Due to my job role in guidance and welfare, it is not often that I am in a situation where I have a whole groups needs to think about. Much of my work is designed on a 1:1 basis, arranging time frames when I can dedicate a set amount of time to one young person to discuss their current needs and situations. However when I have been in a class situation with students, I tend to move from one young person to another throughout the lesson. I would spent 2-3 minutes working 1:1 with a pupil, working through their current task with them, ensuring they understand the work and can complete a task unaided. I would then check that they could complete the next set of answers or understand their next task and then move onto another pupil. After three or four 1:1 tasks, I would then address a table group, to check that everyone is still on task and understands what they are doing. I would then resume 1:1, returning to pupils with a higher need throughout this process to keep them on track and ensure they were receiving the support they require. It is important to maintain regular input with the whole group, as well as addressing individual’s needs. This means that the whole group can stay on task and be focused as well as including every pupil in that lesson in their education. Outcome 2
Effective communication is the best way to build a positive relationship with a young person. Spoken word and body language are everyday forms of communication between people, but one we most often take for granted. Body language is probably the most important way of expressing how we feel and making someone else understand what we want to tell them. It is important to use the correct body language, give clear signals and make young people feel comfortable. I would always lower my height to that of a young person’s so that I can use direct eye contact whilst talking to them. This will help to put them at ease, as they are not being stood over by an adult. If a person is angry or upset, this also communicates that there is no threat coming from me and that I am there to listen to them, and am interested in what they need/want to say. Spoken word should be clear and positive. Use language that the young person will understand and check for acknowledgment of what you have said. When giving instruction, ask them to repeat back what you have asked them to do, this is an effective method of checking understanding and confirming key points. Show that you are listening, nod your head, and acknowledge emotion, “I can see that you are angry or upset”. Paraphrase information to check your understanding and show that you are listening to what they are saying. This will build confidence in the young person to communicate with you. 2:1 - There may be times when how you communicate will need to be different; you may be dealing with situations where specific needs will require you to adapt your communication skills further: * The age of the young person,
* The situation you are in,
* The personal development of the young person,
* Language or Physical Barriers to communication.
When dealing with such situations, clear thought should be given to how you chose to communicate. Adapt language to suit the understanding of the young person. If required use sign language or images to explain work or communication. Show that you are listening, by using positive body language and clarifying key points, or summarizing to ensure you have heard and understood properly. Try not to make assumptions either, let the young person explain, engage with the information they are telling you. If you are dealing with a situation where you think another side of the story may also have taken place, ask them, “what about this?” or “I heard that …. Can you explain?” this will give the young person the chance to explain and reflect on their choices, and also build up trust in you because you don’t jump to conclusions. If communication is planned, i.e. a meeting...