TDA 2.3: Communication and professional relationships with children, young people and adults.
Know how to interact with and respond to children and young people. 1.1
Describe how to establish respectful, professional relationships with children and young people.
When working within a classroom the children they are taught to call you Miss, Mrs or Mr and your surname so they understand who is in charge and it also shows respect for authority. You need to speak to the children in a way in which they understand for the age range you are working with to explain what they need to do. If the children are being noisy or doing something you don’t agree with you need to use a firm voice to communicate your disagreement with what they are doing and then tell them what they need to be doing. You also need to come up with fun and interesting ways to encourage or make learning easier to understand. Give praise when they have completed a task, answered a question correctly or given information relevant to the lesson in hand. You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave. 1.2
Describe with examples how to behave appropriately for a child or young person’s stage of development.
Year 1 children are just starting with lessons so they need to be told how to sit and listen to what they are being told so they know what they need to do to complete the task in hand. In Phonics you need to sound out the sounds and words, see how the children get on spelling the word and then help them by sounding the word out again or breaking the sounds down so they can hear the letter sounds easier. When they get it right let them know they have got it correct. If some children are still having difficulty you sound out the individual letters or write them on the whiteboard so they can copy it correctly or check their own spelling. We played a game of skittles so the children could do a sum 10 minus the number of skittles they knocked over, equals the number of skittles left standing. First I asked the children who knew how to play skittles, the ones who were unsure showed them what they needed to do and wrote an example of the sum on a whiteboard to show what they needed to write. They had to write their name on the top of the whiteboard, roll the ball so they could then write their sum on the whiteboard with the answer. We then got them to kneel behind the skittles with their board and took photo evidence for their Maths books. Lessons and tasks have to be made fun and interesting and not take too long to complete with Year 1 pupils as the attention span for some 5 year olds is not very long, lesson plans are broken down into 20 minute sessions approximately. 1.3
Describe how to deal with disagreements between children and young people.
You have to keep an eye open for children pushing, punching or shouting at each other. If you see what has happened you go to the children concerned and speak to the child in the wrong and tell them you don’t want to see them pushing, hitting or doing what it is you have seen. Tell them their behaviour is not acceptable get them to apologise to the other child and check the other child is ok and attend to them if needed. If a child comes to you and tells you something has happened for example someone has trod on their fingers or pushed them, check their hand and send them to the first aider who will apply a cold compress or run their hand under the tap for a while. Then call the child over that has done wrong and explain what they have done, explain what they shouldn’t be doing and get them to apologise to the child concerned. You cannot always determine which child is telling the truth or which child started it, so you speak to the children together and tell those concerned we don’t behave in that manner and get the parties involved to apologise to each other if...
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