Please complete your personal statement as part of your Assessment Tasks
Name of Qualification
ULN Date of Birth 28.05.1979
Why this course (500 words)
Level of Education
IT Skill Level
Please write in your own words about your experience, likes, dislikes and your career aspirations
UNIT 1 – ASSESSMENT TASKS
COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS
Outcomes 1.1, 1.2, 1.3 – By the end of these outcomes, you will be able to understand the principles of developing positive relationships with children, young people and adults.
1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults (300 words approx)
” Positive relationship – relationships that benefit children and young people and their ability to participate in and benefit from the setting” ( Burnham & Baker 2010)
Having great communication skills helps building positive relationships with others. You need to know how to approach and how to respond to others in a positive manner. Having great communication skills helps you communicate stronger and more efficient when talking to other adults. As Teaching Assistants we need to model effective communication skills to pupils, to control our language in times of stress or excitement in order for the pupils to understand the school’s expectations. Asking pupils to communicate in a certain manner, but forgetting to do so ourselves makes it harder for pupils to understand what our expectations are. Good communication skills will help you to share your knowledge, your skills or values, and caring for the pupils you are teaching. To communicate effectively we need to be able to listen to one another.
Pupils – will learn better if they feel secure, confident and relaxed when they are in the presence of someone that they know and like. Having a good relationship with them will help them learn more effectively.
Young people – as with children, young people learn more effectively if they have a good relationship with the adult that is teaching them. If they feel valued, accepted and their opinions and values are listened to, they will continue to develop their communication skills further, this leading to a growth in their confidence in communicating all the way to adulthood.
Adults – effective communication skills helps us to develop positive relationships with adults also. It helps us to gain information about each other and this can lead to a friendly relationship. Positive relationships are essential for team building within the school and with pupils’ parents. Positive relationship between adults can show pupils how to behave towards each other.
1.2 Explain the principles of relationship building with children, young people and adults
(250 words approx)
If children, young people and adults feel comfortable around us, communication will be more effective. People that do not get along with each other will avoid any possible contact with the person they dislike. When building positive relationships with children, young people and adults, we should think about ways to improve them.
Having effective communication skills will help us to build good relationships. Showing respect, listening to the other person’s points of view, and remembering names will help us to build a positive relationship. If a child, young person or an adult is under stress, try to be considerate and understand why they reacted the way they did towards you. Getting to know them better, try find out different aspects about their personal life will also help you towards building a positive relationship. When someone ask for your advice or your help, take time to listen to what they have to say, show interest in the subject and respond accordingly. When giving information thru a conversation make sure they understood what you have said, in a conversation we can get distracted and forget about what we actually wanted to say. When talking to children it is good to ask them to repeat what you have said, to make sure that they understood. Working in a school is a serious thing, but sometimes it is good to have a sense of humour when speaking with children, young people and adults. It is good to try to see the funny part of a situation, it can help everybody relax.
1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate (300 words approx)
Coming from a foreign country with a different culture I understand how social, professional and cultural contexts may affect relationships and the way we communicate.
We need to adapt ourselves and the way we communicate to the situation that we are dealing with. Trying to do behave and speak in a certain manner will become automatic in time. When communicating with people from different cultures we need to pay attention to what we say and how we behave, they may have other views regarding body language, hand gestures and eye contact. The way we dress, the attention we pay to others when we speak to them, the way we answer emails or messages, all of this can also be a way of communication. When communicating with children with communication barriers it may be of help using a sign language such as Makaton, although it is usually used for children with special educational needs we can still use it as a form of communication.
During an intercultural communication, we need to be polite and act without discrimination. The way people communicate is related to their values, beliefs and languages. When involved in intercultural communication we shouldn’t make assumptions about a child, young person or adult, for we do not know about their culture and we may make a mistake. The way we dress may be acceptable in one culture, but insulting in other.
Outcomes 2.1, 2.2, 2.3, 2.4, 2.5 – By the end of these outcomes you will understand how to communicate with children, young people and adults.
2.1 Explain the skills needed to communicate with children and young people (250 words approx)
To communicate effectively with children, young people and adults we should have certain skills. Effective communication is very important for a Teaching Assistant. From the day they are born children learn from the responses they receive from adults. If they are not listened to or valued it is likely that they will have self-confidence issues all the way to adulthood. Always give all the children the opportunity to speak. Some children may have difficulties when trying to express their ideas, so take all the time they need to finish what they have to say. When I speak to a child I always make eye contact with them and always pay attention to what they have to say, I never look away as this may give them the impression that I am not paying attention to them. Always smile when making contact with children, and use body language to express yourself. On the playground I like to joke with them and this makes them come forward and usually follow me when on duty, telling me that will help me to take care of the other children from the playground. When making mistakes while speaking I always correct them, but not in a way that it will make them to feel bad, I just repeat what they have said but in a correct manner and I formulate it like a question. Sometimes children have lots of questions about me and I always take time to answer, of course I will ask questions about them also.
2.2 Explain how to adapt communication with children and young people for: (500 words approx)
When communicating with children make eye contact and use simple instructions made into manageable steps. Adapt your behaviour and communication to the age of the person you are talking to. Children need to feel secure and valued in a school so that they will be able to communicate with ease and to feel that they are a part of the school’s community. When communicating with children or young persons you need to adapt your vocabulary and consider how you will interact with the children and young people according to their age. Small children need more attention, while bigger children or young persons need more help with the problems and issues that they going thru. younger children that are just starting school will need more attention and reassurance so they could adjust to the school environment and develop independence. Younger children need appraisal and encouragement in order for them to develop their social skills. As a Teaching Assistant you need to be mindful, and adapt your verbal communication accordingly. When working with children make sure that they are not distracted so that you won’t be interrupted, they have a short attention span so you could try clapping a simple tune and getting the children to clap back in response. During the lunch breaks always try to develop positive relationships with the children, but you must maintain a professional carer to child role. These conversations are similar to those that children have at dinner time with their parents, so this is a great opportunity to get to know the children in a more relaxed environment. For children with communication differences always take time to listen as they need to feel unpressured when speaking. Try to adapt your communication to their needs, some children don’t really have the opportunity to speak, or may be nervous. For children with speech disorder such as stammer, or any other communication problems always allow them to take their time when speaking, don’t fill in words for them, as this may provoke more distress. Being an adaptable communicator is the most important skill that a TA should possess. Younger children will ask a lot of question that the older children may find inappropriate so always try to answer with humour so that the child won’t feel embarrassed.
The context of the communication
Changing the way, we communicate according to the situation. Always ensure that our communication is effective and do not use professional jargons when communicating with parents as they will not understand what we are saying. We also communicate thru emails and text messages, so our language might be misinterpreted and our jokes may not be understood, therefore we need to maintain a professional type of communication.
(must include language, sensory impairment, speech language or communication impairment, cognitive abilities, emotional state and cultural differences)
In a school we will meet children from different cultures with different accents, for them English is not the first language. Some children may have communication difficulties or hearing impairment so we will need to adapt our teaching methods to their needs. When working with children with Special Education Needs we need to have additional equipment in order to communicate with them using resources such as PECS (picture exchange communication system), Makaton, a form of sign language which uses signs and picture symbols as well as speech. Children with visual impairment can’t see our gestures missing out on the information that we are transmitting and this can make them feel frustrated and isolated. We should understand them and learn how to communicate with them or get an interpreter to help us to communicate with them.
2.3 Explain the main differences between communicating with adults and communicating with children and young people (250 words approx)
There are many similarities when communicating with young people, children, and communicating with adults such as context, body language, the tone of our voice, respect and listening.
When communicating with children always make eye contact, show your interest by responding to what they are saying and always treat them with respect. Politeness and empathy will show our respect and will teach them mannerly conversation. We also need to maintain our professional role as a carer in our relationship with children, always be clear and concise in what we are saying so that children can learn how to communicate well also. Physical contact should not be encouraged, but it is hard to avoid with very young children who like to hug or hold your hand. 2.4 Explain how to adapt communication to meet different communication needs of adults (250 words approx)
2.5 Explain how to manage disagreements with children, young people and adults (300 words approx)
Disagreements with children
Outcomes 3.1, 3.2, 3.3 – By the end of these outcomes you will understand legislation, policies and procedures for confidentiality and sharing information, including data protection.
3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information (400 words approx)
3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this (250 words approx)
3.3 Justify the kinds of situation when confidentiality protocols must be breached (200 words approx)
Homework Submission Declaration
I declare the above work is my own and I have reviewed and understood the plagiarism policy in full.
Candidate Signature (electronic accepted) Date Signed Office Use Only:
Learner name CACHE PIN ULN Assessor name Planned activities Unit Assessment
Case Studies Unit 1 M, O, L
Date Assessor Initial & Date Feedback
You have / have not met the following criteria
1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 DO NOT COMPLETE ANY FURTHER WORK ON THIS DOCUMENT, PLEASE USE THE RESUBMISSION FORM BELOW
Feedback 1 Feedback 2 Unit Complete
Resubmission Form 1 Unit Assessment
Unit 1 Date Learner Signature Resubmission Form 2 Unit Assessment
Unit 1 Date Learner Signature Assessor sign off of completed unit: TDA 3.1
I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit.
Harvard Referencing Grid
Bibliography – Referencing for a Book, Video, Newspaper and Articles or website
Author Name Year of Publication Title of book or website Place of publication or Source Publisher Date Accessed
KAMAD 2001 Teaching Assistant’s Handbook Level 3 London Hodder Education 12th March 2017