STL2C5 – Maintain relationships with children and young people

1.1– Describe effective communication skills with children and young people:

Effective communication is when the communication is clear and

understood by all. When we understand one another, relationships develop.
Language must be appropriate to the situation and to your audience. You
cannot use complex words or give many instructions to young children, for
example, as they will not understand you. It also involves showing respect and
give time to listen to children and young people so you can answer them.
Another sign of respect can be seen in body language. If you cross your arms
while listening to someone it can mean you are not interested in what they are
saying. As explained by Burham (2018), effective communication is vital in the
classroom because children are developing their language and communication
skills during their time in school and college and you have to ensure they
understand you so they can learn and develop their skills. Teachers and staff
have to pay attention to the way they use communication themselves,
whether it is appropriate and effective because they are role models for pupils.
The development of speech, language and communication skills will contribute
to the social and emotional development. Children learn to make friends, how
to work and play together and how to develop positive relationships with both
children and adults.
There are different forms of communication: verbal, non-verbal, formal and
informal. Verbal communication is when we use speech and writing to
communicate. We use verbal communication when we meet people face to
face; when we use technologies such as computers (Skype, email) and
telephones (calls and text messages) and also when we send notes and letters.
We communicate this way when we want to express our ideas, opinions,
thoughts, feelings, share knowledge and ask questions.
Non-verbal communication can also be used to express thoughts, approval,
disapproval and feelings but we do not use language, we use gestures, body
language, facial expressions or symbols like signs. Communication can be
formal and informal. It is formal in our workplace and when we want to be
professional. During lessons, adults and children use formal communication.
Teachers and staff are called by their titles (Mr, Mrs, etc) and not by their first
name, for example. When we are being social, on the other hand, with family
and friends, we use informal communication. This type of communication can
be used in schools too in situations like during breaks, when supervising
children at lunch time or when children are in the playground. Communication
must be appropriate for the situation.
The effective communication skills needed when working with children and
young people are: being clear; avoid making assumptions; actively listening to
others; making time to talk to others; making conversation of needed; thinking
about how to respond to other and being considerate and showing respect.
It is very important to be clear so pupils understand what we are saying.
Special attention must be had when dealing with a pupil who has
communication impairment or has English as an additional language. In order
to be clear, have eye contact, give instructions that are appropriate for their
level (simple instructions for young pupils, for example), ensure not too much
information is being given which can cause some confusion and question to
check understanding. This is also very important to help avoid making
assumptions. Making assumptions leads to stereotyping. Always check to see if
pupils are happy and that they understood you.
When we stop making assumptions and ask pupils questions, we are
listening to them. Get down to their level, maintain eye contact and show you
are interested in what they are saying. Making time for them to talk will allow
them not just to show you their understanding, but for them to ask questions,
share feelings and even disclosure issues that are happening in their lives that
impact their learning. Children learn they can trust you, that they are being
heard and that what they said is being acted on.
Make conversation if needed refers to starting a conversation. It is easier
for many children if an adult starts a conversation with them. They will see you
are approachable and friendly. Once the conversation starts, think about your
answers, how the things you say will come across to them. For this, mind your
answers and your body language. For example, try not to appear shocked if
they disclosure an abuse, but show you are listening and you believe them. We
also need to take into account any cultural differences by being considerate
and polite.
When we keep an effective communication, children feel safe in schools
because they know they can trust others, they know they are being heard and
valued and they understand what is being said to them. This creates a positive
environment for everyone.

1.2– Identify barriers to communication and suggest ways these can be

overcome:

The barriers to communication are:

-Communication differences: this refers to the way people communicate.
People with sensory impairments, like a hearing impairment, a speech
impairment like a stammer or people who have English as an additional
language will have alternative ways to communicate. In the case of a child who
has English as an additional language, having an interpreter/translator or a
teacher who speaks the child’s native language will help to overcome this
communication barrier, because the child will have the support to understand
what is being said in the lessons and will learn how to speak English. Barlby
Bridge Community Primary School has some signs in both English and Polish to
help the many Polish pupils. One of the teaching assistants there is also Polish
and she works 1-1 with some Polish pupils who are having difficulties with the
English language. In the case of sensory impairments, like a hearing
impairment, the teacher should organise the classroom in a way that this pupil
would sit next to her. The same strategy can be used for a pupil with sight
impairment. It can be useful to learn sign language and Makaton (attend
training when necessary) and in the case of a hearing impairment use visual
clues and make eye contact with the pupil. A child with a stammer, or any
other speech impairment like stuttering, should be given time to answer or
speak without interruptions and without finishing sentences for them because
you would could be making wrong assumptions about what they are trying to
say. Teachers, when planning their lessons, must take into consideration that
this pupil will need to be given more time in oral tasks. If more help is needed,
teachers can contact external professionals, like speech therapists and also
work with the school SENCo. The type of intervention will depend on the level
of difficulty and impairment.

-Cultural/social differences: this refers to the differences we find in societies,

both between different societies and within the same society. Each culture has
their way to communicate. They have their own language, religion and system
of values. In the same society, we have different age groups, different sense of
humour, different opinion and different economic status, which can create
communication barriers. Teachers have to be aware if they communicate age
appropriately. For younger pupils you cannot use complex words because they
will not understand you. Instructions should also be simple (e.g.: take your
coats off, please) and become more complex once pupils are older (e.g.: take
your coats off and hang them in your pegs, please). Having the knowledge of
the different stages of development will help teachers and teaching assistants
to communicate with their pupils. When a pupil uses a word that you are not
familiar with (e.g.: teenagers and use of their own vocabulary), ask them what
they mean. Sense of humour and opinion should be used carefully. Again,
depending on their age, or even culture, they will not understand your joke. In
the case of autistic and young pupils, they do not understand sarcasm and they
understand things literally. If you say it is raining cats and dogs, for example,
they will understand it is actually raining cats and dogs. When the barrier is
being cause by economic status, talking to families and other can help you to
learn how to communicate with them. Always ask for advice from staff. When
your pupil comes from a different culture, try to obtain information about his
culture and always ask your pupils to repeat what you have said to ensure they
understood you.

-Social/emotional differences or the context of the communication: this refers

to how our emotions (anger, tiredness, happiness etc) influence how we
communicate. Knowing the different stages of development will also help to
overcome these barriers. It is more difficult for younger children to control
their emotions. If you notice a pupil has changed his behaviour, try to see if
there has been any change in his family. The death of a family member affects
children. Having background knowledge will help teachers to communicate
better with their pupils. When a child is angry or crying, giving them time to
calm down is important because when they are angry they will not listen to
you. When a child is shy, ensure you plan activities where you promote
interaction and help this pupil to make friendships and become more
confident. Different situations will require different methods of
communication. Sometimes, non-verbal communication, like a smile, makes
children feel at ease and know you are approachable. In other situations, a
stern look will show children you disapprove their actions. During lessons, you
need to be professional and use formal communication.

-Noise: this refers to how noise can distract people. To prevent this from being
a barrier, ensure the setting is appropriate for the activity you planned. If not,
see the possibility of changing classrooms or even change your activity.

2.1) Explain the term professional relationship:

When we are at work we must conduct ourselves in a professional manner.

As described by Burnham (2018), a professional relationship is when one
person requires the professional support of another person. We use formal
communication, as opposed to the informal, more relaxed communication we
use when it is a personal relationship. In a school environment, as a teaching
assistant, we will be professional with both pupils and all the staff we work
with. When we have a professional relationship with pupils, we keep a
distance from them, that is, we do not share personal information with them,
add them on social media or act informally because we need to show them we
are there to support their learning and that we are the authority in the setting.
You are also showing pupils that you follow the school policies and procedures.

In professional relationships, you put into practice effective communication.

It means you will show pupils respect, that are considerate, that you actively
listen to them, you smile and use humour when appropriate, use questions to
clarify their understanding, remember important issues, show a non-
judgemental attitude towards differences and also keep your authority and
follow through on actions, as listed by Burnham (2018). By these actions, you
are also being a good role model for pupils and their future relationships.

With staff, having a professional relationship means we maintain

confidentiality and that information on a certain pupil will be passed on a need
to know basis. You are also showing you follow the school’s policies and
procedures and you are aware of safeguarding procedures.
2.2) Identify ways that professional relationships can be established and
maintained:

- Keep your authority because pupils need to know the boundaries for
behaviour. Pupils need to know they have a professional relationship
with you, that is, one of teacher and pupil. It is also important you follow
through on actions. If you promised a pupil you would do something, do
it so they know they can trust you;

- Do not judge differences. Everybody has equal rights and different

languages, religions, beliefs, abilities; etc should be celebrated and not
judged. You will be a good role model for their attitudes towards
differences;

- Show an interest in their lives by remembering important things they

shared with you. For example, if they told you they will have a birthday
party, ask how the party was;

- Use effective communication. Keep eye contact, clear instructions and

use questions to check their understanding;

- Smile and use humour in some situations like when a pupil is shy,
anxious and sad;

- Make time to listen to what your pupils are saying. This will show you
are interested in what they are saying and they will feel valued;

- Be considerate and show empathy. Try to understand certain behaviours

caused by what is happening in the pupil’s private life;

- Show respect by listening and acknowledging what they are saying;

 - Have a positive communication. Get down to the child’s level, keep eye
contact and positive body language;

- Do not gossip;

- Follow the policies and procedures of the setting;

- Treat people as individuals and understand people have different needs

and level of support;

- Maintain confidentiality at work place and only share information on a

need to know basis.

2.3) Identify barriers to building and maintaining professional relationships

with children and young people and ways these can be overcome:

- Communication differences: when a pupil has English as an additional

language, or have a sensory impairment, or a language and speech
impairment, it can be challenging to build a professional relationship.
You need to communicate with your pupils to have a professional
relationship with them and in all the cases mentioned, you will need the
support from teachers and work with the school SENCo to establish
strategies to overcome the barriers. External professionals, like a
language and speech therapist, can be necessary in some cases. Having
the help from a teacher or other pupil who speaks a child’s native
language is important if the pupil does not speak English. Allow pupil
more time to speak in case of speech impairment; use sign language
when a pupil has a sensory impairment and plan the layout of the
classroom so that pupils with sensory impairments can be near you; use
signs and visual clues and keep eye contact are some ways in which
these barriers can be overcome;

- Emotional difficulties: pupils can get upset when something happened at

home or during the school day. Emotions interfere in effective
 communication so it is important you give them time to calm down and
once they are better you can talk to them and give them an opportunity
to explain what has upset them;

- Cultural differences: cultures have different languages, different forms of

communication (some cultures, like the Italian, rely on body language to
carry meaning. Brazilian culture rely on informal communication even in
a school and work environment, for example), cultures will have
different religions, beliefs and expect different things from other people.
It is important to be aware of the pupil’s background. Talk to the pupil,
their families and ask advice to other staff who could be more
familiarised with their background. Do not stereotype different cultures
because this will not create a positive relationship;

- Differences of opinion and poor communication: if you do not

communicate clearly, misunderstanding will happen. Speak with the
pupil clarify what was said to ensure there is a mutual understanding. In
case of disagreements, also talk to the pupil and agree that you have
different opinions and both should be respected;

- Lack of communication: if you forget to communicate something,

intentionally and unintentionally, it can cause upset, especially if the
information was important. Ensure you have all the information you
need and that you inform the relevant people. You can write reminders
if you think you are likely to forget;

- Our insecurities: sometimes we assume someone does not like us but

we cannot let this feeling stop us from building relationships with them.
We have to treat everybody the same and when you do this, you are a
role model for children because they will see you treat them the same.
Reference

Burnham, L (2018) Cache Level 2 Certificate in Supporting Teaching and

Learning. London: Hodder Education

Department for Education- “What works”: Interventions for children and young
people with speech, language and communication needs. Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads
/attachment_dat (Accessed: 17/09/2019)

Bibliography

Burnham, L (2018) Cache Level 2 Certificate in Supporting Teaching and

Learning. London: Hodder Education

Department for Education- “What works”: Interventions for children and young
people with speech, language and communication needs. Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads
/attachment_dat (Accessed: 17/09/2019)

Department for Education – Exploring interventions for children and young

people with speech, language and communication needs: A study of practice.
Available at:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads
/attachment_data/file/219627/DFE-RR247-BCRP13.pdf (Accessed:
17/09/2019)

TDA 3.1 Communication and professional relationships with children, young

people and adults. Available at:
https://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/T
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