Task 1: Establishing a respectful, professional and comfortable relationship with children and young people can be developed in numerous ways. This is normally down to common sense but other factors are included which can include principles and values. Children are very responsive human beings which are wide eyed to a lot of things going on around them. In order for children to achieve their highest potential they have to be surrounded by a constructive and reassuring environment. In order to make children and young adults feel accepted and progressive in their environment they need to feel valued as a person as an individual or as a team and they need to feel esteemed. As all humans need to feel this in order to provide optimistic feedback to others, children need to feel included, essential and as they mean something and have a purpose in where they are and what they are doing. There are many ways to help children feel respected and comfortable by:
No matter what the child’s culture, race, background or abilities or disabilities are, no child should ever feel excluded or alone especially when learning. They need to be inspired by positivity and that includes providing a child with a safe and comfortable environment for them to be able to express and learn to their highest achievements. Task 2: Every child or young person should always feel important and treated as an individual. This includes making sure each one is treated fairly, equally and respectfully in their own way. All staff members need to recognise that included in their job they need to stay committed and fully understand the way pupils are treated reflects on the way the school is shown as a whole and what it represents. Here are some highlights in which should be followed for positivity for all children’s stages of development: 1. All social, intellectual, physical and emotional welfare of all staff and pupils is top priority. 2. Compassion should always be involved when dealing with all ages of children. 3. Critics of pupils should always be dealt with in the correct manner using respect, manners and politeness. 4. Never use harmful comments or approaches regarding a child’s personal development. 5. Never abuse, exploit or undermine staff or pupils relationships.
6. Always consider respect regarding confidentiality of information relating to pupils unless the disclosure of such information is either required by law or is in the best interests of a certain or particular pupil. 7. All assessments and reports on all pupils should always be based on accurate, objective and correct on all up to date information. Making sure all children’s needs are met is a vital factor in all schools. Accepting every child in their unique stage is important as you can promote children in their own decision making and learn to be independent enough to take on responsibilities in their everyday life especially at school. Dealing with children who have a range of emotions who can be sensitive, you have to act appropriately according to the child’s age and take into consideration the best way to deal with any situation whether it’s good or bad. Here is an example: How would I deal with a 4 year old who is upset compared to an 11 year old? Answer: The 4 year old is still learning so will need to be spoken to in a very simple manner in using short and easy words that they can understand. If they didn’t understand what I was asking of them I would use pictures to try and explain the situation.
I will speak softly and quietly to try and calm the child down and distract them by showing them the correct way of reacting by using smiles, laughter, affection etc. With an 11 year old child, I would speak to them privately and ask about the situation and try and deal with the matter in a more grown up situation. Always taking into consideration they are both children and still learning so showing both that they matter is vital. Task 3: Dealing with children depends on the child and how they respond to praises or confliction. Each child is an individual and reacts to good and bad in many different ways. Some might respond the correct way and some react in a negative manner. When a disagreement occurs whether it’s between pupil and other pupils or practitioners and pupils, it has to be done in a gentle and safe approach so a child can be dealt with in an suitable technique so the child can realise what has happened and distinguish how it has to be dealt with in a appropriate and secure way. Taking into consideration the age of the child, the reason why the disagreement occurred, and how the child has responded, a disagreement can be dealt with numerous ways which can end a negative start into a positive ending. This has to be dealt with in a susceptible and considerate way in which no child feels targeted and doesn’t feel belittled.
A child who has responded or doesn’t like the way something has been done or made needs to be shown the right way to react and how to deal with something that isn’t positive. Here are some ways in which a disagreement can be handled with the correct guidance: * Take the child or children to a quiet, private area in which the disagreement can be discussed with no audience. * Keep the situation calm and relaxed by speaking sensitively and quietly so no emotions are flared up and the situation starts to grow out of control. * Ask the child or children individually or as a group allowing them to speak with no interruptions what the problem was without shouting. * Ask the children individually or as a group what could have been changed to make the situation better in case it happens again. * Ask the child or children to calmly explain to others how it made them feel and why. * Explain the problem to each child so they can understand how or why the situation occurred and explain how it can be dealt with next time in a more positive way.
* Encourage the child or children to apologise once they have recognise their wrong doings and appreciate that they can realise where it went wrong and appraise them after for doing the right thing by sorting the situation out. In order to try and make sure disagreements don’t happen in the first place (which there will always be disagreements due to children learning about themselves and how to behave in environments which may not always suit them) they have to be taught and shown how not to cause these or how to diverse the negativity into a more positive approach. This can be done by having group discussions so children can talk in a controlled environment about negative situations, using role play can also help children learn how to deal with a sensitive situation in a more positive manner, building more confidence in communication with children is also a great way to show children how communicating in a respectful and controlled way can change the way others look at a disagreement and shows them it can be dealt with in a more appropriate way. Task 4: When it comes to our own behaviour and dealing with children, you have to think wisely and safely.
Our behaviour will definitely have an impact on how others respond. Our behaviour has a major impact on how others will communicate back; it can either cause a negative or a positive outcome. Behaviour can either mean a person’s actions and reactions or can also involve how someone treats others. Children and young people are still learning and are more likely to look at others and how their brains are like sponges and take in information without even realising. They look at others and copy easily so how we act and react can definitely impact on someone else’s decision of acting. If we want to promote effective interactions with children and young people we need to be prepared to encourage certain behaviour in order to receive the same behaviour back especially from young people and children. This can be done in many ways which can include: calm, reassuring communication, keep to rules and regulations, be responsible and enjoyable to be around, be open minded and treat everyone the same. Children bounce off adult’s way of dealing with life and situations, we are their teachers in everyday life and if a child sees a adult acting a certain way they will definitely pick up on it and think that is the correct way of dealing with situations. Negative behaviour will certainly cause issues in a child’s mind and confusion in their behaviour.
A child needs to be shown the right way and needs to understand behaviour and what is acceptable and what is not. This is majorly learnt through others behaviour and if this is not shown the correct way it will definitely cause some problems because children pick up from everyone not only just adults so if one child sees a adult behaving badly they will then use this in other places and then another child will see this and think this is acceptable and a chain of this bad behaviour will bounce from person to person and it will cause a chain of unacceptable behaviour. People have to consider many factors in this and understand and think before they act to make sure the way they are dealing with a situation and the way they are behaving is the right way so they reflect positivity around them. Task 5: I believe working alongside adults should be a mature and comfortable environment where everyone feels equal and important no matter what they do. Being in an adult environment can be as tough as being in a child environment.
This can be due to people expecting more respect and importance than children. Working alongside adults there should be a calm, professional environment in which everyone can work to their best ability. This can only be done if people understand the importance of how to behave and treat others in and out of a work place. This has to be done by everyone to be able to achieve the right atmosphere and professional relationships in which respect amongst everyone is in place. Respect comes from understanding how to communicate in the appropriate manner, working with a calm and professional manner towards everyone, understanding culture and other people’s opinions, respecting people’s feelings and needs and also respecting everyone’s jobs and what they do to help others. Task 6: Definition of role model: a person regarded by others, esp younger people, as a good example to follow (http://www.thefreedictionary.com/role+model). Being a positive role model is definitely an achievement because it means you are an inspiration to look up to. Many children have someone they can look up to and follow to achieve their best because they want to be like them.
Being a role model either is a negative or a positive factor in someone’s life. Depending on what the person looks up to their role model regarding can be a major factor and direction in someone’s life. A positive role model can show someone what to do in order to be successful and this is a great honour for someone as this provides someone the right direction in life and means someone’s appreciates and wants to do right things but if someone is following someone who isn’t doing the correct things in life and making the wrong decisions this means someone who is following them will more than likely take this role in life and follow the same pattern. If you are in the position in where someone can follow you and be a role model this makes it more important to make sure you take notice of what you are doing and how you are acting because everything you do and show will be someone else’s way of acting towards other things in life. Role models or possible role models have to consider the fact that someone else is watching them more closely and needs to understand they need to show them the correct way and the right path in order to achieve the best out of life and in everyday life.
Task 7: Communication within children at different ages has to be taken into consideration because of their abilities to understand etc… for e.g. A child who is 5 with less likely understand long words with a harder meaning than a 13 year old child who has been taught more. Also a 13 year old child will not want or respect being talked to in a more immature manner than how you would speak to a 5 year old that is younger and needs more care and understanding. Ages will depend on the learning abilities to how much a child has been taught. A younger child won’t understand as much as an older child and needs to be spoken to in an easier way where as an older child will want to be spoken too in a more mature manner so they don’t feel like they are treated as a younger child which could knock their confidence. Also discipline is also dealt with in different manners depending on a child’s age as a 13 year old will not want to be put on a cool down step where as a 5 year old will not understand what a detention is.
The school will always have different policies in which different ages should be treated in regards to discipline. No matter what age the child is it had to be dealt with in the correct manner for that child’s age so the child has a better understanding of where they had gone wrong and learns from it without being made to feel inappropriate emotions. No matter what the child’s age everyone should understand that communicating with them is important to listen and understand a child’s opinion and emotion. Whether it’s happy, sad, angry, lonely etc… every child should be made to feel that they can express their feelings without being made to feel uncomfortable or unwelcomed. Speaking and communicating to children has to be respectful and understandings as they are all prone to being more emotional. Task 8: There are many differences in how to communicate with adults and children. Here is a chart showing some differences:
| Communicating With Adults| Communicating With Children And Young People
Respect:| Understand people’s cultures, job title, age, privacy.| Age, culture, opinions, environment, emotions, learning difficulties| Emotions:| Adults are more likely to understand and be able to deal with situations correctly and can keep themselves directed in the right way.| Children are so much more emotional and don’t understand as much how to control their emotions, so need to be more understanding and consider children’s emotions.| Privacy:| Respect adult conversations and keep issues private unless someone isn’t safe. | Depending on the situation, not everything should be kept private especially if it comes to a child’s safety.| Informative:| Keep colleagues up to date on events, information etc in order to keep the school running.
Children only need to know a certain amount of information regarding the school.| Age:| Adults are older and need to be respected regarding this so speaking in the correct manner will show consideration and will show an adult respect rather than speaking to them like a child. | Understanding a child’s age is common sense. You have to communicate with children taking into consideration their learning stages. | Authority:| Respect an adult’s authority and understand their position.| Children have to respect your authority and understand adult’s positions.| Learning Difficulties:| Adults with learning difficulties are more developed.| Children with learning difficulties are still being taught and less developed so need more understanding and even need other ways to communicate.|
Task 9: Being surrounded by many different types of people from different ages, cultures, backgrounds and lifestyles communication difficulties can definitely occur in many situations. In order to understand and notice if someone trouble communicating, you have to take notice and listen carefully. Here are some examples in which can cause communication problems:
Task 10: As everyone knows each and every person is an individual so each and every person has different communication techniques, levels and disabilities etc… not every person is the same. This means every time we communicate with someone we have to consider and take notice when speaking to someone. We have to pay special attention in case the person we are communicating with has difficulties, mainly in schools if a child has certain special needs or is under their learning age, the school should already know this and inform teachers etc so they can adapt to their requirements. Depending on the other persons difficulties there are many ways in which we can use to communicate with someone who isn’t as good as communicating with us. Here are some examples: 1. Listen carefully and use the lips to understand what someone might be saying. This can help understand what someone is meant to be saying. 2. Speak clearly and don’t speak too fast as this can confuse someone you are trying to talk too. 3. Keep what you are saying short as possible.
4. Speak to someone one-on-one as this will build confidence up between the two of you and wont embarrass anyone if there are difficulties. 5. If you are having a lot of trouble, ask someone to help who is more trained in special communication techniques for e.g. Speech therapist, translator, sign language interpreter. 6. Use writing and drawings if it comes to that point to help communication as some people find this easier to express what they are trying to say. 7. Encourage less confident people to talk but don’t push them too hard as this will knock their confidence. 8. Use rewards to boost people’s confidence.
9. Reduce noise in situations and make the situation calm and welcomed. 10. Use eye contact and hand language to encourage someone to talk to you. There are many ways to encourage better communication and as a teaching assistant I feel this can be a very good way to make sure you guide someone in the right way so they can feel free to express their way of communicating and to make sure you learn and understand the different ways in which this can be done. Task 11: Disagreements between practitioners and children have to be treated carefully as any issues like this will sometimes need to be reported to authority which will need direct action to be taken or reports will need to be produced. Sometimes situations will arise where they are out of your control and will need to be dealt with by someone more superior or appropriate. Many of these situations need essential skills need essential skills to resolve these matters. Effective communication, which include listening skills, empathy, self-calming techniques, assertiveness need to be taken into consideration. Here are some ways in order to resolve these situations which can arise:
Practitioners and adults will also have issues and needs to be dealt with in the correct manner. This has to be done in a relaxed environment, in private with respect for both parties. It may also be handy to have a third party involved so the situation can be monitored and both involved can come to an understanding. In all situations you should always try and keep a calm environment, be open minded and willing to listen to others and be able to come to a compromise where both people can be happy with the outcome. Task 12: In most work places there will always be procedures in place which always protects clients, data or disclosure of information and there will be legal requirements in order to protect important information that needs to be kept safe and secure. Schools will often keep certain information private in order to protect pupils, staff, parents and school goods. By law this will be a strict procedure in which all will have to abide by. Here is some of the information in which the records will contain:
* School supplies
* Permission slips
* School trip forms and data
* Home addresses and phone numbers
* Emergency info which includes names and phone numbers
* Medical records to every pupils individual needs
* Cultural and religious practises
* Who is allowed to collect the pupil
* Progress and assessment forms
Each school has their own procedures in place regarding their records. This is strictly monitored by staff in order to make sure it is kept private. Any data which is given to anyone regarding a pupil should be kept private and not spoken about to anyone else especially if it does not concern them. Keeping the data low key is important as it contains personal information which consists of protecting each child. Task 13: When it comes to children, feeling comfortable in every situation is vital as this will give them more confidence in speaking about matters which could be hard for them. This can also be the situation for adults too.
Both children, young people and adults will have worries or issues in which will be hard, emotional or a struggle for them to talk about, so making sure a school provides a comfortable and reassuring setting is the most vital factor. Confidentiality must also always be in place to protect a child’s safety. If a situation occurs in which an adult or child approaches you in confidence, it must remain clear that depending on the matter, you may have to concern someone else in order to get advice or to help that person/child who may be in danger but that does not mean that someone cannot be made uncomfortable but with enough reassurance this can help someone help themselves. Teaching assistants can definitely be helpful in these situations by: * Helping support all those concerned
* Have a good listening ear
* Express the confidentiality procedure and understand it correctly * Always make it clear to a child you are there to help, protect and understand them even if it means getting others involved * Making sure a child never feels alone and knows they can always express or talk about anything and always feel supported until the end * Always remember counselling can help
* Make sure all parties involved understand all the policies and proc3dures * Ensure all pupils know about sources in which way they can help Task 14: This matter is in regards to when information can be shared with the appropriate person or person in authority. Serious matters regarding a child’s safety, whether it include child abuse, uncharacteristic behavioural patterns, possible signs of mental or sexual abuse is shown or when there are signs of abuse from someone within the school. Here is a grid of situations and who should be informed:
Situation| Who To Inform|
Uncharacteristic Behavioural Patterns| Senior Colleague/Head Teacher| Symptoms Of Child Abuse| Head Teacher/Possibly Social Services| Personal Disclosure Of Abuse| Senior Colleague|Abuse By Member Of Staff| Senior Colleague/Possibly Social Services| Sexual Abuse| Senior Colleague/Social Services/Police| Bullying| Senior Colleague/Teacher|
In any of these situations always respect the child and make it clear to what will happen, who may need to be spoken too, the procedure and what can possibly happen next but it must always be made clear that the child comes first and can speak openly without tense fear in private regarding any matter. The child must feel comfortable and remain important but most of all safe.