Communication and Professional Relationships with Children, Young People and Adults
Communication and professional relationships with children, young people and adults
1.3
When communicating with others it is important to consider the context in which you are working. You will need to adapt the way you communicate in different situations. It is likely that you will do this automatically without even realising you are doing it – for example, you should use more formal language and behaviour whilst in a meeting or discussing matters with a senior member of staff.
Your school will have a range of different types of planned communication with other adults – for example staff meetings, parents evening, target setting days as well as more informal communication. However, the talking is not the only way in which we communicate. It happens through the way we respond to others, for example, how quickly we respond to an email or phone message, how attentive we are when speaking to someone, how we dress. You may find that the non-verbal forms of communication can be an issue if they are misread by others.
You should also remember that different cultures will have their own rules of behaviour which will extend to gestures, body language and eye contact. In some cultures, for example, it is not polite to look another person in the eye when speaking to them. It is also important to be respect to children of other faiths and religion whilst covering different subjects in class. For example if you had a child that did not celebrate Christmas it would be important that you found a way of including them in any activities you were doing whilst still showing a respect for their beliefs.
2.1
The principles of relationship building with children, young people and adults are making sure that you are friendly and approachable, that they feel comfortable in your company and are able to come to you if they have any concerns or just want advice on something. When building relationships with young people and children it is important that they feel
1.3
When communicating with others it is important to consider the context in which you are working. You will need to adapt the way you communicate in different situations. It is likely that you will do this automatically without even realising you are doing it – for example, you should use more formal language and behaviour whilst in a meeting or discussing matters with a senior member of staff.
Your school will have a range of different types of planned communication with other adults – for example staff meetings, parents evening, target setting days as well as more informal communication. However, the talking is not the only way in which we communicate. It happens through the way we respond to others, for example, how quickly we respond to an email or phone message, how attentive we are when speaking to someone, how we dress. You may find that the non-verbal forms of communication can be an issue if they are misread by others.
You should also remember that different cultures will have their own rules of behaviour which will extend to gestures, body language and eye contact. In some cultures, for example, it is not polite to look another person in the eye when speaking to them. It is also important to be respect to children of other faiths and religion whilst covering different subjects in class. For example if you had a child that did not celebrate Christmas it would be important that you found a way of including them in any activities you were doing whilst still showing a respect for their beliefs.
2.1
The principles of relationship building with children, young people and adults are making sure that you are friendly and approachable, that they feel comfortable in your company and are able to come to you if they have any concerns or just want advice on something. When building relationships with young people and children it is important that they feel