unit 301 supporting teaching and learning in schools

Topics: Communication, Graphic communication, Nonverbal communication Pages: 9 (2818 words) Published: October 12, 2014
Unit 301 Communication and professional relationships with children, young people and adults Within this assignment I will be writing about different ways of communication with children, young people and adults and how I would deal with or have dealt with situations. I will also be showing that I understand the legislation policies and procedures for confidentiality and sharing information including data protection. 1.1

It is important that I build positive effective relationships with the children, young people and adults that I work with, to do this I need to be able to demonstrate and model effective communication skills in my dealings with others. I must always consider how I approach people and also how I respond to them. I will be able to communicate information to one another if I 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 the children that I model effective communication skills. This means checking what I am saying and how I say it in times of stress or excitement, so that they can understand what my expectations are. If I ask a child / young person to behave in a particular way when communicating I must remember to behave in the same way being a good role model for the child / young person. Otherwise, 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. Ms Louise Burnham and Mrs Brenda Baker (14 Dec 2010)

The principles of relationship building with children and adults in any context are that if people are comfortable with each other then they will be more likely to communicate effectively. Where people do not get along or are suspicious of one another, they are likely to feel that they need to avoid one another wherever possible. Positive relationships are not something which should be left to chance and it is important to consider the ways in which I can develop them. I build relationships with children and adults in school on a daily basis in a number of different ways. I need to make sure that when I am communicating with children /young people or adults I remain professional at all times listening carefully to what others say. I need to be considerate to others taking into account their feelings and beliefs while taking time to listen to what others are saying and at all times be respectful of others. 1.3

When I am communicating with others, I always try to consider the context in which I am working. I always try to adapt the way that I speak to people and also consider the situation that I am in. Most of the time I adjust without thinking for example When I am in a school governors meeting I am very formal in my language and my behaviour whereas when I am in the class room I am more child friendly and less formal. I have to always be aware of how different children and adults may need different methods of communication for example I often work with a boy with autism and when communicating with him I need to use short instructions and also show him the communication cards and visual timetable so that he understands clearly what we are going to be doing. I am also conscious of the way I respond to people giving them my full attention when they are speaking to me. I am very aware of being smartly dressed when in school and dress suitable according to school policy. At all times I try to remember that different cultures will have their own ways of behaviour and dress which will extend to gestures, body language and eye contact. In some cultures, for example, it is not polite to look another person in the eye when speaking to them. 2.1

When working...

Bibliography: Books
Supporting Teaching and Learning level 3 Ms Louise Burnham and Mrs Brenda Baker (14 Dec 2010)
Every Child Matters TSO 2003
Data protection.gov.uk September 2014
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