The significance of effective communication is acknowledged.
When we communicate effectively, it helps to foster positive relationships. By communicating in a positive manner, being approachable, and understanding the concerns that children and young people have, we can make them feel valued and secure in the school environment. According to the Government prospectus Common Core of Skills and Knowledge, communication is not just about the choice of words, but also encompasses manner of speaking, body language, and most importantly, how well we listen.
Active listening, eye contact, and awareness of body language are essential for effective communication. A calm tone of voice can make children and young people feel comfortable instead of fearful. Actively listening is crucial for building respectful relationships, while providing verbal and non-verbal feedback shows understanding and appreciation for a child or young person’s thoughts and emotions. When a child feels valued, they are more likely to respond positively to support from a teaching assistant. Dedication to listening builds trust with children and young people, encouraging them to confide in adults or seek help.
Establishing ground rules is vital when working with children and young people. These rules should encompass various aspects such as collaboration, behavior, outcomes, and consequences for non-compliance. It is imperative to treat all children equally without showing favoritism in order to foster respectful relationships. Fairness must be consistently practiced towards every child, irrespective of their race, ability, or religion.
According to Burnham (2010), positive communication is essential for developing relationships with adults and children. The author suggests that creating a comfortable environment encourages individuals to engage in effective communication.
Teaching assistants should establish connections with various adults, including school team members, parents, and support staff. This can be accomplished by being accessible and responding courteously to adults, as well as demonstrating commitment to working together. By fostering respectful and professional relationships, it becomes possible to cultivate and sustain these connections. Although differing viewpoints may arise during conversations with adults, finding a middle ground often becomes achievable through displaying mutual respect and considering others’ perspectives.
Active listening and respectful treatment are crucial when communicating with adults, children, and young people. However, it is important to maintain a formal relationship and communication style when teaching children in order to establish boundaries. Clear and unambiguous communication is vital for facilitating the learning process for children.
When engaging with adults in various contexts, it may be necessary to adjust our approach. For instance, communication in the staff room can be less formal as adults possess advanced communication skills and comprehend humor, sarcasm, and more intricate expressions. However, it is crucial to bear in mind that all adults in the school act as role models for children. By exemplifying positive behavior and nurturing healthy relationships with other adults, we can educate children and young individuals on effective communication and interaction. When adults conduct themselves professionally and exhibit mutual respect towards one another, it cultivates a favorable learning environment for children. Consequently, this enhances their motivation to attend school when they receive support from harmonious adult relationships.
Various contexts influence the way we communicate.
The way we communicate can differ based on the situation and the individuals involved, which can result in misunderstandings that have an impact on relationships. To avoid this, it is essential to think about how our actions might affect others. Variances in background or culture can cause behavior to be interpreted differently. Jumping to conclusions without evidence can be offensive and harmful to relationships. It is crucial to be aware of these factors and refrain from making assumptions.
Ways to modify communication methods for children and teenagers
When interacting with children and young individuals, it is important to adapt behavior and communication styles based on their age, needs, abilities, and stage of development. The child development chart from Unit 1 illustrates how different stages require varying levels of attention and assistance.
Children in Foundation Stage and Key Stage 1 are beginning to develop their communication skills and may require reminders about taking turns and sharing. It is expected that younger children will require ample reassurance and encouragement, especially when starting school and adapting to the school routine. Consequently, they may need comforting and more physical contact, such as holding hands, although it is crucial to establish boundaries regarding appropriate and inappropriate behavior. Communication should employ simple and clear language, as young children may need reminders about proper behavior and task completion while also ensuring their understanding is validated. Praise and recognition will likely be expressed through stickers and hand stamps, with immediate praise serving as an explanation for the reward. As children’s language skills grow, it is vital to foster their confidence when they inquire by actively listening and aiding them in finding answers.
When working with children in year four and five (Key Stage 2), their communication skills tend to be more mature. Based on my observations in school, I have noticed that their conversations become more complex. Hence, it is crucial to promote discussions and negotiations as their confidence develops. At this stage, children are capable of comprehending and following instructions independently. However, they may occasionally forget not to shout out or interrupt. In such instances, reminding them of the classroom rules and sanctions can be helpful.
As children grow older, they become more independent but may still require assistance in discussing ideas and reflecting on their own thoughts. Their vocabulary and comprehension skills improve over time, allowing for more detailed instructions. Older children begin to form their own opinions and perspectives of the world, but it can be beneficial for them to encounter different viewpoints. For example, a child may have naturally adopted their parent’s racist beliefs. As we have previously discussed, children learn through imitation of adults, including the formation of opinions. In such instances, it is the responsibility of a teaching assistant to maintain balance and present alternative perspectives by questioning what is considered right or wrong.
When working with a child who has special educational needs, it is important to consult the Special Educational Needs co-ordinator (SENCo) for guidance on their development and learning stage. By using a holistic approach to child development and referring to child development charts, you can adjust your behavior accordingly to meet their needs. Children who struggle with communication or have special educational needs may experience stress or anxiety when speaking, especially if directions and questions are too complex for them to understand. Giving them extra time to think and speak can help improve their communication skills. Additionally, providing opportunities for them to participate in class or small groups can boost their self-confidence.
Maintaining a professional relationship with children and young people is important, but there are times when conversations can be less formal. These moments (before school, break time, and dinner time) give children the opportunity to talk about their lives outside of school and share their weekend activities with teachers. This helps teachers and teaching assistants gain a better understanding of their students. However, during lessons, communication should remain more formal (with some humor included) to ensure that children stay focused and understand instructions.
Adapting communication methods to suit the diverse communication needs of adults is essential. Failing to meet these needs can make it difficult for individuals to understand information, potentially resulting in miscommunication or a failure to grasp critical matters.
Some instances where communication may require adaptation include:
When interacting with individuals who have hearing impairments, it is crucial to directly face them and speak at a slower pace. Additionally, sign language may be required.
Please speak slowly and use simple language as English is not my first language. I would greatly appreciate it if you could repeat important information to ensure my understanding. If necessary, I may require the assistance of an interpreter.
Addressing individuals with poor vision or blindness by their name is crucial in order to make them aware of being addressed.
The style of communication may vary depending on the situation. For example, when speaking with adults at parents’ evening, a formal style is appropriate. However, for social events or PTA meetings, a more relaxed style is suitable. In the classroom, a formal style is used when communicating with children, while a more relaxed style can be used during a school disco or on a school trip.
Dealing with conflicts among children, young individuals, and adults can be a difficult task.
It is vital to adapt our communication strategy when addressing disputes among children and young individuals, considering their developmental stage. Resolving conflicts entails thorough investigation and attentive listening to all viewpoints, ensuring that the children feel valued and impartiality is maintained by avoiding favoritism. If one child is responsible for the conflict, apologies should be offered or another staff member may need to intervene.
Young children are egocentric and lack the ability to understand and appreciate different opinions. At this stage, they may not understand why taking another child’s toy can upset them. To teach young children how to play and behave nicely with others and resolve disagreements peacefully, puppets and role play games can be utilized.
Encouraging older children and young people with the ability to discuss and negotiate is crucial for resolving their own disagreements. However, it’s important to remind them of the school’s strategy and behavior policy. Kamen (2010) emphasizes that students must learn effective language usage to achieve fair agreements that meet everyone’s needs. Resolving conflicts shouldn’t always involve aggressive assertiveness or solely pursuing one’s own interests. Instead, finding a middle ground through assertiveness can lead to win-win solutions rather than situations where one side wins while the other loses.
It is paramount for children and young people to understand the correlation between their emotions and actions, along with the significance of respecting others’ feelings. Additionally, comprehending how their behaviors can impact other individuals is vital. To impart these ideas, teachers can integrate storytelling, classroom discussions, and assemblies into their lessons. These activities provide opportunities for educators to reinforce school guidelines and inspire children to work together efficiently.
It is essential to maintain mutual respect and professionalism when dealing with an adult who disagrees with you. This increases the chances of finding a compromise and working together effectively. Resolving the situation promptly is crucial for preserving the school’s working environment. If no agreement can be reached, seeking support from another staff member may be required. Each school has a grievance policy that addresses written issues and handles them at a higher level.
It is essential for adults to remain calm and refrain from yelling during disagreements with children. They should bear in mind their responsibility as role models and adhere to school sanctions. In case the issue remains unresolved, it might be necessary to seek assistance from a senior staff member.
When it comes to handling disagreements:
It is important to use the correct title or form of address.
Reliance on provided information and refraining from hasty judgments is always crucial.
Being polite is crucial because you serve as a role model for children.
Please refrain from shouting.
The prompt resolution of the disagreement is critical.
In case it is needed, don’t hesitate to ask for assistance and advice from another adult.
Speak your mind and communicate your viewpoints and requirements assertively without resorting to aggression or confrontation.
Complying with legal obligations is crucial to guarantee confidentiality, data protection, and information disclosure.
The two key legislations that govern confidentiality, data protection, and information disclosure are:
The 2004 Children Act in England was influenced by Every Child Matters (England 2003) as a response to Lord Laming’s inquiry into the tragic death of Victoria Climbie. Lord Laming found that there was ineffective collaboration among services responsible for safeguarding children, leading to his recommendations on service integration and information sharing. The Children Act 2004 builds upon the Children Act 1989 by outlining the process of integrating services for children and establishing the legal framework for Every Child Matters. This initiative aims to improve outcomes for children in areas such as health, safety, education, social contribution, and economic well-being.
The Data Protection Act of 1998 sets out rules for handling confidential information. It states that such information should only be used for its intended purpose and any requests for it must pertain to the child’s care. Moreover, organizations storing individuals’ data are required to register with the Information Commissioners Office. Furthermore, data should be retained only as long as needed and stored securely.
Every school needs to create their own guidelines concerning confidentiality, data protection, and information disclosure. In our school, we have implemented different policies like a safeguarding policy, a confidentiality policy, and an information security policy. It is essential to educate both students and adults about the significance of preserving confidentiality while sharing information and informing them about its restrictions.
Sharing information about students should only occur when there is a legitimate reason, like informing the class teacher or SENCo. As teaching assistants, we may need to know about assessment levels or special educational needs. By assuring those who give us information that it will be used properly, we can build trust and boost confidence. Parents are more likely to share information if they believe in our reliability.
Parental consent is typically required for sharing information with other professionals. However, certain details like food allergies, special diets, religious rituals, and medical conditions must be shared within the school. In my workplace, care plans are available in both the staff room and the child’s classroom. Moreover, lunchtime supervisors are notified about any food allergies.
When a student is at risk, it is crucial to share sensitive information with the appropriate individual who can prevent harm. It is vital to notify the person revealing the information that it may be necessary to disclose it to others. Adhering to school protocols when sharing information is imperative, as neglecting to do so could jeopardize the safety of the child.
The following are instances in which information should be shared:
Concern or evidence of a child or young person’s suffering is present.
The safety and welfare of all individuals, including children, young people, and adults, are ensured.
There is a possibility that a major crime has occurred.
References
The book “Supporting Teaching and Learning” by Burnham, L. and Baker, B. (2010) is published by Harlow: Heinemann.The DfES released the Common Core of Skills and Knowledge for the children’s workforce in 2005.The text “
Kamen, A. (2010) Teaching Assistant’s Handbook Level 2 Dubai:Hodder Education
” remains unchanged.
