Communication and Professional Relationships with Children and Adults

Assignment 301 communication and professional relationships with babyren, young population and adults. Effective communication. Being clear on key points. Showing respect. Maintaining a sense of humour. Re subdivisioning issues which are personal to them. Taking time to listen to them. Being cogitateate Building Positive Relationships. line A. 1 Task A. 2 Effective Communication- This is the key area for developing relationships with others and to a fault coves many polar forms of communication. Showing Respect- It is important to be cultivated and respectful and also to listen to their points of views.As adults and children come from different cultures and backgrounds or different values from your own, show respect and acknowledge their views. Being Considerate- on the job(p) in an environment with different people under extra military press at a defendn time and need to understand why they may have behaved or reacted in a certain way, or out of character. Remembering i ssues which are personal to them- enquiring about a particular aspects of someones life dirty dog religious service build a positive relationship.Being Clear on key points- when i have colloquys with others and it includes straits on information i should ensure that what i have verbalise, i have said it clear enough for them to understand. As i acceptt want them to be distracted from the main point of what i have said. Taking time to listen to others- Making sure that i hit the books time to listen to others, for example if they are asking for help/advice , i will show that i am interested in what they have to say so that i can respond appropriately.Maintaining a sense of humour- the nature of my work is important, i also take time to the funny side of the situation as laughter can be a good icebreaker and is also a long way of relaxing and relieving stress. Task A. 3 Form of communication Factors to consider Formal meeting with the head Set clear expectations for the meetin g, dress appropriately, be punctual, maintain respect, sense of balance formality with friendliness, agree actions to be taken. Informal conversation before/after school Maintain respect, be punctual, agree on actions to be taken, listen to whats being said, if at that place any cons balance them out with the pros. Parents evening dress appropriately, maintain respect, balance formality with friendliness, if thither is any cons balance them with the pros when speaking about there child. discover to what the heightens are saying. Responding to an e-mail Always keep your focus on why the electronic mail has been sent in the first place. It helps if you know the person whom sent the email. subdue being negative all the time, balance it out with positives. Childs report manipulate sure what is written makes sense, include what lessons that the child is excelling in/ lessons that the child could reform in, behaviour towards teachers/staff and piers. newsletter Have news that i s interesting to the readers, gallop tips and advice, make it interactive by including polls, make it fun, get the parents involved. Task C. 1 situation shipway of adapting style of communication and Skills needed telling to a young child who appears shy and nervous Ways if there was a child who was shy and nervous in my class thus i would give the child plenty of time to adapt to the new surroundings, urge the child to speak but not force them to speak if he/she dont wont to speak.SkillsHave patience Use the counterbalance body languageGive the child encouragement address to a child who stammers Ways if there was a child who stammered in my class i would give the child plenty of time to express what they are saying, i would boring down my speech when talking to them so that they feel less step on it when they have to speak. I would also encourage the child after they had=ve said a word that they had difficulties with.SkillsHave patienceGive eye contact Give the child enco uragement Speaking to a child who has been unmannerly to a instalment of staff WaysIf i was to turn over with a child who has been gross to another member of staff i would have a preferably word with the child. I would ask the child what happened before they were rude to there teacher then i would ask the child why they were rude then i would ask do you think the way you reacted indoors the class was appropriate or do you think you could have dealt with it differently.SkillsListen to what the child is saying to me. Give the child eye contact. Use the even out body language because you want the child to take you serious. Speaking to a parent for whom slope is an Additional language WaysIf i was to deal with a parent/ business organizationr whos first language wasnt English then i would speak slowly so that the parents can pick up onto whats being said, maybe use hand signals, also i would see if there was a multi-language teacher/ assistant available for assistance.SkillsSp eak clearly. Listen carefully what is being said Speaking to a parent who is angry Ways If i was to deal with an angry parent i would take the parent in to a quite room, i would then ask the parent to calm down before i r to them to deal with any problems that they have, then once the parents have calmed down i would ask them if there is any problems, what they would like/ think i should do that would help solve the problem. SkillsListening to what is being said.Have plenty of patience Be able to stay calm Speaking to a new member of staff who is Reluctant to engage with children Ways If i was to speak to a new member of staff who was reluctant to engage learners then i would give them an encouraging speech ask them to speak to the childrenSkills Eye contactBody languageFacial expressions Speaking at an appraisal meeting with the head teacher Ways If i was in a appraisal meeting with the head teacher i would ask the staff how i would achieve SkillsTask B. 2 order Brief overview 1. Every child matters (England 2005) Based on the Children Act 2004. This special K paper stresses the importance of moreIntergraded services and sharing of informationBetween professionals. It came into being afterThe tragic gaucherie of Victoria Climbie, when there Was no communication between the professionalsInvolved with her case. 2. Data shelter Act 1998. Schools ask parents and carers for a variety of Information so that we care for the children as Effectively as we can while they are in our care With us. However we can only ask for Information which is straight relevant for example-Health and medical information. -Records from previous schools. -Records of children who have special educationalNeeds . This information is unplowed confidential and is only Used for the purpose it is gathered for. Related evidence Advice About Communication