Reflective Practice
2. Be able to meet the communication and language needs, wishes and preferences of individuals.
2.2. Describe the factors to consider when promoting effective communication.
-Be clear when giving instructions and demonstrations.
-Make sure all students understand you.
-Give and receive attention and express what you need and want from your student.
- Most importantly have a shared communication system.
- Make sure the language you use is appropriate to the age you are teaching; do not expect more than they can give you.
2.3. Demonstrate a range of communication methods and styles to meet individual needs.
- There is no one way right methods to meet the needs of all.
-speech
-body language
-touch
-signs and symbols( cards and boards)
-tone of voice
-behaviour
-eye contact
- writing what you need
-sounds – such as clapping and using a bell and music- “CD FOR CLEAN UP TIME”
2.4. Demonstrate how to respond to an individual’s reaction when communication.
Explain Cleary- different tones. Some children need a harder tone whilst with others they need the situations to be explained to them Cleary so that they know situations are being fair. With some children you need to give them time out before you can explain to them what they have done wrong. With some children they prefer it if they communicate with them in Maltese as that is what they speak at home( like with faith) children who are an only child I have found are usually the ones who need the most aggressive force of communication.
3. Be able to overcome barriers to communication.
3.1. Explain how people from different backgrounds may use and/or interpret communication methods in different ways.
Different cultures use different methods to what we might use in Maltese schools. – Stricter or leaner. Different religion- some parents might not want their children to do the sign of the cross – andrija. Nodding ones head in Bulgaria means “no” and shaking ones’s head sideways
2.2. Describe the factors to consider when promoting effective communication.
-Be clear when giving instructions and demonstrations.
-Make sure all students understand you.
-Give and receive attention and express what you need and want from your student.
- Most importantly have a shared communication system.
- Make sure the language you use is appropriate to the age you are teaching; do not expect more than they can give you.
2.3. Demonstrate a range of communication methods and styles to meet individual needs.
- There is no one way right methods to meet the needs of all.
-speech
-body language
-touch
-signs and symbols( cards and boards)
-tone of voice
-behaviour
-eye contact
- writing what you need
-sounds – such as clapping and using a bell and music- “CD FOR CLEAN UP TIME”
2.4. Demonstrate how to respond to an individual’s reaction when communication.
Explain Cleary- different tones. Some children need a harder tone whilst with others they need the situations to be explained to them Cleary so that they know situations are being fair. With some children you need to give them time out before you can explain to them what they have done wrong. With some children they prefer it if they communicate with them in Maltese as that is what they speak at home( like with faith) children who are an only child I have found are usually the ones who need the most aggressive force of communication.
3. Be able to overcome barriers to communication.
3.1. Explain how people from different backgrounds may use and/or interpret communication methods in different ways.
Different cultures use different methods to what we might use in Maltese schools. – Stricter or leaner. Different religion- some parents might not want their children to do the sign of the cross – andrija. Nodding ones head in Bulgaria means “no” and shaking ones’s head sideways