Tda 3.1

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Communication & professional relationships with children, young people & adults A central part of your role is to help children to develop positive relationships with others. Children will not only learn cognitive skills while at school: they need to learn how to work and play together cooperatively and to develop positive relationships with their peers and with adults from other backgrounds and cultures. You should demonstrate good relationships in your interactions to be an effective role model. You will need to demonstrate that you know and understand the boundaries of information which can be passed on, and the importance of observing school policies around confidentiality.

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.

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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.

Key term
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?

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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?

Functional skills
English: Speaking, listening and communication You could role play this scenario and then experiment with different ways of dealing...
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