I will get to know each child, establish relationships with parents, and support their strengths as well as their needs. I will express my own emotions and respond to the children’s emotions, valuing their feelings and helping them express what they are feeling. But above all, I will make sure that every child feels secure in my room and are comfortable coming to me as their teacher. I provide a positive relationship with the child through daily routines and interactions. I feel this gives the children and parents a sense of trust.
TDA 2.3: Communication and professional relationships with children, young people and adults 1. Know how to interact with and respond to children and young people. 1.1 Describe how to establish respectful, professional relationships with children and young people. Establishing a respectful, professional relationship with children and young people In order to develop a positive relationship with children and young people the Teacher and teaching assistant actively needs to show they are friendly, approachable and willing to show an interest in talking to the children they come into contact with on a daily basis. To be continually showing good body language, smiling when needed, maintaining good eye contact all the times and active listening is displayed; such as respond appropriately and ask any additional questions relevant to the conversation showing empathy when needed.
The basic way of treating someone with respect is to ensure that their interest and welfare is at the forefront of all dealings and interactions with them. I have had a chance of working with children and young people with their families as a trainee teacher. I ensured that I understood what children wanted by asking their opinions and also giving them choices whenever possible. In communicating with the children and their families, I ensured I used their preferred names and gave them opportunities to raise issues of concern and ask questions. I gave the families a chance to give input on the child’s development plans and how well they felt the child’s welfare could be improved.
; This skill involves being able to recognise when a child or young person is not achieving their developmental potential or their health may be impaired and be able to refer to appropriate sources of help. It is important to identify concerns as early as possible in order to move from intervention to prevention. Children and young people go through a number of stages as they grow. These may include school or family changes and are commonly referred to as transitions. It is important to understand a child or young person in the context of their life and the impact of the transitions they may be going through.
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
Also a child can tells us some news, or a parent asks a question. A colleague might give us instructions or a visiting practitioner might make an observation. The information you give, receive and pass on will help you to carry out your work effectively. To expressing needs and feelings: children and young people should given opportunities to express themselves freely , also adults need to share needs and feeling with each other and in this way build up a sense of trust with the person they confide in and meet their needs. To sharing thoughts and ideas: If we have ideas, questions and opinions about our work, we should sharing them with colleagues helps to clarify, develop and even change the way we think and act.
For effective partnership working I need to ensure that communication is clear and this can be formed between a number of organisations, agencies or individuals with a shared interest in the young person. Effective partnership working should be centred around the young person with common goals to be achieved for the best interests in that young person. If I work effectively with partner agencies problems and concerns can be identified early and the right help given in a timely manner. 1.2 Explain the importance of partnership working with: Colleagues It is vitally important to work in partnership with colleagues as they work with the young people in my care on a daily basis. By working together the outcomes for the young people in my care will be better than it would otherwise by working alone.
I would like to support this classroom in reference of two theories, Erikson and Reggio Emilia. I saw how successfully the children developed trust how they expressed their safety and security. The teachers were consistent and emotionally available. Erikson’s believed children can sense one-hundred percent trust or one-hundred percent doubt. (Erikson) Another, amazing theory that I can compare this classroom and teachers, their practice and professionalism, children are motivated to learn on what they are interested on, the teacher nurtures that ability so that the children grow and learn.
This will then help to build a good relationship. The communication between a child's parent and a teacher is vital within a childs development. The more involved a parent becomes in their child's education the better the child is likely to perform. If a teacher uses effective communication skills with their pupils parents, and listens to the parents needs, suggestions etc, this will help them to understand the child better and make for a better learning environment. The will again realise that the teacher understands their individual needs and will feel comfortable and relaxed in their company.
Finally, the agenda can also be used as a good communication tool from the parent to the teacher if the student is still in grade school. You can also use the agenda in a way to keep up with the rules. The reason for this is that the agenda if used by a grade school usually has some type of handbook in the front or back of the agenda. The reason for the agenda being a fabulous way to keep you organized is for the way it is set up. The agenda is usually set up in a way that you could never have to scramble around for a place to put your homework assignments and any important events.