2.2 Apply skills & techniques for supporting and encouraging children & young people’s positive behaviour.
TDA 2.3: Communication and professional relationships with children, young people & adults.
1.1 Describe how to establish respectful, professional relationships with children & young people.
From the offset, I believe that by introducing yourself with a title and surname, a level of respect is obtained. This can also be continued with the other teachers by allowing the children to hear your title & surname being used by them.
Encourage correct manners to be used by ‘treating others in a way that you expect to be treated’. Always allow the children to hear “please” and “thank you” being used which will show continued respect between all children and other adults.
Always kneel down, or sit along the side the child to talk to them on a one to one basis. This allows the conversation to become more personal leading to a greater trusting relationship with the child, but always be careful to ensure appropriate visual contact with other adults in the setting to adhere to safeguarding regulations.
The Code of Conduct belonging to Sherdley Primary School is provided by St Helens Council and is for all schools in the St Helens district. The purpose of the Code of Conduct (CoC) document is to outline the Standards of Conduct expected from all employees in compliance with the school. The CoC sets out the rules but after spending some time with the Deputy Head on my day in school, I enquired about certain rules within the Sherdley school gates:
Are there any rules on teachers/TA’s being related to children?
General recommendation is that TAs, Middays and teaching staff do not work directly in the same learning environment as their child. Mrs Hinds (the Reception teacher I am working alongside) has her grandson in Reception, but is in the opposite class. At Sherdley Primary, there are 2 Reception classes. They place students and volunteers in different year groups, move midday supervisors as appropriate and would take into account any relevant family links when
1.1 Describe how to establish respectful, professional relationships with children & young people.
From the offset, I believe that by introducing yourself with a title and surname, a level of respect is obtained. This can also be continued with the other teachers by allowing the children to hear your title & surname being used by them.
Encourage correct manners to be used by ‘treating others in a way that you expect to be treated’. Always allow the children to hear “please” and “thank you” being used which will show continued respect between all children and other adults.
Always kneel down, or sit along the side the child to talk to them on a one to one basis. This allows the conversation to become more personal leading to a greater trusting relationship with the child, but always be careful to ensure appropriate visual contact with other adults in the setting to adhere to safeguarding regulations.
The Code of Conduct belonging to Sherdley Primary School is provided by St Helens Council and is for all schools in the St Helens district. The purpose of the Code of Conduct (CoC) document is to outline the Standards of Conduct expected from all employees in compliance with the school. The CoC sets out the rules but after spending some time with the Deputy Head on my day in school, I enquired about certain rules within the Sherdley school gates:
Are there any rules on teachers/TA’s being related to children?
General recommendation is that TAs, Middays and teaching staff do not work directly in the same learning environment as their child. Mrs Hinds (the Reception teacher I am working alongside) has her grandson in Reception, but is in the opposite class. At Sherdley Primary, there are 2 Reception classes. They place students and volunteers in different year groups, move midday supervisors as appropriate and would take into account any relevant family links when