Communication and professional relationships with cyp&adults

8 August 2016

To make communication effective – be clear/precise/simple, relevant, positive fun and calm. Consistent, repetitive – be able to rephrase if unclear using a different method maybe a white board. Be inspirational not negative. Constructive and positive criticism goes both ways (adults). Non-verbal, using facial expression, positive body language promotes an approachable and open communication path. The behaviour and actions of adults in front of children can have a lasting effect; acting in a good manner promotes the same in the children. Children learn by copying those around them.

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If you are calm and do things softly then they will learn to be the same, if you slam doors and throw books onto tables this is aggressive and the children will pick up on this. If it is carried out then children will think this is the way to behave and turn into door slamming, book throwing, and aggressive children. Autistic children are particularly prone to mimicking those around them. You must show confidence, this in turn promotes their confidence and the children pick up on this. If you are unconfident and rather timid children can pick up on this, they can also behave in this way, this does not promote good learning skills.

Today’s children are tomorrow’s adults and it is up to us to teach them to learn and grow up in a confident, polite, well-behaved manner to ensure that future generations can also be taught these few basic life rules. Keeping things simple, using facial expressions or gestures, eye contact and body language all promote communication. If someone is listening they should understand -, this needs to be checked – else communication will fail. The use of visual timetables, posters, flashcards, sign language all effective where there are oral communication difficulties.

Possibly the use of a translator could be used where English is not the main language used. You could use another child, staff member, relation or outside agency. Quite often using a different approach allows the other person to understand what you are saying – maybe you could rephrase how you are asking, using a more simple language. When communicating with others we need to listen to them first to enable us to find an opportunity to join into the conversation or start a conversation with them. Use eye contact, body language and correct facial expressions for the situation. Listen attentively. When communicating with small children get down to their level, and respond even if it is with a smile or the correct noise like a mmmmm, yes, mmmmm. Ensure you look at the person and not around the room to show an interest in what they are saying, answer them, encourage them, be interested, engage in a fuller answer or comment if you feel you can, maybe encourage them to think about what they have said and provide their own answers. There are a couple of different communication models one of which is Shannon’s model.

In 1948 Claude Shannon introduced his idea that one person can send a message with the use of a transmitter i. e. computer or phone, this can receive interference (Noise) on transfer; the other person is the receiver. The diagram below shows how communication happens and also shows what could go wrong. Berlo’s model is another famous communication model, whereby he hints at the person sending and the person receiving are both of the same understanding . 1. 2 The principles of relationship building with CYP & adults

If your audience is comfortable in your company then they will be more likely to be able to communicate effectively. When people do not get along or are wary of each other then they are more likely not to communicate with each other and avoid making contact. I can use an example from my own experience. At school there is a member of staff who is rarely social towards me and it got to the stage where I stopped trying to communicate at all with this person. No eye contact, no smiles in passing etc, but as time went on I started to dread if I had to pass this person in the corridor.

Therefore I made a conscious effort to smile and say hello every time I saw this person and this person is now reciprocating. I now feel, although there is perhaps a way to go with this relationship it has definitely made me feel a lot let anxious about passing in the corridor and approaching this person. Building positive relationships with others = Showing respect Taking time to listen to others Maintaining a sense of humour Remembering issues which are personal to them Being considerate Effective communication Being clear on key points

If you have a positive, confident approach then all CYP & adults will find you more approachable, knowing they can be treated with respect, listened to and helped if needed. To have a shy retiring approach, you may be interpreted as someone who doesn’t listen or is too quite to help or speak up for you if you need help. 1. 3 How different social, professional & cultural contexts may affect relationships & the way people communicate The telephone rings and you answer it, it’s not a voice you recognize so automatically your tone changes into a less casual friendly into a professional formal tone.

It’s something that seems to happen without even thinking about it. Once you have spoken to someone for the first time you can judge “how” he or she speaks, are they like you? Are they a different social scale to you? We tend to again without a lot of effort adapt ourselves accordingly. If we see the head strolling along the corridor you find yourself saying “good morning”, if it’s a colleague from your class you tend to say “hi”. Its all done without malice but done automatically.

When communicating with other cultures we need to be aware that not all cultures enjoy physical contact or close proximity, where as others seem to quite happily hug and kiss every one of all genders. We find we can adapt our communication given a social situation – to meet with a professional parent, we would be able to provide standard information and have the ability to pitch our language and manner appropriate for the situation. A professional parent may seem aggressive where as really they are perhaps just more assertive, as a member of teaching staff we have to realize this and adapt accordingly.

If you take parents with poor education again you have to pitch your information at the correct level, being clear and honest, explaining in detail as required, checking understanding. Using positive body language, reassuring facial expressions and being open and welcoming. In a professional context we need to be able to answer questions and not waffle on, to be honest, ensure you are organized in your approach and have the correct documents, evidence or examples ready to use/show. Show professionalism by being on time to any meeting.

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