ASSIGNMENT 11 1. Be able to develop professional relationships with children and young people. a. Demonstrate how to establish rapport and respectful, trusting relationships with children and young people. There are many ways which help build rapport with children and young people. One of them is to ensure to actively listen to what they are saying. There may be times were you unintentionally brush aside what a child is saying perhaps it is because you are preoccupied or tired, however, even this can be enough to make a child feel unvalued. Being responded to appropriately reinforces a child's self-esteem. This will in turn help build a trusting relationship. Talking with children, asking and answering questions also helps build their language skills. If pupils are distressed and need to talk about it, they will more likely open up to the person who has made them feel that they have a voice. This is why it is very important to build a respectful and trusting relationship with students, as it can have an impact on most areas of development. b. Demonstrate supportive and realistic responses to children and young people's questions, ideas, suggestions and concerns. I have had a few experiences where a child has asked for help, complaining that they 'can't do it. I have begun to notice particular children who tend to ask for …show more content…
brother/sister, parent, friend, etc. They were given a pencil and paper and the rest of the task was completely independent. Many pupils were keen to talk about their work, describing their chosen person for the portrait. As I did not expect to help them, I asked them questions and complimented their work. Many would compare their own drawings with others' who drew better. I resolved this issue by telling them everyone has different strengths and made sure to praise their drawing as it was their own drawing and
4. An engine performs 5000 Joules of work in 20 seconds. What is its power output in kilowatts and in
In order to build relationship with children, we will need to adapt our behaviour and communication accordingly.
The power rule is to be applied to get rid of “h” from the denominator, which equals to 1/h loga (1+h/x ). According to the power rule , 1/h is to be moved next to (1+h/x ), which equals to loga (1+h/x )^(1/h). In conclusion, (loga(x+h)-loga(x))/h= loga (1+h/x )^(1/h) is true. In addition, “h” cannot equal to zero because it would make the equation
There are many different relationships that children develop as they grow, babies know that they cry to get attention from their parent for food or just a cuddle this is the beginning of learning to build relationships. Every child and family are different in how they believe relationships should be made and who children are allowed to talk to or be around so everyone is different when it comes to who they trust or get along with. Relationships children and young people may have are: parental, carer, sibling, family, friendship, emotional, acquaintance and professional. Parental/carer is the relationship between the child and the person who is their main carer(s).
Listening to and involving children and young adult in delivering of services, and respond to their concerns.
“After his second-grade class created self-portraits last year, I noticed that he was the only one not hanging on the classroom wall. His teacher explained that his portrait was ‘a work in progress.’ The
...ths and weaknesses in order to, improve my practice in the role of supporting children and young people. My learning can have a positive impact on future practice as it enhances the quality of children and young people’s health, safety and well-being.
Effective communication is a key principle for developing positive relationships with children, young people and adults. By ensuring that communication is effective it provides clarity on what behaviour is expected and a clear understanding of the tasks. In providing this children and young people will feel they are able to join in and it also provides positive experiences in variety of situations. The result is children will feel more at ease within the school setting and with those around them. By listening to what a child, young person or adult has to say a sense of value and self-worth can be achieved, which forms another factor in developing positive relationships, trust.
children should be valued at all time by the school, including the staffs of the school. Children should be centre of everything Their achievement towards learning and development (both academic and non academic)should be recognised . This should be celebrated by the school, it can be done through posters and displays, or award ceremonies and pride exhibited by pupils. COLLABORATIVE
Always need time to communicate with the parents either formal or informal so we can build trust and be cultural sensitive. We can also provide parents with support and education with whatever the child’s needs might be. For the children we help them understand the language and reasoning skills. Math and numbers can be taught is so many ways through play that the children won’t get stressed. Nature and science when we provide them with things that are naturally in their surroundings they get a chance to investigate. Promote acceptance of diversity and do things to help all the children learn something new and interact with different activities when sharing their
To support children emotions, me as a teacher assistant, I attend to their needs and wants, for example, to be pending on what the child wants and need is a good way to help children in their social area, because we are making connection though interacting. Make activities in which children can work in group are very beneficial for them, not only to accomplish the activity, also to make them know that sometimes we need the help of other to complete a task. Play games together is another
Based on my pedagogical principles, I would implement a program that focuses on children’s social and emotional learning and teaching the children the idea of empathy and mindfulness to support children to work towards the learning outcome. A program that focuses on children’s feelings and communication skills can be done through activities such as reading books to the children individually or during group times (Kids Matter n.d., p. 3). Resources I would include are books such as How to be a friend and Mouse was Mad would be useful to read to children and teach them how to be kind and caring towards others and teaches children that it is okay to express feelings, but it is the way that it is expressed that matters. By introducing the books to the children, they are learning new vocabulary that is polite and use them when describing their feelings and understanding that it is okay to talk about their feelings (Katz 1990, p. 23). Social and emotional learning in the centre is important as it teaches children self-management, self-awareness, social awareness, relationship skills and responsible decision-making (Kids Matter n.d., p.
As a mentor to children, a role model of kindness and sincerity, it is my desire to lead them into their future with confidence. The aspect of working with individuals through
Meet with parents and guardians to discuss their children 's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development.
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.