301(2.2a,b,c), 305(2.1)(2.2a,b,c)(4.3a) How would you adapt how you communicate with children in the following scenarios

[emzdave]

You are usually a TA in a year 4 class. Today you have been asked to provide cover in the reception class


You are providing support in assembly. Two girls on the opposite side of the hall to you are chatting.


A child has started in your class who has English as an additional language (in your answer please include how you can support children to understand and respect this child’s differences)


PLEASE HELLP

[Ruthierhyme]

Hi, to get back on top of this you need to contact your tutor and ask if any handouts or teaching materials are available.

Look at each of the three scenarios carefully and use your setting's policies and procedures as guidance.

As a TA in a year 4 class would you speak to reception class children in the same way? Would you adjust your body language to take their younger age, stage of development into consideration? Would you make sure you spoke to a more senior staff member so that you know what you're meant to be doing in the classroom and can support the children's learning effectively?

What have you witnessed happening when children are 'talking' in an assembly time? Would an adult yell at them in a language they do not understand? Halt everything going on on the room and stomp over to address the talking? Use the school's behaviour policy to see what's expected of children and knowledge from colleagues as to how to communicate those expectations to children.

What does happen in your setting for children who do not speak fluent english and have a different home/first language?

These links will help further

TDA 3.1 Communication & professional relationships with children, young people & adults

Quote: Why effective communication is important

In order to contribute to positive relationships, you will need to demonstrate and model effective communication skills in your dealings with others.

This means that you should consider both how you approach other people and how you respond to them. We are more likely to communicate information to one another if we have positive relationships. Parents and other adults who come into the school are more likely to give beneficial support if communication is strong and effective – this, in turn, benefits pupils. It is also important for pupils that we model effective communication skills. This means checking what we are saying sometimes in moments of stress or excitement, so that they can understand what our expectations are in school. If we ask pupils to behave in a particular way when communicating and then forget to do so ourselves, they will find it harder to understand the boundaries of what is acceptable. Effective communication and positive relationships do not happen by chance. You should think about the way you relate to others and the messages that this sends out. In situations where communication breaks down, misunderstandings can lead to bad feeling.

http://www.silkysteps.com/forum/showthread.php?t=14349


Hope this helps