1.2 Explain the principles of relationship building with children, young people and adults Being a teaching assistant involves working closely with individuals and groups of children, my relationship with children must be professional. When working with groups of children I need to give individual attention to each child to ensure that all children feel welcome and valued within the school. This includes encouraging pupils to answer questions, ask questions, make suggestions and contribute ideas as appropriate to their ages, needs and abilities. Teaching assistants need to help children and young people understand the value and importance of positive relationships. We should encourage children when working in pairs, groups and as a class to listen to one another and acknowledge ideas.
Caula Rogers Eng-105 English Composition 1 03/30/2014 Dr. Victoria Smith Impact of ADHD on a Child’s Schooling Children with ADHD generally have trouble in school, only because school causes many trials for children with ADHD. ADHD is not a learning disorder; however it can cause children to have problems with learning. Furthermore, children with ADHD have an excessive rate of learning disorders and will have problems with other school-work like calculation and following a long with his/her teacher during direct instructional time. But with enduring and an efficient plan, the child will be capable of succeeding in the classroom. ADHD negatively can affect a child’s social and emotional behavior and the ability to control them in a positive manner in a school environment.
2. Cite examples of how language awareness fosters school-age children’s language progress Verbal communication and language awareness is important and it plays a major role in developing their brains, connections and is crucial to development in young children. Daily reading, writing as well as language based plays improve their listening, speaking and language skills and also to help cope with issues such as social or emotional problems. 3. List some teaching practices that foster children’s achievement and some that undermine it.
Family involvement can be implemented in the school improvement plan, due to the fact that high-performing schools link family involvement to the achievement of academic goals. By this implementation, collaborative relationships can be created among teachers, parents and the community. In diverse communities family involvement should accommodate different circumstances, validate families’ culture and values and emphasize the importance of support to students’ learning. Parents, family and community members can be given the opportunity to help define and develop the school’s involvement programs. Cultural minority parents and community members can work together to help children cope with differences in norms and beliefs noted between home and school.
Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs. Encourage and promote self-esteem and independence. Provide feedback to children in relation to progress and achievement. SUPPORT FOR THE TEACHER Assist with the planning of learning activities under the direction and guidance of the class teacher. Establish constructive relationships with parents/carers.
Understand how to communicate with children, young people and adults 3. Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Assignment coverage |Task name |Learning outcomes covered | |A – Communication and relationships |1.1 explain why effective communication is important in developing positive relationships | | |with children, young people and adults | | |1.2 explain the principles of relationship building with children, young people and adults | | |1.3 explain how different social, professional and cultural contexts may affect relationships| | |and the way people communicate. | |B - Communication |2.1 explain the skills needed to communicate with children and young people | | |2.2 explain how to adapt communication
Supporting Teaching and Learning in Schools Level 3 – October 2013 Unit 1: Communication and professional relationships with children, young people and adults. ------------------------------------------------- 1.2 and 2.3 Explain in detail why effective communication is important when developing positive relations with children, young people and adults. What differences are there in the way you communicate with: Children, Young People and Adults Effective communication is key to developing positive relationships with other people of all ages. Positive communication can lead to mutual respect and trust. In a school environment it can mean the difference between a happy classroom where everyone can listen and be heard or chaos.
It is now recognised that parents play an essential role in the care and education of their children. The best outcomes for children are seen when parents and practitioners work together. This forms the basis for the model of partnership with parents and carers. Practitioners and parents will have their own roles when working with children but they can come together and share ideas and information about the best way to move their children forward. Below are some methods used by settings to encourage partnership with parents.
The reasons leading communication can be divided in six main subjects. Firstly, communication is essential for sharing ideas such as sharing thoughts about the childrens development with colleagues. Communication is also used for the creation of new relationships such as with both children and parents when they start at nursery. At this point, a smile or a wave is a good way of communicating. The next step is to maintain the existing relationships.
In order to accommodate everybody’s needs, I would like to divide the class into two groups. (…) Group B is the slower group. The following children will be in group B (…) I looked for my name and sure enough I found it amidst the group B children. I recall that I had difficulties in school or as I prefer to say, I was a day-dreamer. While the teacher would talk about, to me irrelevant things such as Math, I would simply stare out of the window, look at the trees, the birds, the clouds…just anything but my teacher or the chalkboard.