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Chapter 16 Behaviour Exasperated words from a breakfast program coordinator at the end of her/his tether? “The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannise their teachers.” Well not quite. Socrates, the ancient Greek Philosopher, wrote those words around two and a half thousand years ago. The perceived poor behaviour of children has clearly been an issue for some time! To a point, ‘perceived’ is probably the key. Children, depending on their age, are naturally prone to excitement, and can often have limited self-discipline and patience. Knowledge of appropriate and acceptable behaviour according to society’s standards and expectations is a gradual learning process. In certain circumstances however, children are ignorant of how they should behave as manners and polite behaviour have not been routinely taught in the home environment. For those children the breakfast program can demonstrate and encourage good manners, and allow the child to develop social skills they may not otherwise have the opportunity to. Some children are more excitable and impulsive than others, and chances are most children attending the breakfast programs will have their ‘moments’. To minimise disruption and ensure the breakfast program is a calm, happy, and friendly environment for all, setting behavioural ground rules, or a code of conduct, is essential. Some programs involve the children themselves in developing rules and clarifying expectations, increasing the chance of the rules actually being followed. An example of a code of conduct prepared by a breakfast program in the Illawarra is included in this resource (Appendix 18). One of the attractions of the breakfast programs, for the children, is the informal environment and the relationships many of them form with adults they trust. Coordinators don’t usually want to risk this by being disciplinarian, and instead, find that an approach based on respect encourages respect in return. Dealing with groups of children is often demanding. Patience, endurance, consistency, and ability to count to ten are essential personal qualities for all helpers at the breakfast program! It may be difficult at larger programs, but try to learn the children’s names and use them often. Ensure the children know how to address all helpers, and wear name badges if necessary. Aim to use positive language and good manners when dealing with the children, and make it clear you expect same in return. When reprimand is required, try not to present as too authoritarian and provide explanations where possible. Highlight and complement a child’s good manners or kind behaviour to others. A number of programs in the region formally acknowledge good behaviour with reward programs such as a gold star chart with prizes and certificates awarded at the end of each week/month/term. 66
Behaviour Consider the ratio of adult to children to ensure adequate supervision and lessen the chances of disruptive behaviour. Despite the greatest respect with which you treat a child, the highest level of attention paid, and the endless patience demonstrated however, there will be instances of behaviour requiring discipline. When establishing the ground rules, think about what the consequences for not sticking to them will be. Discuss instances of continuing poor behaviour with the appropriate teacher, counselor, or school principal, for strategies on how best to deal with it. It may be that the child misbehaving consistently is the child most in need of the breakfast program, so banning the child from attending should only be seen as a last resort. Report all instances or suspicion of bullying to the school. 67 Breakfast Every Day
Page 1 and 2:
Breakfast Every Day fuel to learn a
Page 3 and 4:
TABLE OF CONTENTS PREFACE 7 Chapter
Page 5 and 6:
Chapter Fifteen: ACTIVITIES AT BREA
Page 7 and 8:
PREFACE Breakfast Every Day… fuel
Page 9 and 10:
Chapter 2 Is a School Breakfast Pro
Page 11 and 12:
Chapter Planning the Breakfast Prog
Page 13 and 14:
Staffing the Breakfast Program and
Page 15 and 16: Recruiting Volunteers for the Break
Page 17 and 18: Volunteers - Legal Issues The Worki
Page 19 and 20: Where and When? If a permanent venu
Page 21 and 22: Chapter 10 Funding - Sources Once y
Page 23 and 24: help convince potential donors/spon
Page 25 and 26: It is certainly wise to ensure the
Page 27 and 28: Funding - How to Apply? Most import
Page 29 and 30: The need/issue Many funding organis
Page 31 and 32: The Budget Grant application forms
Page 33 and 34: Proof read The final step of the gr
Page 35 and 36: Promoting the Breakfast Program Con
Page 37 and 38: and the belief breakfast is solely
Page 39 and 40: Chapter 13 What to Serve? Good nutr
Page 41 and 42: Menu suggestions: The nutritional c
Page 43: Butter or margarine? Deciding which
Page 46 and 47: Recipes The fo lowing simple and nu
Page 48 and 49: Recipes Apple Pancakes (makes 10) I
Page 50 and 51: Recipes Fruit Bread Baskets (6 serv
Page 52 and 53: Recipes Bircher Muesli with Orange
Page 54 and 55: Recipes Carrot and Sultana Muffins
Page 56 and 57: Recipes Breakfast Crumble (6-8 serv
Page 58 and 59: Equipment Now you’ve decided what
Page 60 and 61: Hand washing Many food handlers are
Page 62 and 63: The NSW Department of Education and
Page 64 and 65: Theme days and celebrations Special
Page 68 and 69: Chapter 17 Monitoring and Evaluatio
Page 70 and 71: References & Useful Contacts 1. THE
Page 72 and 73: 7. VOLUNTEERS - Legal issues NCOSS
Page 74 and 75: 12. PROMOTING THE BREAKFAST CLUB Mo
Page 76 and 77: SA Department of Health, Food Secti
Page 78 and 79: Appendices 78
Page 80 and 81: APPENDIX 2 Tips for a Healthy Break
Page 82 and 83: APPENDIX 3 Scrambled eggs on toast
Page 84 and 85: APPENDIX 4 Improved concentration,
Page 86 and 87: APPENDIX 6
Page 88 and 89: APPENDIX 88 7
Page 90 and 91: APPENDIX 9 NSW WORKING WITH CHILDRE
Page 106 and 107: APPENDIX 17 BREAKFAST LESSON TWO: G
Page 108 and 109: APPENDIX 17 Have students write a c
Page 112: APPENDIX 19
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