Communication and Professional Relationships with Children and Adults
Assignment 301 – communication and professional relationships with children, young people and adults. Effective communication. Being clear on key points. Showing respect. Maintaining a sense of humour. Remembering issues which are personal to them. Taking time to listen to them. Being considerate Building Positive Relationships. Task A. 1 Task A. 2 Effective Communication:- This is the key area for developing relationships with others and also coves many different forms of communication. Showing Respect:- It is important to be courteous and respectful and also to listen to their points of views.
As adults and children come from different cultures and backgrounds or different values from your own, show respect and acknowledge their views. Being Considerate:- working in an environment with different people under particular pressure at a given time and need to understand why they may have behaved or reacted in a certain way, or out of character. Remembering issues which are personal to them:- enquiring about a particular aspects of someone’s life can help build a positive relationship.
Being Clear on key points:- when i have conversations with others and it includes passing on information i should ensure that what i have said, i have said it clear enough for them to understand. As i don’t want them to be distracted from the main point of what i have said. Taking time to listen to others:- Making sure that i take time to listen to others, for example if they are asking for help/advice , i will show that i am interested in what they have to say so that i can respond appropriately.
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Maintaining a sense of humour:- the nature of my work is important, i also take time to the funny side of the situation as laughter can be a good icebreaker and is also a great way of relaxing and relieving stress. Task A. 3 Form of communication| Factors to consider| Formal meeting with the head| Set clear expectations for the meeting, dress appropriately, be punctual, maintain respect, balance formality with friendliness, agree actions to be taken. | Informal conversation before/after school| Maintain respect, be punctual, agree on actions to be taken, listen to what’s being said, if there any cons balance them out with the pros. Parents evening| dress appropriately, maintain respect, balance formality with friendliness, if there is any cons balance them with the pros when speaking about there child. Listen to what the parents are saying. | Responding to an e-mail| Always keep your focus on why the email has been sent in the first place. It helps if you know the person whom sent the email. Avoid being negative all the time, balance it out with positives. | Childs report| Make sure what is written makes sense, include what lessons that the child is excelling in/ lessons that the child could improve in, behaviour towards teachers/staff and piers. newsletter| Have news that is interesting to the readers, offer tips and advice, make it interactive by including polls, make it fun, get the parents involved. | Task C. 1 situation| Ways of adapting style of communication and Skills needed| Speaking to a young child who appears shy and nervous| Ways: if there was a child who was shy and nervous in my class then i would give the child plenty of time to adapt to the new surroundings, urge the child to speak but not force them to speak if he/she don’t wont to speak.
Skills:Have patience Use the correct body languageGive the child encouragement| Speaking to a child who stammers| Ways: if there was a child who stammered in my class i would give the child plenty of time to express what they are saying, i would slow down my speech when talking to them so that they feel less rushed when they have to speak. I would also encourage the child after they had=ve said a word that they had difficulties with.
Skills:Have patienceGive eye contact Give the child encouragement| Speaking to a child who has been rude to a Member of staff| Ways:If i was to deal with a child who has been rude to another member of staff i would have a quite word with the child. I would ask the child what happened before they were rude to there teacher then i would ask the child why they were rude then i would ask do you think the way you reacted inside the class was appropriate or do you think you could have dealt with it differently.
Skills:Listen to what the child is saying to me. Give the child eye contact. Use the correct body language because you want the child to take you serious. | Speaking to a parent for whom English is an Additional language| Ways:If i was to deal with a parent/carer who’s first language wasn’t English then i would speak slowly so that the parents can grasp onto what’s being said, maybe use hand signals, also i would see if there was a multi-language teacher/ assistant available for assistance.
Skills:Speak clearly. Listen carefully what is being said| Speaking to a parent who is angry| Ways: If i was to deal with an angry parent i would take the parent in to a quite room, i would then ask the parent to calm down before i spoke to them to deal with any problems that they have, then once the parents have calmed down i would ask them if there is any problems, what they would like/ think i should do that would help solve the problem. Skills:Listening to what is being said.
Have plenty of patience Be able to stay calm | Speaking to a new member of staff who is Reluctant to engage with children | Ways: If i was to speak to a new member of staff who was reluctant to engage learners then i would give them an encouraging speech ask them to speak to the childrenSkills: Eye contactBody languageFacial expressions| Speaking at an appraisal meeting with the head teacher| Ways: If i was in a appraisal meeting with the head teacher i would ask the staff how i would achieve Skills:|
Task B. 2 Legislation| Brief overview| 1. Every child matters (England 2005) Based on the Children Act 2004. | This green paper stresses the importance of moreIntergraded services and sharing of informationBetween professionals. It came into being afterThe tragic case of Victoria Climbie, when there Was no communication between the professionalsInvolved with her case. | 2. Data protection Act 1998. Schools ask parents and carers for a variety of Information so that we care for the children as Effectively as we can while they are in our care With us. However we can only ask for Information which is directly relevant for example-Health and medical information. -Records from previous schools. -Records of children who have special educationalNeeds . This information is kept confidential and is only Used for the purpose it is gathered for. |
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