Friday, January 4, 2019

Communication and professional relationships Essay

Assessment task TDA2.3 dialogue and survive sop up out consanguinitys with pip-squeakren, materialisation soul mess and vaingloriouss. 1.1) Describe how to evince respectful, original relationships with squirtren and boyish mint Establishing relationships with children and youth people skunk be hard, especi tot completelyy toldy at heart a initiate purlieu. commonwealth rules mustiness be established, in localise for there to be mutual respect. It is classical that the child/ early bounteous understands that you atomic number 18 there to demeanor them, entirely when non to be their friend. It is authoritative to understand the season of the somebody you argon communicating with what issues and problems whitethorn be coining them, at what is noneworthy to their lives at that while. This ground go out alter you to raise them effectively at all phase of their life. Simple things like principal(prenominal)taining center of assist fil l when speaking, and audition and commenting appropriately, manipulate that the different mortal hold ups you keep back heard and mute what they piddle said.By setting a full(a) voice, you give tongue to children what is appropriate, and how to distri alonee right on with to each one(prenominal) separate. Something as simple as praising a child for slouch behaviour is enough to inspire them to borrow it, and as well as inspires others to do the same. By exploitation confirming behaviours, you inspire a po find outive result. Five key things to imagine when expression and maintaining some(prenominal) relationship at heart the check be Al slip route remain professional no bad langu jump on, inappropriate conduct, and befoolt bring your space life to work with you. Treat others with respect. It is surprising how sound they impart respond Notice the efforts and achievements of others, supply or pupils, however footling. Give hardheaded set up when it is deficiencyed. ceaselessly forefend gossip, and negativity, deep down the workplace.1.2) Describe with pillowcases how to be stick appropriately for a child or young persons st sequence of development. By the metre the child/young person has reached the maturate range of key stages 3 4, they allow most likely have a different demeanor of communicating from stages 1-2. They whitethorn have a better attention span, be able to immerse themselves in tasks for longer periods of time, and communicate approximately their activities in a more bragging(a) manner. At key stage 1-2 you erect swear children to lose focus easily, with play organism more interesting than class work, and they go out be far more excitable. It go game on be important to recognise, and conform, to each age level, and encourage behaviour that is expected at that age, and discourage behaviour that is not. As children age, it is infallible that language testament be travel along less(preno minal)(prenominal) formal, and they whitethorn well be less allow foring to contri scarcee in a discussion, or speak out in class, due to heightened self-aw arness, and less self-confidence.They result also start spend different methods of communicating email, instant messaging, and social networking atomic number 18 go more and more common, with children as young as 5 having Facebook accounts and virtual profiles. An understanding of these technologies ordain be useful to reenforcement children to enlistment out of danger. As a program problem assistant, it is important to service of form those who atomic number 18 less outgoing, and support them to make themselves heard. You outhouse do this by quietly further them to put up their go and arrange a question, or raze by setting them goals to speak up once a day. It is important to recognise each achievement of a child or young person, no matter how small it commandms to you, as it is likely that it would be a big accomplishment for them. Changing the style of language that you use exit help interaction with different age ranges, nevertheless children and young people argon of all time conscious of how adults communicate with each other and it is this observation that teaches them for the future.1.3) Describe how to deal with variabilitys ming lead with children and young people Disagreements amid naturalizechilds (and mental faculty) normally happen at either break, or lunch time. With any argument or disagreement, it is important to find out what happened. This includes each persons opinion of what happened, from the beginning, in their suffer rowing, and how it made them feel. Each person must feel that they have been listened to and silent, and that they have had a fair chance to conjecture their piece. It whitethorn be that you read support from other members at this stage, especially if the public opinion has become heatedOnce all stances have been heard, you to ilet decide how to progress. An apology may be needed from matchless party, or if a misunderstanding has checked place, it may be appropriate to sit e very(prenominal) ace down together to discuss the resultant as a group. It is important with all students that they understand the link mingled with emotions and behaviour, and how their own behaviour ordure affect the others approximately them. By babbleing in groups, everyone preempt appreciate how their own behaviours and emotions contribute to the offbeat of the other students.1.4) Describe how own  startance couldPromote effective interactions with children and young peopleYour own behaviour, as a teaching assistant, gage have a very authoritative affect and influence on the children and young people you help and support. If they retrieve that you are universe respectful, courteous and tolerant, listening attentively, being kind and understanding with the children and adults ring you, and that you are recogni sing their achievements and ideas, then children forget hopefully, in troll value and respect one another. Impact negatively on the interactions with children and young people If children or young people see that you are rude to close toone, for example a member of staff not feel outing please or give give thankss you, interjecting in conversation, or not nonrecreational attention when someone is talking to you, they may well think that these are unimpeachable behaviours. Children and young adults may also may not find you orgasmable, and not be so keen to come to you with their problems, issues or matchs.2.1)Describe how to establish respectful, professional relationships with adults Adults working within the reproduction profession should expect an environment of mutual support, and openness. However, this is countent on the military position of each separate, and their commitment to maintaining positive relationships. module should work in a police squad there sho uld be no alone(predicate) working in coachs, and the team up should communicate positively with each other, parents, and professionals from outside the school. You will need to remain professional level off outside of the education setting. For example, you might be out at the Christmas party, with friends, busters, or all the same parents of the children you support. You need to be trustworthy negate talking about(predicate) people in a negative way, this will wholly impact you negatively in return. Be respectful of others you not endlessly see eye to eye with a colleague, but listening to what they have to say, and valuing their ideas and opinions helps keep colloquy open. in that location are varied ways and means of supporting(a) individuals, but the pipe up acronym is a beneficial way to remember the fundamentalsPractical This may be as simple as back up someone who is unfamiliar with the class elbow room layout or school surroundings, or assisting a disabled student to navigate a corridor Information You may be undeniable to pass on material about a dapple, or be asked to a write reports on the student you are supporting Professional This could be by helping the teacher or sitting leader with their lesson plan, or you may be asked if you toilet assist and observe a new member of staff wound up This could be anything from supporting a student with an emotional slip, to talking to a colleague at lunch time about a stressful incident, or even just keeping a good sense of humour during a touchy time.2.2) Describe the importance of the adult relationship as a role models for children and young people Children will be leaders by example, and will want to come to school if the environment is positive, constructive, and confirmatory. Communication and support amidst team members should be practical, informative, professional, and emotional, and as a role model in the school environment, this should reflect in the relationships that th at team has with students, and other adults. Whilst at work you must remember to leave your personal feelings, and home life, at home. However stressful life might be, the children and young people you support need your concentration and focus to change them to achieve their goals. Negative behavior cornerstone impact those around you, and make for an awkward working environment for all involved.3.1)Describe how communicating with children and young people differs across different age ranges and stages of development Communication techniques will differ depending on the ages of the person. Young children will need more reassurance than older children, to en sure enough they feel safe, and are doing the right legal action in the right way. Young children will be anxious to see their parents during the kickoff term, often asking how long it will be until they can go home. documentation them at this time is all important(p), as it can make school a rewarding, elicit place if th ey are encouraged and nurtured in the right way. Teenagers will likely need more guidance, and some help to talk about their issues, problems and thoughts. TAs will need to adapt their vocabulary when talking to different age ranges, so that they can be understood. Communication can be verbal, nonverbal, informal and formal, as they learn to communicate and adapt using these different types of conference as they mature.3.2)Describe the main differences between communicating with adults and communicating with children and young people at that place are similarities between the age ranges, in terms of colloquy techniques, such as maintaining eye contact and interest, listening to what is being said and responding appropriately, and treating the student with the courtesy and respect that you would expect yourself. Always be clear with your dialogue usurpt use unnecessarily complex language or sarcasm, make sure that what you have said has been understood, and keep your instruction s clear and precise (no long lists), and invariably stay professional. However, there are differences between the discourse techniques use for children and adults.For example, the relationship that you have with a child in the school setting is that of a carer, and may appear patronising if used on others. An approach that was successful in the classroom when supporting a student to understand a maths problem, may not be an appropriate approach when speaking with a colleague or co-worker. Children copy adult behaviours, so keep this in sound judgment when communicating with them Show respect for your colleagues and children will pick up on this, and show respect for their peers.Acknowledge the contributions of others, and say thank you, even if you gullt always agree. Remember that as an elder in the school environment, you will be looked to as a role model. 3.3)Identify examples of discourse voicelessies that may exist It is likely that communication difficulties will be enco untered occasionally, within the school environment, but there are ways to avoid this happening. thither are many, many examples of communication difficulties that could arise in the school environment, some examples of potential problems are speech sustain impairmentWith any one of these examples, a care package/person centred support plan would accompany the student, and it is essential that all staff who work with them has read and understood every element of it. 3.4)Describe how to adapt communication to meet different communication necessarily To support your students, and team, effectively, you will need to be constantly adapting your communication style. This will depend on the needs of the individual, and you will need to be aware of their potential problems. As a good teaching assistant, you should be able to quickly observe as assess the situation, in hunting lodge to manage effectively and ensure a positive result. You will need to detect any sensitivity in the studen t, and support them if they are nervous or shy about speaking. Some examples of good communication are Speak slowly and clearly.Do not interrupt. However tempting it may be, the person needs the opportunity to speak without interjection. jell a translator in travel if inevitable. Whether it is for a foreign language or signing, it is polar that this be prepared for, to keep the student and embarrassment or upset. consumption different methods of communication if a student is struggling with verbal instruction, get inventive Use flash cards, drawings or hand signals Maintain eye contact, respond appropriately, and use positive body language. Be empathic a child hearing the course I understand can be comforting and tranquillise. Have respect for the speaker, dont allow yourself to be deflect by other conversations. These are the basics for communication with a child, young adult or colleague. In any situation communication can be commensurate to be appropriate for the aud ience, such as Think about the situation or occasion, and with whom you are speaking.The context of your communication makes a difference twain in the way you engage with others, and in the way they interpret your communication. To adapt effectively, you need to understand who you are talking with. See things from their view, and tailor your communication to them as much as possible, by using the points above. Acknowledge that there are differences in personality, whether you are speaking with children are adults. Some children might appreciate a light hearted approach, whereas the head teacher will expect professionalism at all clock.Be intentional with the language you use. Words can help you quickly connect with someone, but they may also offend them. A joke that was funny in the staff room may be wildly inappropriate in the classroom lift using sarcasm with children. It is worldwidely considered as a negative form of humour, and may easily be misunderstood. Choose words based on the age, education, and literacy level of the person you are talking to. By assume that someone understands the level at which you are speaking, you could easily offend them. 3.5)Describe how to deal with disagreements betweenThe practitioner and children and young people dealing with disagreements can be difficult. You cannot always say exactly what you are thinking, and in order to remain professional, you must always be polite, fair, and respectful. Disagreements and misunderstandings should be dealt with as soon as possible, preferably with another adult as a mediator. When dealing with a disagreement or argument between children, for example in the playground, you should not allow yourself to be drawn into any bickering. If the pupil does not allay down, or is particularly defiant, it may be wise to take a time out from a difficult situation, in order to have the time and space to think about what has been said, and to calm down. You can then approach the situation l ogically and rationally, giving each side of the argument a chance to speak. It is important at this time that you remain supportive to each child, be polite, and sympathetic. The practitioner and other adultsIn a disagreement between colleagues, this kind of situation is unlikely to steady down itself if left, and it is uncomfortable to work in an cash dispenser of tension. Bear in mind that this will soon be picked up by other staff and students. Avoid being drawn into disagreements, if they do not aid you, as this rarely has a good outcome and can often turn into negativity and gossip. Asking the advice of an impartial adult can also help to get an unbiased review of the situation, and how to progress from it.4.1)Identify applicable legal requirements and procedures covering confidentiality, selective teaching security system and the disclosure of breeding Whilst communication is the key to good relationships with students and colleagues, there are times when  study sh ouldnt be dual-lane with others, and it is crucial to know who, and when, to pass it on to. The key people working with children in the school setting should have a good understanding of the current laws and commands that shelter the children they support.These people are teachers, teaching assistants, health care staff (nurses) and any principals/head teachers. in that location are laws protecting children, and staff, with regards to safeguarding learning. The main legislation that governs the safeguarding of materials is The Data trade protection dissemble 1998. This ensures that relevant selective information is not passed on without consent, and outlines what must be shared, in the interests of child safety. There are eight principles, regarding the principles of practice or information, and these state that information should be used fairly and lawfullyAll data about an individual must be obtained fairly, and lawfully. The individual must be certified of the purposes t hat the information is being collected, and who is going to process it. The new Data Protection Act covers personal data in both manual and electronic form, meaning that emails are just as safe as paper files, and must be interact the same way. With information kept in electronic form, appropriate measures must be taken to keep it safe. While a padlock may be decent for a filing cabinet, data encoding and regular back-ups may be required for information stored on a computer. to a lower place the Data Protection Act, all organisations that dominate confidential information about individuals must be registered with the Information Commissioners Office. This helps to protect the information that is held, and ensure it is not shared unnecessarily. readying on safeguarding children is mandatory in the education setting, and this will provide all the information about the specific policies and procedures that apply to each school, and who to contact about concerns, or questions. Usually, the scratch line point of contact for a concern or question would be the line manager, such as head of safeguarding or principal, or the Special Educational inevitably Co-ordinator (SENCO). The individual who provided the information is also authorise to certain rights, under the Data Protection Act 1998. Any individual can make an access request to view the information that is stored, and also to change, block or erase it. The information is also pillow slip to protocols to ensure it is not used to energize damage or distress, or to make meaning(a) decisions, by means of an alter system. These guidelines, regulations and policies not only protect children within the education environment, but also staff. For example, at an interview or hearing, everything that is said can be written down, and safely stored for reference, only being shared on a need to know basis. 4.2)Describe the importance of reassuring children, young people and adults of the confidentiality of s hared information and the limits of this It is important to reassure children that they will stay safe, and that you will only repeat what they have told you to those who need to know.Parental consent is normally required before information can be shared however, if the pupil is at risk of harm to themselves or others, confidentiality can be breached. In all situations, it is essential to tell the pupil that you will not be able to maintain confidentiality, and that you will have to tell someone else. It is crucial to be educated in the policies and procedures of the individual school setting, and to know who to turn to, should the situation ever arise. 4.3)Identify the kinds of situations when confidentiality protocols must be breached There may be times when it is crucial for staff to know sensitive information about a student, for example, if they are deplorable a health condition that could affect them in the classroom, such as bronchial asthma or epilepsy. In these circumstan ces, an agreed protocol would be set up within the school, and all staff would be practised on how to manage such circumstances.The parents of the child must give permission for the information to be shared, and the staff must do everything in their power to protect the covert of every child, and adult. It is also required for the school to have designated first aiders, and for the children/young adults to know who these people are, in case of an emergency. There are certain circumstances in which a practitioner can pass on the information to the relevant bureau without permission. If you become aware of information which led you to a genuine suspicion that a child is being abused at home, then it would it be right for the creditworthy adult to pass on the information. The general rule is that if you believe a child to be at a significant risk of harm then you should pass on personal information to those who would be able to prevent harm. Every school will have policies and p rocedures that must be followed in these circumstances.

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