* Try to be sympathetic to any pupils who may find some things difficult. * Be warm and caring. * Treat children as individuals and encourage them to be individuals. * Give children approval when they have behaved positively. * Know the ability of your pupils.
Positive relationships enable information to be communicated far more effectively. Working in a school this will benefit pupils when you are dealing with parents or carers as they will be more willing to get involved in the child or young person’s education and care. Building and maintaining positive relationships and effective communication with pupils will help them know and understand what is expected of them and acceptable boundaries. In order to develop positive relationships with children, young people and adults effective communication is vital. To effectively communicate we must: • think consciously (everyone is an individual) • explain (be clear, use appropriate language) • listen actively ( occasional nods and eye contact) • be true to our word (say what you mean, mean what you say) • recall (repeat snippets of what has been said to you) • have empathy (non-bias understanding of others situations) • clarify and question (ask the other party if they understand what you have said ) • body language (your own and reading the other persons) Not putting the above skills into practice will create barriers to effective communication and positive
TDA31 Communication and professional relationships with children, young people and adults | | TDA31-1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. | | To have a positive relationship with children, young people and adults you will need to show them effective communication skills with you and other peers. How you approach people and how you respond to them should all come into account. You should always try to make children feel comfortable in your presence and try to put them at ease. To develop a positive relationship with a child can often take some time.
Unit 010 - Support Children and Young People's Positive Behavior 1.1 - Describe the policies and procedures of the setting relevant to promoting children and young people's positive behavior In the setting relevant, the policies and procedures in promoting children and young peoples positive behavior is stated clearly on page 6 of the policies and procedures. The setting relevant has made it their aim to provide an environment for children to feel happy and stimulated, in order to prevent any child feeling unhappy or behaving inappropriately. In order to do this, part of their policy is to praise children for good behavior on a regular basis. Staff may see a child tidying up nicely as asked by them, in which case the staff member will praise the child for tidying up by thanking the child and saying "good tidying". The child will respond well to this and they are likely to repeat the action to gain the praise from a staff member.
TDA 2.3 Communication and professional relationships with children, young people and adults. Task 1 - Children and young people 1.1 Describe how to establish respectful, professional relationships with children and young people. It is essential to establish respectful and professional relationship with children and young people, as a teaching assistant. In any relationship between a child and an adult there should be trust, a relationship were the child trusts the teaching assistant [TA] and feels comfortable in their company, allows the TA to provide a supportive and calming environment in which the child can learn and develop. Be approachable and remain calm at all times.
TDA 3.1 Communication and professional relationships with children, young people and adults It is immensely important that we develop positive relationships with children, young people and adults and this begins with the manner with which we approach and respond to them. Having positive relationships means we are more than likely to communicate information well to parents and other visitors to the school environment and this will gain their trust and in turn will be beneficial to the pupils. The more positively we deal with this will, in turn, mean that we end up with better relationships and should communications not be clear or break down, this is when misinterpretations become evident and lead to relationships deteriorating. When individuals feel comfortable in our company they are more likely to communicate effectively with us and this is paramount in relationship building. Other essential aspects to be considered include the following: Showing respect and taking the time to listen, making sure of clarity on key points, showing consideration for others and remembering personal issues, finally being effective in your communication and retaining a good sense of humour.
Assessment 1 TDA 3.1: Communication and professional relationships with children, young people an adults. 1. Learning outcomes: Understand the principles of developing positive relationships with children, young people and adults. Criteria 1.1-1.3 Effective communication is a skill that is necessary making and maintaining new relationships with both, children and adults. It is all about making the contact with others and being understood.
You must be professional and approachable to children giving them lots of praise and eye contact. If you do this the child feels comfortable around you. If the child feels happy and comfortable and able to trust you then you are making the right impression on them. Allowing the child to come to you when they feel uncomfortable or they need assistance with something. Children tend to role play themselves through play playing schools and playing the role of teachers, playing mums and dads, etc so this proves that the way in which adults behave has a strong impact on how children look up to adults as role models.
• Help the pupils to develop skills in accessing information. • Listen to the pupils and take on board their points of view. • Get specialist advice and support. 7-Provide examplesof how you would encourage a pupil with behavioural,social and emotional difficulties to participate in the full range of activities and experiences in school,e.g.encouraging the pupil to participate effectively in learning activities;encouraging the pupil to behave in more acceptable ways by using appropriate rewards and sanctions;improving school attendance;helping the pupil to develop a positive self-image and self-esteem;providing opportunities for the pupil to express their feelings more appropriately such as discussion,storytime and play activities. 7-Providing support for pupils with behavioural ,social and emotional difficulties is
Seeing things from the child’s point of view will help towards a positive relationship in a way that they will feel respected and understood. Therefore allowing the child to feel open to talk to me telling me how they feel or what they don’t like which helps when getting them to take part in different activities, controlling any behavior problems and to create a nice atmosphere to work in and for the children to learn and strive. To build and maintain positive relationships I use different body language and expressions to suit each child in order for them to understand what I am asking of them and likewise what they expect of me, I pay close attention to how they are reacting to any situation so as I can understand the different characters of each child. To help improve their confidence and communication skills it is important that I give the children enough time to try and explain themselves, what they are asking for or when taking part in a task not to rush them or jump ahead and do it for them, taking in to account their age and ability level. Getting down to the same level as the children whether it be sitting on the floor or around the classroom table is also another way I feel works well to build a positive relationship as they feel we are both equal and shows respect towards the children rather than