Tda 3.1: Communication and Professional Relationships with Children, Young People and Adults

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TDA 3.1: Communication and professional relationships with children, young people and adults

1.1 Effective communication in a school setting is very important; it involves listening, questioning, understanding and responding to children, young people and adults, when this happens, positive relationships can start to form. Positive relationships can also help encourage better communication between people. It is essential in establishing and maintaining relationships, it is also important to consider the different contexts you are in, for example, the language you use when speaking to a teacher may be different compared to when talking to a year two pupil. There may be situations which can cause lack of or bad communication, such as when there is a language barrier. When this does occur, you must be sure to be sensitive to the child’s needs as the needs of a multilingual child may be different to those of any other children.

Positive relationships with children, young people and adults do not just happen as soon as you start working at a school, but can be gradually built in time. Children and young people should feel like they comfortable to speak to an adult or even confide in them. When there is positive relationships in a school environment, children are more likely to be willing to take part in class activities and ask questions when they are unsure of something, both which is vital towards their learning.

At school, it is not just pupils and teachers that you have to communicate with, you need to consider parents and/or guardians. It is important to establish positive relationships with pupils’ parents and/or guardians for the child to get the full benefit from their education. When there is positive relationships between teaching staff and parents and/or guardians, both parties can communicate to understand what the child’s educational and non educational needs are to help them develop.
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