2.13 Communication and Professional Relationships

T.D.A 2.3 COMMUNICATION & PROFESSIONAL RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE & ADULTS.
[1.1] In order to build relationships with children and young people, you will need to adapt your behaviour and communication accordingly. As well as demonstrating effective communication skills, you will need to show that you are approachable and able to work in an environment of mutual support.
Children of all ages, cultures and abilities need to feel secure and valued, and your interactions with them should demonstrate this. In other words, you need to establish ground rules and mutual respect at the beginning and discuss with pupils the factors that will be important when working together. You should remember that this is crucial – start by talking about how you are going to work together and what each person wants to get out of it.
Listening is arguably the most important way in which to establish a respectful and professional relationship with a child or young person. By a TA listening to what a child has to say, without interruption, the child can convey that you are interested and value what the child has to say. It also shows that their views and opinions are not only valued, but also important is showing the child respect.
When talking with, or listening to children, you should maintain eye contact, concentrate on what the child is saying and physically lower yourself to the child’s level, thus giving the child the same respect as they would give you. This shows the child that they are considered an equal.
[1.2, 3.1] you should ensure that when you are communicating with children and young people you take into account their stage of development. Children of different needs and ages will require varying levels of attention and support according to their needs and the amount of time they can concentrate. For example, younger than 2 years old, their vocabulary is limited, communicating through body language and reading facial expressions. 2 – 4 years old, is when they start to copy adults, learning more words and gaining confidence. They will start to string words together and may be using questions. 4 – 8 years old, using language to build relationships. Developing reading and writing skills. 8 – 16 years old, developing discussion and negotiation skills. More confident and using more complex language. Adults can communicate using complex language. Able to use verbal and non- verbal communication.
If you work with pupils with additional needs, you will need to ensure that you have advice from other professionals who have assessed their stage of development and those areas on which they need to focus.
Pupils in Foundation Stage and Key Stage 1. These pupils are still very young and are developing their communication skills. If you are speaking to them, you should ensure that you get down to their level so that you are not towering over them. Remind them about the importance of listening to others and taking turns to speak. They will need you to be very clear and check that they understand what you require them to do. You can do this by asking questions or asking them to repeat what you have said back to you.
Pupils in Key Stage 2. At this stage, many pupils will be starting to mature in the way in which to communicate. They will be more used to formalities of conversation and will be less self-centred. They may be more considerate and invite others to speak first. However, you will still need to remind some pupils about waiting for their turn when speaking and this may start to be part of their personality, although it may still be due to immaturity.
Pupils in Key Stage 3 and 4. Pupils of this age will be used to formal and informal language. They will know how to communicate with one another and will be used to increasing number of technologies which they can use to stay in touch with one another. This could be through emails and texts. Most teenagers may be self-confident and some will get embarrassed if they have to speak in front of others. If this occurs, you may need to give them more time to do this in groups as this will help them build their confidence and will encourage them to speak out with ease.
In addition, it is likely that children who speak English as an additional language will take longer to develop their vocabulary and as a result their patterns of speech may differ. Your school should support the development of children’s home language through the involvement of families, the inclusion of different cultures and the celebration of pupils’ individuality.

Taking account of the distinctive features of spoken language in planning. Whether spoken or written, all languages vary according to the functions they serve. It is helpful to think of three main factors contributing to this variation in talk.
What is being talked about?
Emphasis on subject content or topic means developing necessary knowledge including specific vocabulary and expressions. For example, in a science lesson on testing forces, children need to understand the concept of fair test, use words like speed and distance, and be able to make comparisons between length, height and weight. When talking about drama, children need some technical vocabulary to describe the effects of characterisation, costume and vocal expression.
Who is talking?
To carry out the different roles in effective group work, children need to learn the language associated with them. For example, how to support others in the group by building on or clarifying contributions, ways of taking the lead and ensuring everyone has a turn to speak, how to introduce a new idea or change the topic and how to make relevant written notes of the outcome of the discussion. As children move between pairs, groups and the class as a whole, they need to adapt their language from lesser to greater formality.
What kind of talk?
Sometimes the aim of the lesson will be for children to create spoken texts of particular kinds, such as oral stories, spoken arguments, dramatic dialogue or extended contributions in whole-class discussion. The language needed here is more explicit, and contains more formal types of structuring conventions than language used in accompanying action or in a conversation with a group of friends. Children need to understand how to develop these more sustained forms of talk through hearing them demonstrated, paying attention, for example, to the ways speakers connect longer utterances, sequencing and emphasising their ideas.
[1.3] through your experiences as a TA working with children and young people at some stage you would have encountered regular disagreements between pupils and their peers. This can take place at playtime or lunchtime and at times may even occur in the classroom during learning time. When managing arguments, you will need to make sure that you go back to the beginning so that you can find out exactly what has happened and hear from all sides of those involved. It is important for pupils to feel that they have been heard and that they have been able to put their point of views across. You will need to establish whether one of them was in the wrong and decide if apologies are required or if any further steps are needed, such as a referral to another member of staff.
Pupils need to be able to understand how their own feelings might affect their behaviour and you may need to talk to them about this. For example, saying to a child, “I know you are upset because you could not do cooking today” will help them link between emotion and behaviour. In this way they will be more able to understand how to think about others.
In my working experience we have used a method called “carpet time”. This is where the pupils in the class all sit on the carpet and the pupils are asked to give a short sentence of what they like about a certain pupil. This gives the pupil who has displayed some form of disagreement with another an insight of what others like about them. The aim of the exercise is to make the child feel confident and increase their self-esteem, with the hope that their behaviour will diminish. another method has been to have those involved to give up their playtime and discuss what has caused them to have the disagreement and how between them it can be resolved, with a teacher observing and monitoring there discussions but not say anything. At the end, if the matter has been resolved the pupils would be asked to shake hands. I have witnessed this method done several times and have noticed even in the child’s change of body language how good they feel about themselves and a sense of feeling proud. This may not work all the time, but more often than not it does. It’s allowing the pupils to be responsible and even feel more like a responsive young child, because there has been no adult intervention they have been allowed to use discussions, as well as hearing other points of views, seeing how emotions effects all and let them think about their own actions.
[1.4a, b] the way in which you behave towards others will always have an impact on the children and young people with whom you work. This is because they will always take the lead from adults around them and will be quick to point out anything which you tell them to do but do not do yourself. You should consider how you approach others and how you respond to them, treat everyone fairly, offering help to others when needed and showing an open, friendly approach. Disregarding a child or young person’s efforts or contributions would have a negative impact because, their confidence and self-esteem would become very low, which could lead them to emotional or even behavioural problems. Swearing in front of children, is not only in-appropriate to work ethics but has a negative impact as it is teaching the children bad language. If you own interactions with others are effective, this will promote the same positive outcome in your communication with children and young people.
[2.1]. When working with other adults, whether this is within or outside the school environment, to establish respect. We must speak politely and clearly as well as other adults that can work with a team and help each other out in any way possible.
[2.2]. when we are working with children we must remember that we are role models to them. This means that you will have to show them how to relate to and communicate with others at all times through your own interactions and relationships with other adults and pupils. Increase the trust and respect by being honest, competent and working hard. Avoid behaviours that could make you non approachable, for example, talking badly about another co-worker when children can hear you. When meeting an adult for the first time is is good practice to introduce yourself whenever the opportunity presents itself. We must make sure that we always behaving appropriately and professionally in school, this way it will encourage children to do the same.
[3.1, 3.2, 3.3 and 3.4]. Communication may be:
Verbal
Non-verbal
Informal
Formal
Many of our communication skills that we use are the same, whether we are communicating with children or with adults. For example, treating them with respect, listening and responding to what they are saying.
Children of different ages will require varying levels of attention. When talking to young children, key stage 1 or foundation stage, it is important to speak clearly, slowly and use words that are not too big, also check if they have understood what you have said to them by asking questions. You may things like picture cards or objects such as toys to gain their attention and enable them to concentrate on the objective task in hand. As children mature communication will develop. As a TA always remember to communicate at the level that the child understands. Also remember to use praise for good achievements and encourage children when needed.
When speaking with adults are language is more complex, although remembering to stay on a professional level. We may use emails, texting or notice boards as a way of communicating with co-workers. Always comply with policies and procedures regarding sharing information, data protection and confidentiality, also avoid assumptions regarding a person’s situation.
Communication difficulties.
There are many different reasons for communication difficulties.
Individuals with Special Educational Needs
Low or poor communication due to hearing impairment
Different values or beliefs external factors
Opposing expectations
Lack of confidence/self-esteem
Visual impairment
There are many similarities between communicating with adults and with children:
Always maintaining eye contact and interest
Responding to what they are saying
Treating them courtesy and respect
As adults, we need to show children and young people how to get along with one and other and communicate effectively. We should model the behaviour we expect from them. Showing respect for others is crucial whether communicating with adults or children. You need to acknowledge what others are saying and thank them for their contributions, even if you do not agree with their opinions and ideas.
You may need to adapt your method of communication in order to meet the needs of the person with whom you are speaking. This will depend on:
The age and experiences of the person with whom you are speaking
The context of the conversation
The communication needs of the individual
It is important that we are sensitive to the needs of other adults, particularly if they have communication difficulties, for example, if they have a hearing impairment, you would speak directly to them and slowly, so that are enabled to lip read, or communicate through writing things down.
[3.5]. when disagreements arise between you and a child or young person, be sure not to be drawn into an argument. Tell them you are not willing to discuss the matter until both has had thinking time. If witnessing an argument between a child and a co-worker try to defuse the situation and act as a mediator between them both. If disagreements arise between adults it must be resolved as soon as possible, or it may become harder to resolve. If it is impossible to sit down and talk things through with each other you may need a mediator.
[4.1]
Relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information are “every child matters (England 2003) based on the children’s act of 2004”. This law enforces the act of sharing information more often with professionals. This law came into place after the death of Victoria Climbie, which could have been prevented by the sharing of information between health and social workers. Secondly, the data protection act 1998, which forbids the handing out of delicate information to second or third hand parties. Schools handle confidential information about each child; this information must only be used for the purpose in which it was gathered. If the information needs to be passed on you must have parental consent.
The eight principles which govern the use of confidential information are as follows:
• Be processed fairly and lawfully.
• Be used only for the purpose for which it was gathered.
• Be adequate, relevant and not excessive.
• Be adequate and kept up to date where necessary.
• Be kept for no longer than necessary.
• Be processed in line with the individuals’ rights.
• Be kept secure
• Not be transferred to other countries without adequate protection.
[4.2]
It is important children and adults are aware of the confidentiality of their information. That it will under no circumstances be passed on without parental consent, unless the information presented shows that the child’s welfare is at risk; in such case information should be passed onto the appropriate professionals.
[4.3]
The kinds of situations in which confidentiality protocols must be breached are when a child’s welfare is at risk. If a child confides in you, you must let them know that if you feel they are at risk you must pass on the information to those appropriate. If you suspect that a child is at risk you must alert the appropriate adults and professionals as soon as possible. Not doing so could end up in fatality, as it did in the Victoria Climbie case.