Supporting teaching and learning in schools level 2 Unit 203: Communication and professionals relationships with children, young people and adults.

Supporting teaching and learning in schools level 2
Unit 203: Communication and professionals relationships with children, young people and adults.
Think about your first few days in school placement. Reflect on how you have or will:
Establish respectful, professional relationships with other adults (203: 2.1)
I would establish respectful, professional relationships with other adults by being polite and support other members of staff. I would hold information in confidence, which would show I can be trustworthy. I would pay attention and use appropriate language. Also by being an active listener and showing this by following through to what has been said by other members.
Establish respectful, professional relationships with the pupils (203: 1.1)
I would establish a respectful, professional relationship with pupils by being patient and positive with the children. The age of the pupils is important as all age groups require different approaches. I would also use appropriate language and show interest in what the pupils are saying and support them with school activities.
Behave appropriately for the child or young person’s age/ stage of development, (give some examples of how this would be different with another age group.) (203:1.2)
I would behave in a professional manner and to take into account their development stage. Different aged children require different types of support, for example English not being the first language.
Also working with children with special needs requires specified support.
Speaking to very young children (key stage 1) you should get down to their level, to make eye contact and not to intimidate them. Also reminding them to listen and take turns to speak. It is important to check they have understood what is said to them.
At key stage 2 children are more developed in their communication skills. The child will be more considerate to others speaking, but will sometimes still need reminding to wait their turn to speak.
By the time they get to key stage 3 they will understand how to communicate and know the different forms of communication, for example texting and emailing to communicate. At this stage teenagers can feel embarrassed easily, and will require more encouragement to speak out and gain more confidence.

Describe how your behaviour could promote effective interactions with children and young people. (203:1.4a)
How my behaviour may promote effective interactions is because children imitate adults behaviour, so adults need to take the lead. So in order to promote effective interactions is what I tell the children i do myself. For example if I tell them not to shout then I shouldn’t shout and lead by example. Children will then eventually pick up on the effective behaviour i have set out for them.
I need to have a calm approach and create a welcoming atmosphere; this will then help children interact with adults and peers. It will be beneficial for children to learn how to effectively interact with different individuals and so it is my responsibility to give them the right support in order for them to learn and use it.
Describe how your behaviour could impact negatively on interactions with children and young people. (203:1.4b)
I would have to be conscious of what I say and how i approach difficult situations as for example, if in difficult situations if I have a negative approach or become quiet stressed myself, children can pick up on these things. This would negatively impact children as when they are faced with similar situations they will not be able to handle it effectively.
As a teaching assistant I have to lead by example, so children can develop coping strategies in difficult situations and get through them effectively. In order to not to have a negative impact it is important for me, not to have pre-conceived characteristics about children and insure I treat them all equally.
How would you deal with disagreements between children and young people? (203:1.3)
Peers may have disagreements amongst themselves and these may happen mostly at break and lunch times but can occur during learning time. When the disagreement occurs the approach I have to take to ensure it gets resolved, is to remain calm and listen to each individual. I have to make sure i listen to both stories and figure out if any of them needs to apologise to the other or whether there needs to be another staff informed of what is happening.
Both children and young people need to understand how their own behaviour impacts others. They also need to openly discuss this with them. For example ‘taking turns’ when playing is important and I need to explain that they need to take turns so everyone gets a chance to play and no-one is left out.

Describe the importance of adult relationships as role models for children and young people. (203:2.2)
The importance of adult relationships as role models for children and young people is by being an effective role model so that you can show them how to communicate with others. By children seeing how you behave in an appropriate manner they will be able to learn to relate to and communicate with others.
By being positive children will respond better to being able to get along with others and it would show in their learning by wanting to. Also by them getting support they will be able to understand what they are being taught.

Produce a table showing possible communication difficulties and how you could overcome them. (203:3.3, 3.4)
Communication Difficulties
How to overcome them
Visual impairment
Positioning
Speak clearly
Have an evaluation, to see if the child has understood
Reduce surrounding noise
Hearing difficulties
Makaton
Keep hands away from mouth so they could lip read
Use more pictures
Use more gestures
Speaking another language
Use more gestures
Tone of voice
Plan lessons to incorporate pictures
Learn few basic key words of the language spoken
Support worker
Learning difficulties
Be patient
Allow them to finish what they are saying
Explain to other children, have to be patient

How you deal with disagreements between
The practitioner and children/young people? (203:3.5a)
To deal with the disagreements between the practitioner and children/young children a clam approach needs to be taken. At all times a disagreement should be avoided with children but if it does occur then the child needs to take some time out to calm down. So when a child is being defiant, arguing or being difficult then, they will need to calm down and then discuss the issue.
The practitioner and other adults? (203:3.5b)
To deal with a disagreement between a practitioner and an adult would be to approach them in a calm manner and advise the other adult to do the same. Disagreements may occur because of misconceptions or miscommunications. Dealing with disagreements is a sensitive topic and should be dealt with great care so there is no ill feeling afterwards.
The disagreements should be dealt with immediately so it doesn’t create a tension in the environment where they are working. Also leaving the situation may make it worse and more difficult to deal with.
A mediator may also be used to go through the situation and get their point of view across as they may not be able to do this between themselves. It is important for communication to stay strong in order to avoid misunderstanding