Understanding Principles of Developing Positive Relationships

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1.1Effective communication is vital in developing positive relationships with children, young people and adults. Establishing a solid foundation, will help build trust and respect for one another. Children become at ease when receiving support and accessing the curriculum. This then has a positive impact on behaviour and learning in a school setting. Encouragement and Praise will raise confidence and the child’s own expectations, therefore boosting self-esteem. Engaging children and young people can be done by spending time with each individual, finding common ground and sharing interests, this is also another important factor in developing a positive relationship. At this time children are developing their own concepts of the world so it is important to be a positive role model. In a specialist school setting it is crucial in providing stability and consistency for the children, understanding individual needs and following behaviour plans. It is also very important to be clear and precise so children and young people know what our expectations are of them. Effective communication amongst staff in school is important because staff will work considerably better as a team. Staff will then be more likely to ask for help and support from colleagues if they need it. It enables the school to be organised and operate much more efficiently. An example of this would be a missed telephone call. It is more likely that the message would be passed on if positive relationships were established amongst staff members. Building positive relationships creates a much brighter school and drives staff to provide the best support for pupils because they love coming to work.

1.2The principles in which to build positive relationships with children and young people are to ascertain a mutual respect and always uphold a positive attitude towards them. Spend time getting to know the pupil as an individual, researching their interests and asking questions. On the other hand, it is...
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