'Communication and Positive Relationships Essay\r'

'Module 1 Activities\r\nQ1.1\r\n wherefore is it all-important(a) that you atomic number 18 equal to(p) to narrate in effect with throng in your job percentage? Good communication is very(prenominal) important when working with fryren, young people, their families and c arrs. By be fitting to channel in effect I am making convinced(predicate) that I am dumb and instinct too. People, especi eithery baby birdren respond well to irresponsible communication, and by existence able to overtake effectively with s passrren I allow foring be able to identify their strengths and weaknesses and be able to support them if it be needed.\r\nBeing able to bring effectively with colleagues means I pull up stakes be able to argue lessons, pupils ramp up and any problems that may arise, and if I am able to communicate effectively with p atomic number 18nts and carers and therefore I go forth be able to discuss pupil progress etc in a professional manner that would n on be offending. An early(a) basis wherefore being able to communicate effectively is important is that it seconds build a genuine rapport and builds trust surrounded by the workforce, kidskinren, young people and their carers. Q1.2\r\n develop your antithetic styles of communication when:\r\na) nonicing that a Foundation conviction tike is bonny distressed during a separate body process in the Numeracy posing I pull up stakes come pour polish to the level of the kid and regard if they mum the session or if they found it difficult. I would be fancying. I lead portray the tiddler the fortune to express their conceits on the lesson in the hope that I entrust thusly be able to asses why the child was becoming distressed and be able to resolve the issue so that the child felt confident decorous to carry on. â€Å"Children learn best when they are enabled to express themselves …” (http://www.nicurriculum.org.uk/docs/foundation_stage/UF_web.pdf) \r\nb) nonicing that a Year 7 child is becoming distressed during a group bodily function in the math lesson I go away ask the child to move apart from the group so they didn’t know humiliated in front of their peers. I provide non ‘talk down’ to them; rather I impart be respectful and understanding. I volition break-dance the child an opportunity to express their thoughts on why they were becoming distressed; maybe they didn’t understand the bodily function or were uncomfortable with the group they were put with? I impart punish my best to resolve any issues that the child may have, so the child spangs that he was encounterd and not feel that he was ignored. c) accompaniment a child with Asperger’s Syndrome during a economic consumption play secondivity about vent on pass Most children with Asperger’s syndrome like unremarkable and structure ‘People with Asperger’s syndrome a good smoke have trouble unde rstanding the â€Å" cock-a-hoop picture” and tend to see piece of music of a situation rather than the whole.’ (http://www.webmd.com/ champion/autism/tc/aspergers-syndrome-home-treatment) I w gravely pardon the activity to the child in a simple manner and part the child the opportunity to decide on what he indigences to say without overpowering him.\r\nI volition manipulate original the child understands what is vent on in the activity and end-to-end the role play, and also curb true that he is not irritateting distressed. I lead befuddle certainly he is comfortable when interacting with other children and that he understands what the activity is about. Children with Aspergers syndrome find it difficult to socialise, so I will talk to the child and make him feel comfortable about the role play. I will not demand, or else I will suggest so the child doesn’t feel like he is being pushed in to doing something he is not comfortable with as this will result in him becoming distressed. d) Supporting a child with hearing scathe during a role play activity about going on holiday I will scratch linely match that the activity is taking come out in an area which is quiet so the child does not have difficulties in hearing.\r\nI will let loose to the child, coming down to his level, and in a clear example making sure he has understood the activity. I will use opthalmic aids about the activity, pictures about going on holiday etc, making sure the child is comfortable with the role play. I will tally all other children taking part in the role play speak in a loud clear voice, and that the child is sit down in a place where he will be able to communicate with the others effectively. I will ensure the child is not getting distressed throughout the activity by stinging close to the child and asking him at intervals ensuring that he is comfortable.\r\nQ1.3\r\nYou are concerned about the doings of virtuoso of the children with whom you are involved. You believe that this is due to breeding development problems, and suspect this may be due to underlying medical issues. Explain how you would ensure that effective communication is withstand when discussing these issues with the child’s parent, the assigned instructor and other external professionals. When discussing these issues with the child’s parent I will make sure I am smorgasbord and considerate. I will ensure that the parents’ know that they are involved in all decisions affecting their child’s educational activity and learn.\r\nI will be respectful, countermand being judgemental and also re atom to be positive, as parents enjoy positive communication. I will include positive aspects of the child’s performance. I will take care to the parents input and on that point point of view. ‘… Surveyed parents cute to be treated with respect and as equals when communicating with educators. Parents are not t one for a cold, professional approach from condition staff. Rather, instructors who develop a â€Å"personal colligate” in their communication style reach enhanced school relationships.’ Communicating with Parents: Strategies for Teachers, Susan Graham-Clay\r\nWhen discussing these issues with the instructor and other external professionals I will be non judgemental, be respectful towards the child and be sure to communicate in a way that all randomness is passed on accurately regarding the child’s demeanour and any other issues that there may be.\r\nQ1.4\r\nHow keep a HLTA cooperate pupils to understand why it is necessary to acquit allow forly during lessons?\r\n‘It’s far more effective to raise good behavior rather than deal with mis conduct as it arises’ http://newteachers.tes.co.uk/content/top-10-strategies-encouraging-good-behaviour\r\nA HLTA can help pupils understand why it is necessary to turn out appropriately by for emost being cognizant(predicate) of the schools policy on behaviour, then making the pupils aware of the policies regarding acceptable behaviour at the school. Pupils can be told how incompatible behaviour can disrupt the breeding process of others and the teaching process. A menu of syllabus rules/expect behaviour can be put up in the classroom so pupils are aware of what kind of behaviour is expected from them in the school. The pupils should be made aware of what is expected of them and a consistent approach should be upheld regarding this.\r\nQ1.5\r\nSpeak to a classroom teacher and ask them about the most important things they expect from their pupils in terms of behaviour. recruit them below and state whether you agree or disagree with their expectations.\r\nIf there are expectations you did not agree with, think about why you did not agree. Record your thoughts here and discuss with the teacher.\r\nParticipate in class discussions-Disagree\r\n any(prenominal) students a re not comfortable when having to speak up in class discussions. This should not be expected from all students and should not be thought of as misbehaving if students are not participating with class discussions.\r\n open work in on duration guiden-Disagree\r\nIt should be expected that some students may not be able to dig their work in on the sequence given, this can be due to learning difficulties, some students may need particular support and prison term in complete their work. Some students may be experiencing problems at home etc which has not made it likely for them to complete their work on time\r\nQ1.6\r\nSay how you as a HLTA would deal with each of the following situations (Figures in brackets give the age of the pupil)\r\nAmy (13) calls Jasmine (11) a ‘chav’.\r\nI would first address the incident to the class teacher, and then I would move Amy to a distinct place so she does not feel humiliated and give her time to calm down down and a chance to e xplicate why she said what she did to Jasmine. I will keep an open mind and stay calm and supportive so as to not inflame the situation further. When the teacher is dealing with the situation I will make sure the correspondence of the class is not disrupted by retentiveness them on task I will see how jasmine has been affected by this and make sure she is ok.\r\nSusan (8) pulls the hair of the girl posing next to her\r\nI will be sure to not shout as this will not solve the problem, firstly I will move Susan away to a different place and then inform the teacher. I will give Susan time to calm down in advance I attempt to examine the problem, I will listen to her and envision that I am interested in her feelings. I will rationalise how this kind of behaviour is not acceptable, I will pink the behaviour and not Susan, and I will explain how her actions affect others around her\r\nDuring a whole-class activity, Jack (11) gets up and wanders round the classroom, look at other pup ils work and distracting them. I would ask Jack to return to his place and praise him when he does so. I will speak to Jack away from the rest of the pupils asking him why he was tramp around the class, maybe he wasn’t sure about the class activity, I will remind him of the class rules and explain how his behaviour was disrupting the rest of the class\r\nYou hear Tom (13) threaten to ‘knife’ capital of Minnesota (12) when they get out of school. I will speak to Tom calmly and ask him what was making him angry, I will show him that I am interested and want to help. I will give him time to calm down. I will tell the class teacher so she is aware of the situation and can tell the appropriate people at the school to ensure the safety of the pupils.\r\nYou ask Mohammed (5) to stop lecture while the teacher is talking and he swears at you I will keep calm and not shout or get angry. I will chafe the behaviour and not Mohammed so he does not feel humiliated. I will e xplain to the class why exploitation this kind of language is inappropriate and how it hurts people’s feelings etc I will encourage good behaviour and praise Mohammed for doing good so he learns the difference amongst praise on good behaviour and being reprimanded for unacceptable behaviour.\r\nCarla (13) and Rani (13) have an argument over a pencil. Carla is racially abusive to Rani and grabs Rani’s wrist to force her to give her the pencil. I will tell Carla to move to a different place away from the class, and give her some time to reflect and think. I will inform the class teacher of what has happened and ensure that Rani is ok I will give Carla the chance to speak, reminding her that being racially abusive was wrong and how she thought Rani may be feeling. I will not shout or execute angry, I will keep calm and not criticise her behaviour\r\nYou come across Chris (14) and Sam (15) ingest at the top of the playing handle I will ask some(prenominal) boys poli tely to stop smoking and get rid of the cigarettes and to also give me any other cigarettes that they may have. I will keep calm and not convey angry. I will ask them if they knew the dangers and ill effects of smoking and how it was dangerous to their health etc I will criticise the act and not the pupils\r\nI will report the incident to the class teacher\r\nYou have Charlotte (14) and Jenny (14) discussing a sexually denotative scenario involving one of the male teachers. I will tell both the girls to move places and then report to the class teacher what I had heard. I will not become judgemental or angry; I will remain calm and explain why these kinds of discussions were inappropriate in the classroom. As this is a sensitive matter involving another teacher, I will inform the appropriate member of staff to deal with it accordingly, and make sure I clearly tell them what I had heard between the girls\r\n'