'Communication and Professional Relationships with Children and Adults\r'

'Assignment 301 †parley and professional relationships with electric razorren, boyish tidy sum and adults. Effective communication. creation clear on chance on points. Showing follow. Maintaining a sense of humour. Re fragmenting issues which be personal to them. Taking clip to listen to them. Being con fontrate Building Positive Relationships. T invite A. 1 T inquire A. 2 Effective communication:- This is the recognise area for developing relationships with others and also coves m all opposite forms of communication. Showing Respect:- It is important to be nice and respectful and also to listen to their points of views.As adults and pincerren come from divers(prenominal) cultures and backgrounds or different values from your own, show respect and acknowledge their views. Being Considerate:- working in an environment with different people under situation pressure at a basen magazine and need to understand wherefore they may own be grantd or reacted in a cert ain way, or out of character. Remembering issues which are personal to them:- enquiring somewhat a particular aspects of someone’s vivification bathroom help build a controlling relationship.Being Clear on key points:- when i gull conversations with others and it includes passing on education i should come across that what i have utter, i have said it clear enough for them to understand. As i slang’t require them to be distracted from the important point of what i have said. Taking time to listen to others:- Making sure that i allow in time to listen to others, for example if they are enquire for help/advice , i will show that i am interested in what they have to recite so that i can respond allotly.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 great way of relaxing and relieving stress. line A. 3 Form of communication| Factors to consider| Formal coming to delineateher with the organize| Set clear expectations for the meeting, dress appropriately, be punctual, carry respect, sleep formality with friendliness, agree actions to be taken. | Informal conversation earlier/after nurture| Maintain respect, be punctual, agree on actions to be taken, listen to what’s existence said, if in that respect any cons balance them out with the pros. Parents evening| dress appropriately, maintain respect, balance formality with friendliness, if there is any cons balance them with the pros when speaking about there electric shaver. hark to what the rears are saying. | Responding to an e-mail| Always keep your focus on why the email has been sent in the jump place. It helps if you know the person whom sent the email. Avoid existence negative all the time, balance it out with positives. | Childs underwrite| Make sure what is written makes sense, include what lessons that the churl is excelling in/ lessons that the churl could improve in, behaviour towards instructors/ faculty and piers. newsletter| Have news that is interesting to the readers, mountain pass tips and advice, make it interactive by including polls, make it fun, get the leavens involved. | T lead C. 1 situation| shipway of adapting appearance of communication and Skills needed| Speaking to a young child who appears shy and nervous| Ways: if there was a child who was shy and nervous in my class because i would give the child hatful of time to adapt to the new surroundings, entreat the child to speak but not storm them to speak if he/she don’t usage to speak.Skills:Have patience Use the correct form language sire the child encouragement| Speaking 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 tardily down my speech when talking to them so that they expression less rushed when they have to spea k. I would also encourage the child after they had=ve said a word that they had difficulties with.Skills:Have patienceGive bosom contact Give the child encouragement| Speaking to a child who has been rough to a Member of faculty| Ways:If i was to push-down list with a child who has been rude to another member of staff i would have a quite word with the child. I would ask the child what happened before they were rude to there teacher and then i would ask the child why they were rude then i would ask do you think the way you reacted inside the class was appropriate or do you think you could have dealt with it differently.Skills: find out to what the child is saying to me. Give the child eye contact. Use the correct body language because you want the child to take you serious. | Speaking to a parent for whom English is an Additional language| Ways:If i was to deal with a parent/ handler who’s start-off language wasn’t English then i would speak slowly so that the pa rents can perceptiveness onto what’s being said, maybe use touch signals, also i would see if there was a multi-language teacher/ assistant available for assistance.Skills:Speak 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 spoke 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. Skills:Listening to what is being said.Have plenty of patience Be able to deterrent 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: essence contactBody languageFacial e xpressions| 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 Skills:|Task B. 2 Legislation| Brief overview| 1. Every child matters (England 2005) Based on the Children Act 2004. | This green physical composition stresses the importance of moreIntergraded services and sharing of informationBetween professionals. It came into being afterThe tragic case of Victoria Climbie, when there Was no communication between the professionalsInvolved with her case. | 2. Data protection Act 1998. Schools ask parents and carers for a variety of Information so that we care for the children as Effectively as we can musical composition they are in our care With us. However we can only ask for Information which is directly applicable for example-Health and medical information. -Records from previous schools. -Records of children who have special educationalNeeds . This information is kept conf idential and is only Used for the tendency it is gathered for. |\r\nRelated essay: â€Å"Advice About Communication”\r\n'