1.1.To establish a respectful relationship with children and young people you must give the children an opportunity to put forward their ideas and give them time to work and think things over. As a teacher or a teaching assistant it is important to give children your full attention when listening or talking to them; this can be done through, facial expressions, speech, body language and gestures. Listening and responding appropriately to a child can help improve on a positive, professional and respectful relationship.
1.2.When children or young people are at their age of development as a adult you don’t want to set a bad example, you must behave appropriately so the children know what to do and what not to do, because I am a teaching assistant of my age, children take a interest into what and how I do things, therefore they begin to copy the things I do in class e.g. I would set a good example by listening to the teacher when she is explaining a lesson, I will put books away tidily and carefully, soon the children will notice and start doing the same which is good behaviour.
Whereas, if I were behave inappropriately by throwing books on the table or start talking over the teacher and mess with things, it would then set a bad example for the children.
1.3.Many things can set off arguments between children and young people which often leaves children angry or upset, in my position I would stay calm and ask the children to explain what happened, listen to both sides of the story and show that I am not talking sides. I would explain the difference in right and wrong and try to make them understand what has been done wrong and explain that if they were in the same position, how they would feel and it wouldn’t be nice and make them apologise. Whereas with young people, like my age group (10-11years old) they begin to have their own views and they clash more when they begin to grow up, they are more independent and have their own opinions, therefore you need to treat them differently than you would in KS1, I would give them the opportunity to resolves issues themselves and intervene only when needed. I feel when dealing with young people, you need to be able to listen to them, let them explain the issue before jumping in giving them your view. If the matter is discussed, they will realise for themselves what is the right answer.
1.4.As a teaching assistant you need to be yourself around the children as well as be a responsible adult, using my own behavior can promote effective interactions with children and young people because it can create a more fun relationships and the children will do more for you as they feel like they can trust and they know you, so they will listen and respect you.However, showing my own behavior to the full, as a teenager, could reflect negatively on interactions with children and young people because you can’t be a moody teenager to the children, you have to a patient and lively adult so the children feel more at ease around you.
2.1 When you’re in a discussion with an adult it is fair to say everyone will have different views, some adults expect you to have the same views as themselves, you’re not always going to agree on matters, as long as you show respect and be professional the best way to get over this is to communicate effectively and respect each others views, as long as you are able to support other adults then you will earn a respectful and professional relationship with the other teachers and parents. With parents you also have to show respect and be professional as you do not want to give off the wrong impression, understanding and making sure you explain well to parents you will gain a respectful and professional relationship.
2.2. Having a positive adult relationship is needed to be good role models for children and young people because it shows that it’s good to be friends with each other and having a laugh and being friends with other teachers will reflect onto the children’s behaviours and they’ll be more friendly to each other. Whereas if you didn’t have a good adult relationships it creates awkwardness and bad atmosphere and even though children are young they can still realise and see this and you don’t want to reflect this onto the children, therefore it’s necessary to create a d good adult relationship be good role models in that sense.
3.1. In KS1 Young children are still developing their language and communication skill they will have to be reminded in taking turns and listening when others are talking. When we are talking to young children we have to speak clearly slowly and not using big words as they won’t understand what we are saying. We will have to check their understanding of what has been said by asking questions or asking them to repeat. Young children get tired quickly when doing activities and they can’t concentrate for a long time as they became fidgety and start playing about touching things and people around them. In KS2, children have a better understanding of language and communication skills and they will stop thinking of them self when wanting to talk and let others speak first but you will still have to remind them sometimes about waiting their turn when people are speaking, as they will be excited to say something and forget about waiting for the person to finished.
At this stage they will start understanding bigger words but will still need some explained. Even though I don’t work with KS3, it’s still important to know that Young people at this stage will use formal and informal language they will know and understand how to communication with people more better and understanding long words.Teenagers will become shy and nervous when having to speak out in front of people due to them being worried what people will think and be embarrassed if they get it wrong. You will have to encourage them to talk and giving them more time to do so. Teenagers will start communicating with others through technology by phones texting and internet emails and social network.
3.2. The main difference with communicating with adults and children is that you need to change your tone, for example you can’t talk to an adult like a child or talk to a child like their an adult. You need to know the difference in how to approach and speak to an adult and a child.
3.3. Communication difficulties that may exist are children being at a much different age therefore they might find it difficult to understand or think of a correct response and being unable to communicate and let me know if they do not understand leaving them unsure on what to do for their work. Another communication difficulty is if the child had a speech or hearing difficulties which is a huge barrier in communication, leaving confusion and a big setback in class and socialising and communicating with adults and children.
3.4. It may be necessary to adapt the way you communicate when the person you are communicating with use’s English as a second language, has a hearing impairment/deaf, medical problem, disability, special educational needs, poor vision or blind. When we are communicating with children and young people with these difficulties, it is important to speak clearly and slowly, use pictures or flashcards is necessary, use a translator if needed, use sign language if you know it, use positive face expressions, body language and gestures. 3.5. To deal with disagreements between a practitioner and children and young people, you would have to point out the boundaries and explain that it would not be wise to cross these boundaries, if the child did not want to make the situation worse for their self.
Withan adult, they have their own perspective on what has caused the disagreement and this should be listened to and then you should calmly put forward your point of view. It is essential to establish respectful and professional relationships with children and young people in the role of TA.
4.1. Working in my primary school, being a member of staff it is important that you keep everything to do with a child confidential within yourself and the school, it is important to know what is needed to be told and what isn’t needed. Information about children such as medical requirements or the less able should be kept confidential and protected, only discussed when appropriate. Information about a child should be kept in the hands of someone in charge or responsible for that information, for example, SEN information would be kept with the SEN sencore and out of the way of any children or people who shouldn’t have access to it.
4.2. Confidentiality is very important when working in a closely with parents. Some information needs to be shared but only with your head teacher, as it will be a matter of total confidence. If you suspect a child-protection issue, this should be shared only with your head teacher and again in strictest confidence, and the parents will need to be aware of this. It will be important from the very beginning of your relationship with parents, there is an understanding and they can tell you something in confidence. It is also important that the parent and child know that it is strictly between them and no one else, it is also important for other parents and children to be aware of this, as it is confidential and we aren’t allowed to tell others about other parents or children’s concerns as it isn’t involving them.
Cite this Communication and professional relationships with children, young people and adults
Communication and professional relationships with children, young people and adults. (2016, Jun 20). Retrieved from https://graduateway.com/communication-and-professional-relationships-with-children-young-people-and-adults-2/