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11/02/2013
Unit 3
Know how to interact with and respond to children and young people. Lo 1.1
Describe how to establish respectful and professional relationships with children and young people. Encourage language and communication skills by:
Talking and showing pupils what you are talking about by using repetition, your tone of voice and facial expressions and eye contact and by letting pupils initial conversation and listen to what they have to say and give them positive feedback, praise and encouragement to all. Supports Lo 1.1, 3.1, 3.3, and 3.4

Case study: Lianna/Ashok
* Lianna has dyslexia and is in year 2 she goes to a small group for extra literacy support and is making good progress although it is slow. * Ashok is in the same class and is autistic. He has a good grasp of his sounds but is very untidy and rushes his work. Lianna

Break tasks down into small easily remembered pieces of information as well as giving them Notes or hand outs would be useful too. Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate. Ashok

Use consistent classroom routines. For example, asking for help, frequent breaks, putting away homework, getting assignments, bathroom breaks). Consistent routines lower all students' anxiety and increase their ability to function independently in the classroom. Give visual instructions, rules and use visual classroom schedules. Use their visual strengths along with visual reminders to increase their ability to function independently both academically and socially. Picture icons and social stories can encourage appropriate behaviour and keep their attention to tasks.

Lo 1.2
Describe with examples how do you behave appropriately for child or young people’s stage of development. To be a good role model in behaviour and communications you must encourage thought, check, understanding of knowledge and skills and to Review, revise, recall and reinforce a recently learning point and reminder of earlier procedures. Give everyone a chance to answer by using the high ability pupils to encourage and draw in the quieter or shy pupils into the activity. Allow expression or feelings thought views and empathy and encourage independence and choice by breaking down instruction into simple steps and communicate through “sign” makaton and visual aids (pictures). X ref: communication puzzle my evaluation

X ref: educational game my evaluation
Lo 1.3
Describe how to deal with disagreement between children and young people. Constructive resolution allows problems to be dealt with positively instead of being avoided or covered over, it requires the ability and willingness to figure out the real source of conflict, initiate action and to communicate in positive ways until problem is solved. Circle time - You can read and talk about friendships, feelings, sharing on rules for a game or choosing of a game and of choosing of partners or teams fairly. You can also talk about knocking over models or spoiling of work by accident and disrupting other children’s activities deliberately. Role play - Discuss with pupils and students what has caused the conflict or disagreement and how they have resolved it what were the best solutions and if they have resolved the matter, if the matter has not been resolved help them by guiding them in how to resolve conflict in a peaceful way by using puppets, role play or drama and this would include practicing anti bullying. Home study In class today we learned about how our behaviour can course conflict/disagreements and we discussed how we could resolve them. Give an example when you have resolved a disagreement between children and /or young people. My daughter (child c) and her friend ( child x) were rowing one morning on the way to school my daughter believed that her friend was going to tell everyone at school that she loved her best friend, I listened to them...
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