Many children throughout our future career will display “bad behaviour.” I use that term in “” as I believe that children only behave in a certain way for a reason. Their reactions are almost certainly a result of another action/reaction.  It is more important as a teacher to find out why a child is displaying such behaviour and from there working out a solution than to simply “punish.”

Previously in schools, a retributive approach was used in order to deal with behaviour issues. This focused heavily on the idea of blame and punishment, with punishments including things such as isolation from the class, removal of privileges and suspension or exclusion. There is however sufficient research to show that this is an ineffective method as it relies heavily on a child’s responsibility to self correct their own behaviour.

A more recent approach is the restorative one. This approach focuses much more on relationships and repairing the harm that has been done. This approach helps children to comprehend what has been done that is wrong and helps them take responsibility for their behaviours. There are 3 pillars to the restorative approach: harm, obligations and engagement and participation. Without just one of these pillars it is questionable as to whether or not you’re being restorative.

Outcome they are working towards: By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices. HWB 2-36a.

Learning Intentions: I am learning to understand food labelling systems.

Success Criteria: I can identify and understand the colour coding of food labels. I can explain this knowledge to create my own healthy food plate.

Resources: food labels, HWB jotters, food plate, pens/pencils.

Begin the lesson by having a few different food labels on the board and ask children which they think is the healthiest option. Record answers in jotter.

Lay a few examples of food labels on their desks and ask them to determine which they think is the healthiest/least healthy.

Have a class discussion about why they think food labels are coded green, yellow and red.

Once enough knowledge known, ask children to go and create themselves a meal on the plate that is from packaging that is considered healthy. Can use healthy examples for guidance if they need somewhere to start.

End the lesson with paired discussion about how they could make each others food plate more healthy. What could they add? What could they remove and replace? Do you think is balanced?

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