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. When working within a classroom the children they are taught to call you Miss, Mrs or Mr and your surname so they understand who is in charge and it also shows respect for authority. You need to speak to the children in a way in which they understand for the age range you are working with to explain what they need to do.
Behavior Management Philosophy I believe that all students have the right to a safe and effective learning environment. I believe that teachers have the right to a safe and effective teaching environment. I believe that discipline problems are minimized when students are engaged in meaningful and interesting activities. I believe that students do best with positive reinforcement techniques. I believe that the teacher should try to be a positive reinforcement rewarding the desired behavior.
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.
Unit 1 P1: Scenario- Teacher in Classroom Teachers in classrooms display communication in a number of ways. These are used to help pupils in a variety of ways, for example, advice or understanding for a pupil and his/her work. One of the ways of communication for a teacher is speaking. Speaking is a formal and can be an informal way of communication. For a teacher their way of communicating is formal.
Unit 8: 2.1, 2.2, 2.3, 2.4, 2.5 Ways to develop and maintain positive relationships – a checklist for new staff * Take time to actively listen to pupils but remain as a figure of authority within the school, by doing this, children will feel comfortable communicating with you, whilst responding appropriately to authority. * Ensure that boundaries are in place from the beginning of term. * Be a good role model for pupils. If pupils see you acting kindly towards others and treating them with respect, they are likely to do the same. * Encourage children to respect each other.
Accepting shared responsibility by knowing what our role is and what’s expected of us is very important, following recognised procedure and understanding shared values all promote good relationships. Educational values such as school Mission Statements and classroom Golden Rules helps all of us to promote a positive learning environment in the school. It is very important to have a good relationship with someone as they could help with disputes or disagreements, when they arise. Treat people how you expect to be treated, treat people as an equal and positively to promote effective communication. 1.2.
Children can notice the bad communication and that would not set a good example for growing, young children. Working in a school, staff will be face with having to communicate with parents of their pupils, effective communication is needed in this case because it is important that teachers, teaching assistants and parents have a positive relationship so they can communicate the outside of school and inside of school life of pupils. 1.2 Explain the principals of relationship building with children, young people and adults. The principals of relationship building There a several principals of relationship building. One of them is effective communication, this is a key to start or maintain a positive relationship.
One implication is there is a gradual increase of responsibility for the teacher. Through courageous conversations teachers are having with collegial coaches and their peers, teachers are taking charge of their classrooms, and not waiting for the administrator or mentor to give advice. Teachers are answering open-ended question from coaches and peers and making self-reflections that are having positive impacts in their classrooms. The second implication is the courageous conversations that the teachers are having in their buildings. Teachers are coming out of their classrooms and meeting with other teachers and sharing strategies, and asking questions that have other teachers thinking about how to have more successful classroom experiences.
We would not like to be spoken to in a negative way so therefore we should also be careful of how we speak to others too. To communicate positively with adults is an important part in helping build a strong and trusting relationship with each other. Communicating in the right way will show adults that you are able to talk to them about any aspects of your role as a teaching assistant or show them that you are willing to take on any task within that role. It will also help to discuss about concerns about a child, discuss about lesson planning or activities. 1.2 – Explain the principles of relationship building with children, young people and adults.
A Teaching Assistant is likely to work with pupils on a 1:1 or small group basis. A Teaching Assistant will therefore be in a good position to recognise any concerns relating to a child and young person’s development. For example, a Teaching Assistant may take children for individual reading practise. Whilst doing this, they may note that a child appears to be unable to read as many words as their peers. In this situation, it is important that the Teaching Assistant report their concerns to the classteacher.