Supporting Teaching and Learning in School

1.1 Describe how to establish respectful, professional relationships with children and young people. It’s important to able to communicate clearly with children of all ages, having a clear communication will help children to understand what are expected of them also it will help them to have a good communication skills. In order to work with children/young people you need to establish a good relationship and show them that you are an approachable person. Communication isn’t a one-way process when you’re working to build a good relationship with children, it’s important to encourage them and interact with them for example when working with young children it’s good to make then involved by ask them to help you with activities such as helping to put up a display, help to choose activities for the day rather than telling them what to do.

It’s important to acknowledging their advice and ideas, if you encourage children to make suggestions it’s important not to disregard them or otherwise they will learn that the is no point in saying anything, so when ideas or suggestions cannot be used or acknowledge its good to explain why you might not able to follow them up.

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When you ask children what the like about adult they will say the like someone who listens to them especially teenagers the like to be listened to, when the feel that they haven’t been listened to the will often come out with the expressions such us “they don’t understand me! Therefore it’s important to establish a good understanding relationship with children/young people of all ages.

TDA23-1.2 Describe with examples how to behave appropriately for a child or young person's stage of development. When working with children/young people you need to communicate according to their stage of development. Children have different needs according to their age and may require different levels of attention and support, when working with children at nursery you need act appropriate for the age by being enthusiastic when talking to them, sitting them down and playing games with them also reassuring them when there are upset or hurt themself by putting our arm around them, coming down to their levels, making eye contact or making them sit down on a chair and being beside them. Its important to not interrupt when there are explain what has happen to them. They are different stage developments which are:

* Pupils in Foundation Stage and Key Stage 1: children at this stage are very young and are developing their communication and language skills. If speaking to them you will need ensure them by coming down to their level reason being the wont feel intimidated. You still need to remind them how important it is to listen to other and taking turns to speak also have a clear understanding when speak to them and asking them to repeat it back to you. When working with children manage times of change or excitement so it will be better if you are prepared. * Pupil in Key Stage 2: at this stage children will start to mature in the way they communicate and get use to formulate to conversation and will be less self-centred also consider other pupil by inviting others to speak first, however sometimes you will still need to remind other to wait for their turns when speaking or taking part in a conversation although it may be due to their immaturity.

* Pupil in Key Stage 3 and 4: children at this stage the will start to formal language and informal, they will understand how to communicate with one another and also get use to increasing a number of technologies which the can stay in touch with one another. It’s likely for them to communicate themselves through texts or email, teenager will become more self-conscious about speaking in front of others and will become more embarrassed easily, it will be better if they are given more time to interact in a group so that they can regain confidence and encouraged to speak out. It’s likely for children who English is there additional language will take longer to develop their vocabulary as a result of their speech pattern but should be the child identities and value. The school should be supportive when it comes to the children home language and given support so that the child develops.

TDA23-1.3 Describe how to deal with disagreements between children and young people When working with children you will have to deal with regular disagreement between pupil and their peers, it will often happen at lunch times or can occur while there learning. So it’s important to find out exactly what has happen by listening to both sides and reassure that both parties have been heard clearly while pointing their views across. You will need to establish who is in the wrong and decide on the apology if required or if the matter needs to be referred to another member of staff or to be taken further. Children/young people need to understand how their own feelings can affect their behaviour, in this way the can understand how to think of others.

One of the effective ways to encourage children to understand and respect others feeling is by discussing the matter through an activity called “circle time” although this is not encourage for young children as is often require to sit for a long period of time this can only benefit older children who may express their feeling more infective. In strategies such as Restorative Justice programme have been introduce to school this pioneering have been relation to restore and approach school seetings and in children homes since 1994, they have also been running longer than any other training provider in the uk.they develop a unique institution wider model that draws on the best practice in a community building, communication skill, confilt resolution, mediation and group problem solving. This potential advantages of restoring and approaching in the school setting includes; * A safer, more caring and more effective teaching and learning environment. * A greater commitment by taking time to listen to one another. * A reduction in bullying and other interpersonal conflict etc.

TDA23-1.4

Describe how own behaviour could:

* promote effective interactions with children and young people * impact negatively on interactions with children and young people.

TDA23-2.1 Describe how to establish respectful, professional relationships with adults.

TDA23-2.2 Describe the importance of adult relationships as role models for children and young people

TDA23-3.1 Describe how communication with children and young people differs across different age ranges and stages of development.

TDA23-3.2 Describe the main differences between communicating with adults and communicating with children and young people.

TDA23-3.3 Identify examples of communication difficulties that may exist.

TDA23-3.4 Describe how to adapt communication to meet different communication needs.

TDA23-3.5 class=Assessmentcriteria ><= p=>

3.5. Describe how to deal with disagreements between:

⍕the practitioner and children and young people
⍕the practitioner and other adults.

TDA23-4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information

TDA23-4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this

TDA23-4.3 Identify the kinds of situations when confidentiality protocols must be breached.