Miss
11/02/2013
Unit 3
Know how to interact with and respond to children and young people.
Lo 1.1
Describe how to establish respectful and professional relationships with children and young people.
Encourage language and communication skills by:
Talking and showing pupils what you are talking about by using repetition, your tone of voice and facial expressions and eye contact and by letting pupils initial conversation and listen to what they have to say and give them positive feedback, praise and encouragement to all.
Supports Lo 1.1, 3.1, 3.3, and 3.4
Case study: Lianna/Ashok * Lianna has dyslexia and is in year 2 she goes to a small group for extra literacy support and is making good progress although it is slow. * Ashok is in the same class and is autistic. He has a good grasp of his sounds but is very untidy and rushes his work.
Lianna
Break tasks down into small easily remembered pieces of information as well as giving them Notes or hand outs would be useful too. Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate.
Ashok
Use consistent classroom routines. For example, asking for help, frequent breaks, putting away homework, getting assignments, bathroom breaks). Consistent routines lower all students' anxiety and increase their ability to function independently in the classroom. Give visual instructions, rules and use visual classroom schedules. Use their visual strengths along with visual reminders to increase their ability to function independently both academically and socially. Picture icons and social stories can encourage appropriate behaviour and keep their attention to tasks.
Lo 1.2
Describe with examples how do you behave appropriately for child or young people’s stage of development.
To be a good role model in behaviour and communications you must encourage thought, check, understanding of knowledge and skills and
Unit 3
Know how to interact with and respond to children and young people.
Lo 1.1
Describe how to establish respectful and professional relationships with children and young people.
Encourage language and communication skills by:
Talking and showing pupils what you are talking about by using repetition, your tone of voice and facial expressions and eye contact and by letting pupils initial conversation and listen to what they have to say and give them positive feedback, praise and encouragement to all.
Supports Lo 1.1, 3.1, 3.3, and 3.4
Case study: Lianna/Ashok * Lianna has dyslexia and is in year 2 she goes to a small group for extra literacy support and is making good progress although it is slow. * Ashok is in the same class and is autistic. He has a good grasp of his sounds but is very untidy and rushes his work.
Lianna
Break tasks down into small easily remembered pieces of information as well as giving them Notes or hand outs would be useful too. Seat the child fairly near the class teacher so that the teacher is available to help if necessary, or he can be supported by a well-motivated and sympathetic classmate.
Ashok
Use consistent classroom routines. For example, asking for help, frequent breaks, putting away homework, getting assignments, bathroom breaks). Consistent routines lower all students' anxiety and increase their ability to function independently in the classroom. Give visual instructions, rules and use visual classroom schedules. Use their visual strengths along with visual reminders to increase their ability to function independently both academically and socially. Picture icons and social stories can encourage appropriate behaviour and keep their attention to tasks.
Lo 1.2
Describe with examples how do you behave appropriately for child or young people’s stage of development.
To be a good role model in behaviour and communications you must encourage thought, check, understanding of knowledge and skills and