Supporting teaching and learning in schools level 3

[bexylou83]

Hi,

I'm stuck on the following question:

Demonstrate how to adapt communication with adults for:
a) cultural and social differences
b) the context of the communication
c) communication differences

I am doing a distance learning course so I don't have a tutor that comes to observe me. What kind of evidence can I submit?

Thanks

[marylees]

Hi bexylou83,
Just wondered if you got a reply to this question as I'm stuck on it at the minute.

[Ruthierhyme]

Hi, a warm welcome to the site :)

Being demonstrate you'll need to check if this criteria will be observed by your assessor when they visit you in your setting.

Sample TDA 3.1 chapter from Pearsonschoolsandfecolleges

QUOTE:

Social, professional and cultural contexts

When communicating with others, you will need to consider the context in which you are working. You will need to adapt the way you communicate
in different situations. It is likely that you will do this automatically – for example, you should use more formal language and behaviour in a meeting.

Your school will have a range of types of planned communication with other adults – when dealing with other professionals, there will be meetings and discussions as well as more informal communication at different times. However, the spoken word is not the only way in which we communicate – it happens through the way we respond to others, for example, how quickly we respond to an email or phone message, how attentive we are when speaking to someone, how we dress. You may find that the non-spoken forms of communication can be an issue if they are misread by others. You should also remember that different cultures will have their own norms of behaviour which will extend to gestures, body language and eye contact. In some cultures, for example, it is not polite to look another person in the eye when speaking to them.

Main differences between communicating with adults and with children and young people

There are many similarities between communicating with adults and with children – always maintaining eye contact and interest, responding to what they are saying, and treating them with courtesy and respect.

However, when communicating with children, we also need to think about how we maintain the relationship of carer to child and what this means in a school context. However well you get on with children, remember that they need to see you as a carer and that your relationships with them will always need to be formal when in school.

When communicating with children, we also need to be very clear and unambiguous in what we say. They need us to communicate what is expected of them so that they can learn to communicate well themselves.
Sometimes we forget the importance of making sure that children understand what we mean and might ask them, ‘What did I just ask you to do?’ when they cannot answer the question! Make sure that the
vocabulary and verbal expressions you use are at the right level for the children.You also need to be aware that physical contact with children should not be encouraged when communicating with them. It can be hard to avoid this with very young children, as they will o en initiate hugs or want to hold hands. In this situation it would be inappropriate to tell them not to. However, you should not offer physical contact with children or be
overly physical with them at any time.

Pages 6+ of the STL level 3 handbook on Amazon.co.uk are good reading

Best wishes