Tda 3.1 Communication and Professional Relationships

Topics: Communication, Nonviolent Communication, Graphic communication Pages: 8 (3203 words) Published: January 22, 2013
TDA 3.1 – Communication and professional relationships with children, young people and adults Effective communication is important. This means building and contributing to positive relationships. I need to demonstrate effective communication skills when dealing with everyone – children, colleagues and parents. I must consider how I deal with people and what response I will get from them. Positive relationships will aid communication. Parents and adults that come into school are more likely to respond positively and give support if communication is good. Pupils look to adults for how to communicate properly. We must model effective communication skills. If we ask pupils to behave in a certain way i.e. – remembering our manners – and we don’t then they will find it harder to understand the boundaries of what is acceptable. Positive and effective communication doesn’t happen by chance. It is important to think about how I relate to others and how I am viewed by others as a result. Where communication breaks down there will be misunderstandings and as a result bad feelings. Positive relationships cannot be left to chance they must be developed and it is the role of the TA to help this happen within the class. Relationships within the school are developed on a daily basis. Most of the time I do this without even knowing I am doing it. There are six things to remember: Showing respect – be courteous, listen to different points of view. Acknowledge and respect differing opinions/ideas. Take time to remember names. Being considerate – Take time to consider others opinions/ideas. Try to understand why someone may have acted in a certain way – i.e. pressure/stress. Remembering issues which are personal to them – personal issues at home, a birthday etc. Taking time to listen – listen if someone is looking for advice or help. Always show that you are interested – respond appropriately. Being clear – particularly on the main points of a conversation, which can sometimes get lost in a lengthy discussion. Sense of humour – take time to see the funny side – when appropriate. Can be a good icebreaker, helps to relieve stress. It is important to adapt communication to meet the situation. For example using formal language in a meeting. However there are other ways to communicate –through the way we respond to others. For example how quickly we respond to an e-mail or a telephone message, how attentive we are when speaking and even how we dress. Non spoken communication can be an issue as it is easily misread by others. Different cultures also have their own behaviour “codes” which will include gestures, body language and eye contact. When I first started at The Manor I often dealt with a pupil from Nigeria and I thought he was being rude as he never looked at me when I spoke to him but a colleague told me that in his culture it was rude to make eye-contact. It is important to build good relationships with the children and young people I come into contact with. To do this I will need to adapt my behaviour and communication to suit the child and situation. Every child needs to feel secure and valued and I need to ensure that I help this to happen. From the beginning of any relationship with a child it is important to establish the ground rules and mutual respect. Talking to the child at the beginning about what they can expect from me and what I expect from them will help to establish a rapport. At the same time I need to be aware of the issues that are important to them and talk to them about them. Pupils need to feel a part of the school and talking to them positively and being involved with them will help this. However it is important that being attentive doesn’t mean giving pupils attention whenever they demand it. If I was to be given a new group of pupils to work with I would make sure that before starting any work I established a relationship with them. This could involve just spending a few moments with them asking their name and a...
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