Communication during this process, drafts and then views.....
Senior staff members usually read a draft and then provide feedback , changes then can be made throughout the process and then school governors can then check the finished product before it is dated
Hope this helps you and good luck :-)
I'm on assignment 3 now. I thought it would get easier once you start progressing as you know more but I was wrong. I've set myself a target of completing 3 & 4 by Xmas! Its good to know that its not just me that's finding it tricky cause you do feel like it when sat at home trying to work out what to write
Can anyone help me with assignment 3, question 2 - Thanks
d) Identify 3 different communication needs of adults. Explain how you would adapt your communication to meet these differing needs. Approx. 100 words per example.
e) Explain how you would manage a disagreement between –
1. You and a child
2. You and a young person
3. You and another adult.
3b you need to think about reasons for adapting the way you communicate for example the difference between talking to a 12 year old and a 6year old, you would change your language and maybe even tone to suit the child's. context- While completing a piece of work within the classroom it is important to allow them to talk and ask questions but should be surrounded the lesson, whereas during lunchtime in the dinner hall the conversation can be more informal and random and distractions need not be dealt with. . Children and young people are very inquisitive and can sometimes ask personal questions about the lives of teaching staff, after all they show an interest in their lives too, children also value teacher’s opinions and personal views, staff should always remain a professional relationship.
diff needs- if a child suffers from a stammer for example then they should not be rushed, they should be given as much time as they need to talk and get their words out, we shouldn't try and put words in their mouths.
Children may also need additional help with communication such as sign language if they have a hearing impairment so teaching staff could take part in training to support them.
3e for this I wrote -
disagreements stem form miss communication, however the situations should be
dealt with quickly and effectively to ensure they do not continue for any
longer than they need to. Adults can jump to conclusions very quickly rather
than listening with full attention and this can sometimes be the root of the
problem. Children sometimes fall out because they don’t have the same views and
communication arises because a letter has not reached a parent or a signed
consent from has not reach the teacher in time for an activity then a
conversation should help to clear it up, discussing the situation will help
sort the issue out along with offering an alternative for later down the line
to avoid the situation happening again.
about intentions/outcomes is very important with adults, if adults have two
different understanding then this could cause to a very difficult situation.
Teaching staff should always be clear about what the intended outcome is so
that it can be effectively planned for with little confusion or disappointment.
there are certain policies and procedures of how to deal with certain
situations, sometimes parents do not always agree with out situations are dealt
with so a clear explanation should be given and explained to parents as to why
things have to happen in a certain way within school. If the disagreement comes
down to religious beliefs then staff must work alongside parents to adapt to
the families religious wishes and be respectful.
If a person is suffering from external pressures such as staff needing to leave school on time because of their own family commitments or they are under pressure themselves at home, when working with other adults it soon become clear when they are acting out of character and seem a little stressed from time to time, these times should be dealt with sensitively.
I hope this helps :-)