By the end of this unit you will:
1. understand the principles of developing positive relationships with children, young people and adults 2. understand how to communicate with children, young people and adults 3. understand legislation, policies and procedures for confidentiality and sharing information, including data protection.
Level 3 Diploma in Supporting Teaching & Learning in Schools (Primary)
Understand the principles of developing positive relationships with children, young people and adults Why eﬀective communication is important
In order to contribute to positive relationships, you will need to demonstrate and model eﬀective communication skills in your dealings with others. This means that you should consider both how you approach other people and how you respond to them. We are more likely to communicate information to one another if we have positive relationships. Parents and other adults who come into the school are more likely to give beneﬁcial support if communication is strong and eﬀective – this, in turn, beneﬁts pupils. It
is also important for pupils that we model eﬀective communication skills. This means checking what we are saying sometimes in moments of stress or excitement, so that they can understand what our expectations are in school. If we ask pupils to behave in a particular way when communicating and then forget to do so ourselves, they will ﬁnd it harder to understand the boundaries of what is acceptable. Eﬀective communication and positive relationships do not happen by chance. You should think about the way you relate to others and the messages that this sends out. In situations where communication breaks down, misunderstandings can lead to bad feeling.
Positive relationships – relationships that beneﬁt children and young people, and their ability to participate in and beneﬁt from the setting
How good are your relationships with other adults in your work environment?
TDA 3.1 Communication & professional relationships with children, young people & adults
CASE STUDY: The importance of effective communication
Trudy is working as a teaching assistant in a small infant school. She usually ‘ﬂoats’ between classes and is asked to give support where it is needed. This morning she has been asked to work with an individual pupil in Year 2 where a teaching assistant is oﬀ sick. She works in the class until playtime, then goes on duty outside and a erwards takes her break for ten minutes in the staﬀ room before going back into class. The teacher, who does not know that Trudy has been on playground duty, asks her where she has been for the last ten minutes. Trudy is upset at the way she has been spoken to and tells the teacher that she has been having her coﬀee. However, the teacher misunderstands her and thinks that she has taken a long time coming back a er playtime. Both the teacher and Trudy are unhappy and hardly speak to one another until lunchtime. • • • Who is in the wrong? Do you think that pupils in the class will have noticed this misunderstanding? How might this have been handled better by both the teacher and Trudy?
English: Speaking, listening and communication You could role play this scenario and then experiment with diﬀerent ways of dealing...