Communication and Professional Relationship with Children

Questions: 1. Communication and professional relationship with children, young people and adults? 2. Summarise how you will be able to utilise these theories when working in an everyday situation? Answers: Introduction The teaching assistant is a person who works in schools to assist the teachers. To play this role in school, they need to achieve certain skills required for this particular field. The teaching assistant level three course is an advance course for the students undertaking teaching assistant course, the course is especially for those students who have more interest in gaining knowledge about the principles of the teaching or class assistant practices. The assignment briefly discusses the role of teaching staffs and the details of this course and related practices. The assignment also involves the learners own view about the course learning and their applications. 1. Communication and professional relationship with children, young people and adults The teaching program focuses on building positive relationship with children, it also focuses on building skills related to the related to helping children to build cognitive behavior related to positive relation with peers and adult, as well as with the friends while learning and playing (Cartwright, 2012). Positive communication skills development is important for developing positive relation, for which more exchange of information is needed. The positive relation can be made through effective communication, and children learn that what they observe. Therefore, the teaching assistants should adopt effective communication skills and implement those in daily activities with children. Children should be provided enough scope to talk, for developing their communication skills and confidence, teaching staffs should always listen to children by looking into their eyes, showing the sign of interest, making positive relationship. Children are more convinced about the behavioral aspects and the relation can be developed with positive facial expression and body language (Cooch, 2012). Giving reaction upon their comment is one of the vital part for developing relationship. To develop professional relationship with adults and young people teaching staffs should be aware of the context of communication and communication difference. Different ICT software can be used to build relation with the parents and young people. School as organization The teaching staffs should be prepared to work at school. To do it, they should know the educational system, structure and policies of the organization. They should know about the roles of teaching staffs and the mission of the school. To complete this unit, students should know about the legislations, which are followed by the organization (Dunn and Zanzucchi, 2012). They should know the responsibilities of government bodies, SENCO, supporting staffs, management, teachers, and their effects on the learning programs. To know the organization one should know the mission, vision, aim and the values of organization. Teaching assistants should also know policies and principles regarding teaching and parental engagement (Fairbrother, 2012). School policies and environmental affects the learning practices and student development. Development of child and young person This unit is concerned about the stages of development of the children and young people. There are different dimensions of development of a child, emotional, cognitive, and physical, language, intellectual etc. The course highlights the development of children in these dimensions according to the developmental stages. Providing material and space for physical development is important for the development of young people (Hayes, 2012). The social development can be supported with proper guidance and providing space for teamwork, making them more socialize, provision of opportunity for sharing their activities and decisions. Emotional development can be supported with the provision of security, helping them to express what they feel upon activities. The intellectual properties can be developed by assisting them to use their senses, involving them into memory games etc. The teaching program highlights the necessary activities should be involved in the particular developmental stage of ch ild and young people for these developments (Schwartz and Wehlburg, 2012). Safeguard and well-being of children and young people The course involves the provision of knowledge regarding the legislations and policies regarding the safeguard of children and young pupil. There are a number of act provided by the government for the safeguard and development of students, young and children. Therefore, teaching assistants should be aware of these acts for assuring the health and safety related needs of children and young people, while in school (Collier et al. 2011). The school policies and these laws should protect the pupils from any kind of harm, excluding activities, while delivering the best education. These acts involve Children act 2004, education act 2002, safeguard policies like working together to safeguard children, 2006, e-safety, cyber-bullying etc which assures the safety and development of children. The functional skills required to complete this section involves; knowing the responsibilities of childcare practitioners and should be capable to identify the students who are at risk and their issue. The role of school in the childrens social care and health care is also included in the school. The role of NSPCC should also be known to complete this course (Adler, 2013). In this context, the required activities to manage a conflict situation when a child is harmed should also know to the teaching assistant. 2. The learner while studying the teaching assistant level 3 course, would develop required skills for working in a school as a teaching assistant, helping the teachers. At first, the learner will understand the responsibilities of a teaching staff in students development and the role of the school in it. The learner will show a positive behavior while handling children as well as the young people. The learner will communicate with the children in such a way, which will create a positive impact on the childrens mind thereby making helping in their development. The learner, following the policies and the legislative actions followed by the school, will help in the development of students. In this context, the learner will involve the activities, which will help to provide the best education to each child. The learner will involve in all the activities for enhancing the health benefits and well-being of children, thereby protecting them from any kind of harm. The major activities will include building professional development with the parents and others, by enhancing communication with ICT software. Conclusion The assignment summarized the major units and learning points in the teaching assistant advanced course, level 3 with the application of the learners own though for playing the role of teaching assistant in a school. References Adler, P. (2013). Personalizing Mass Education: The Assistant Teaching Assistant (ATA) Program. Teaching Sociology, 21(2), p.172. Cartwright, E. (2012). Being an outstanding teaching assistant. Primary Teacher Update, 2012(13), pp.48-48. Collier, L., Dunham, S., Braun, M. and O'Loughlin, V. (2011). Optical versus virtual: Teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course. Anatomical Sciences Education, 5(1), pp.10-19. Cooch, M. (2012). Moodle 2 for teaching 7-14 year olds. Birmingham, U.K.: Packt Pub. Dunn-Haley, K. and Zanzucchi, A. (2012). Complicity or multiplicity? Defining boundaries for graduate teaching assistant success. New Directions for Teaching and Learning, 2012(131), pp.71-83. Fairbrother, H. (2012). Creating space: maximising the potential of the Graduate Teaching Assistant role. Teaching in Higher Education, 17(3), pp.353-358. Hayes, A. (2012). All about the role of Higher level teaching assistant. Nursery World, 2012(2). Schwartz, H. and Wehlburg, C. (2012). Interpersonal boundaries in teaching and learning. San Francisco, Calif.: Jossey-Bass.