authority as their teacher. I need to form social and professionally acceptable relationships to do this. I need to be consistent with my judgement and my marking and assessment to in-turn be fair to all students' need to be understandable. I will need to notice when something is wrong with the child, it may be out of the ordinary and have the ability to help them through it if necessary. I will need to do administration work and comply with the rules of teaching and a professional among with everyone.
 
I look forward to working on my skills and become a great teacher, the one my previous teachers were for me and the one I want to me. Professional Experience will help me.

What transitions are part of your current experience as a first year teacher education student?

•  From student to pre-service teacher.

 
What personal and professional tensions do you anticipate will be part of your career as an educator?

• Balancing work and social life.
• How will I communicate effectively with my students, especially the younger ones?
• How will I be relatable.
• Fear of not being liked by the students and also of not being a good teacher.