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Tda 2.3 Communication And Professional Relationships With Children, Young People And Adults

2967 words - 12 pages

TDA 2.3 Communication and professional relationships with children, young people and adults.

Task 1 - Children and young people

1.1 Describe how to establish respectful, professional relationships with children and young people.

It is essential to establish a respectful and professional relationship with children and young people as a teaching assistant. There needs to be trust on both sides and a child should feel comfortable.
* Be approachable and stay calm at all times.
* Be honest with the child and try to stay positive.
* Listening is one of the most important ways to establish an important relationship with a child or young person. Listening to ...view middle of the document...

At this age children still need immediate positive affirmations or rewards to understand that learning is happening in accordance with teacher’s or T.A’s expectations.
When speaking to them, ensure that you get down to their level otherwise, it can be quite intimidating for them. At these ages, children tire quickly and will not maintain concentration for long periods so it is important that they understand what you say, it is important to keep them interested, involved and vary activities frequently. They will also need reminding that is important to listen and take turns when speaking.
Pupils in KS2 – ages 7-11
This is the stage where their communication has progressed. They will be used to more formal conversation and will be less self centered. Their level of understanding matures and they can concentrate on an activity for longer periods of time. Some may still need to be reminded about waiting their turn and not to talk over others. Social skills develop greatly, they start understanding cause and consequence. They still need to be encouraged and praised, feel that they belong and that they are worthy.

1.3. Describe how to deal with disagreements between children and young people.

Disagreements will occur on a regular basis, many at break and lunch times, but also in the classroom. It is important that when dealing with a problem or emotional outburst that the T.A :
find out exactly what happened
hear from both or all of the children involved in the situation
consider level of development of the child/children involved
give pupils a choice
If necessary defer until later
know when and where to get help from if needed
label the behavior not the child
try to search for a solution together
They need to know that they have been heard and that their point has been put across. You will need to decide if one of them or both were at fault, if apologies need to be made and if any further action is required, such as talking to another member of staff and/or parents.

1.4. How own behaviour could:

Promote effective interactions with children and young people
Be good role models
Be aware of our body language, it can be friendly or intimidating
Practice what you preach
Treat children with respect
Be calm and consistent when interacting with a child
Establish good communication and good listener
Allow children to reply/give their opinion
Build confidence and trust
Make allowances for mistakes “off days”
Make them feel part of the group
Impact negatively on interactions with children and young people
Comparing children
Show favouritism
Use sarcasm or irony with pupils
Use of inappropriate language or body expression
Be impatient
Tell pupils how you want them to behave
Disregard pupils contributions
Raise your voice
Do not respect individuality

2. Know how to interact with and respond to adults.
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