Professional Relationships with Children and Young People

Professional Relationships with Children and Young People Unit 01 Communication and Professional Relationships with Children and Young People (2.1) (2.5). This task is all about communicating with children, young people and adults. Please explain what you have learnt/know using the headings provided (2.1), (2.2) Explain the skills needed to communicate with children and young people. (2.1) To communicate effectively with children and young people, you must be able to demonstrate the following skills; Showing effective communication. This is the main way to build relationships with children and young people. Communicating effectively includes using body language, facial expressions, facing the child, using open handed gestures, and smiling. It is important to be courteous and respectful when communicating, listening to the childs point of view. Being considerate of the childs position and needs, and remembering issues that are personal to them, and taking the time to actively listen to the child. Breakdowns in communication and relationships often stem from not being able to listen attentively. It is important, when communicating with children and young people, to be clear and concise, using age appropriate language in a way that the child understands, taking into consideration any additional learning needs that they may have. Being relaxed, confident and articulate helps the child or young person to follow the conversation and gives them confidence when communicating with you as a teaching assistant. It is important to avoid sarcasm and shouting as this can cause the child to become frightened and confused. It is important to provide questions, prompts and cues to encourage and support the childs language skills and to assist with their independent learning. Asking open questions encourages children and young people to talk. As well as asking questions, it is important to be able to answer the childs question and responding positively to what is being said and encourage them to ask questions. Explain how to adapt communication with children and young people for. (2.2) The age of the child or young person It is important to take into consideration the age of the child or young person you are communicating with, as this affects how you adapt your communication style, and the childs level of understanding and ability to communicate effectively. When communicating with a younger child it is important to make sure that you are at their level and able to maintain good eye contact with them. Using simple and clear language helps young children to understand and follow what is being said. It is important to ask simple, open questions for very young children to encourage them to talk. Younger children may need more assurance and help in expressing themselves than an older child would. For older children, it is important to provide opportunities for meaningful conversation to take place. As a teaching assistant, you should be receptive to new ideas, respond positively and actively listen to the young person. This then gives them the confidence to express their views and opinions. The context of the communication Communication should be adapted according to the situation we are in. As a teaching assistant, we would be adapting our communication with children or young people according to the academic setting of the classroom environment or individual or group learning activity, or a more social setting such as the playground or dining hall. In the classroom, it would be necessary to take a more formal approach to communicating with children and young people, so as to maintain their focus and attention on the task at hand. In more social settings you would be able to take a less formal approach to communication, keeping conversation light and fun. Communication differences Effective communication with children and young people must take into account any difficulties the child might have when communicating. Kamen (2010), states that everyone has individual language needs, but some people may have additional or special needs that affect their ability to communicate effectively with others. Factors affecting a childs communication abilities include; English as a second language. Autistic spectrum disorders, behavioural/emotional difficulties, cognitive difficulties, and hearing impairments. As a teaching assistant, it is important to be aware of each childs communication needs and to be able to adapt our communication skills to support them. It is vital that we keep information clear and concise, ensuring that it is kept short and avoiding complex words and instructions. We must ensure that we are patient and understanding with the child or young person so that they do not feel rushed or pressured. Sometimes, it may be necessary to use additional aids to assist with communication. Additional aids may include pictures, signs, or symbols, sign language, or even an interpreter for a child whose first language is not English. Explain the main differences between communicating with adults and children/young people (2.3) As a teaching assistant, we must be aware of how we communicate, not only with children and young people, but also with adults. We must look at the situation which we are in, for example, in a classroom with children, or in the playground, or in a meeting with other professionals or parents evening. If speaking to a child in the classroom, communication can be more playful and less formal than in the classroom environment, all the while maintaining a level of professionalism. Communication with adults (professionals and parents) would be more formal. It is important to maintain a high level of professionalism when communicating with both adults and children. It is vital that you maintain a high level of respect when communicating with adults and children as this helps to build trust and foster positive relationships. When communicating with adults it is possible to use more complex language, discussion, and negotiation. With younger children, there is a much bigger emphasis placed on body language, facial expressions, pitch, and the use of more simple language. Explain how to adapt communication to meet the different communication needs of adults (2.4) It is important to also be aware of the communication needs of adults and to adapt our communication skills accordingly. Often, we change the way we communicate with others depending on the way they respond to us and we often adapt the way we communicate without realising it, (Burnham Baker, 2010). If you are speaking with an adult with a hearing impairment, it is important to ensure that you are facing them and making eye contact so that they can lip read. It may be necessary to adapt your communication to include written communication as an aid. Much of the time you would ensure that you are facing the person you are communicating with and making eye contact as this reassures them that you are engaged in the conversation and actively listening to them. Where appropriate it may be necessary to use the help of someone else when communicating with others. For example, if someone is deaf it could be useful to have the help of someone who knows sign language or if English is not their first language then a translator would be helpful, It is also important to make sure you are using the correct form of address, using positive body language and being friendly and approachable. Explain how to manage disagreements between TAs and children/young people and adults (2.5) Breakdown in communication can lead to misunderstandings and disagreements. Therefore, it is important to clarify any misunderstanding by adapting the way that we communicate. Disagreements with adult can be resolved by discussing and negotiating any issues quickly and sensitively. Sometimes adults may have differing ideas about how to deal with things. Schools may suggest that children do things in a particular way, whereas the parents may not agree with this. It is important to discuss this with the parents, clarifying why things happen differently in the school environment and working alongside the parent/caregiver to ensure the best outcome for the child. A good way to manage disagreements and misunderstandings is to clarify what someone has said to be sure that we have fully understood them. Tassoni (2010) uses the following example of checking understanding with a child to avoid miscommunication; Child: Want that. Me want that! Practitioner: So you want the ball, do you? Child: (Nods). With adults, we would simply ask to clarify what is being said, and discuss any misunderstandings. Homework Submission Declaration Candidate Print Name Katie Rolinson Candidate Signature References Tassoni, P. (2010) Children and Young People Workforce: Early Learning and Childcare. Essex, Heinemann. Burnham, L Baker, B. (2010) Supporting Teaching and Learning in Schools (Primary) Essex, Heinemann. Kamen, T. (2010) Childrens Care, Learning and Development: 0-16 Years. London, Hodder Education.

Soldier analysis

The soldier on the left images looked like he was cheering or almost getting hostile because he is wielding a sword and a gun. Although the soldier that is holding the gun up in the air doesn't have a trigger on the gun, so he may not be a hostile. The figure on the right felt more like a calm soldier ready for an order because he has his rifle down. In class we also analyze the thought bubble above the soldier's head.The left soldier above his head as a complicated and more random line. There is anger or frustration but he may also see things clearly unlike the soldier on the right. The soldier that is more come has more of an organize structure as it will only follow by order unlike the line from the right. An image that I analyze is an ad camping of the issue of banning guns in America. This image has a two side off story. There are two children and they are both set in a gym as a school setting.Two of the children are holding objects but one f the children is holding something th at has been banned in America. The child on the left is holding a dodge ball and the child on the right is holding an assault rifle. The ad message says â€Å"One child is holding something that's been banned in America to protect them. Guess which one. † And a message on the bottom that gave the answer, â€Å"We ban the game dodge ball because it's viewed as being too violent. Why not assault weapons? The ad is giving a statement that a children's activity is being anted because it can hurt other children from playing dodge ball and while a gun can kill a person, if a dodge has been ban in America then guns should be banned because it is also too violent. You can also see children looking worry or innocent, and it could mean that anyone with an innocent face could start a shooting spree. The ad campaign is probably a direct message for adults, not everyone young generation has played dodge ball, but older adults have in their childhood but never worrying about their own cla ssmates shooting someone.

Top Guide of Biology Phd Application Essay Samples

Top Guide of Biology Phd Application Essay Samples You will soon locate the official data about us. An outline of the last report structure will be given to students as a guide. Below are a few of the outcomes you should achieve. In order to get this done, you should concentrate on the skills which you have like data analysis, writing, research, presentation, etc. The variety of slides in a Powering presentation or weapon is going to be dependent on the creativity f the student and the range of images they want to include. Her domestic foreign money is normally a dollar. The total format of your essay, for example, font size and margins, will solely count on the instructions provided to you. Draw graphs employing appropriate conventions 4. Who Else Wants to Learn About Biology Phd Application Essay Samples? Do mention your long-term plans close to the conclusion of your motivation letter to demonstrate that you're serious about a career in your selected field. This research has the capability to donate to the theoretical models of small small business growth in economics, but in addition it can contribute real-world value to policymakers and little business owners. The majority of examples are posted as a member of writing guides published on the internet by educational institutions. Appraise an array of different resources as a piece of the research process 5. Biology Phd Application Essay Samples - the Conspiracy This way you can only have to re-write the previous paragraph for each application you send out. Moreover, it is helpful to separate the introduction proper from the remainder of the very first paragraph. You'll also be asked to compose a statement of purpose. Write it towards the decision of your introductory paragraph. They'll consult you on any matter. As soon as your topic is accepted by the Teacher, make sure that you register your topic by means of your Teacher. So if you're looking at a potentially well-tread topic, attempt to approach it in a special way. The reach of a biology essay is actually wide. An essay usually means an in depth writing on a topic. An excellent essay is one which leaves a long-lasting impression. No possibility of complaint about the assignments whether it's an essay or term paper is going to be given by me to the professors at any price. Don't forget to begin your essay strongit should have the capacity to spark the interests of your readers. Among other things, when done with the right focus, this can make you confront and answer the aforementioned questions for the very best writing available. And it may go without saying, but make certain you observe the directions! And this isn't the close of the story yet. A Startling Fact about Biology Phd Application Essay Samples Uncovered Perhaps you have strong opinions about a specific topic in economics, or maybe you've taken an unconventional career path that involved working jobs and studying. As PhD is just one of the most venerated academic qualifications in the Earth, it is rather natural to realize that the quality of SOP for PhD has to be top-notch. It's typically backed up with a great deal of scholarly research. Last, see whether your professor will appear at the improved version again in the fall and provide you yet more feedback. It is possible to also use our PhD research paper sample at a better understanding. Within a PhD paper, you should identify and investigate a technical, social or perhaps a scientific issue based on your discipline. Suggested approaches Students will pick a topic from a quick list supplied by the teacher. Attempt to adhere to these steps in the for superior essay PhD success. I hope that the University of Chicago will give me a chance to be successful again. We've been writing exceptional SOPs for PhD and a wide selection of courses provided by foreign universities like the UK, the United States, Australia, Canada, Ireland and New Zealand. Students aren't required to perform a class presentation. Type of Biology Phd Application Essay Samples Steps that might be involved in scaffolding the essence of the assessment task Students ought to be encouraged to draft their work. Thinking Skills summarize the key steps in an illustration of genetic engineering Appraise differing points of view which exist about a relevant social matter. It was also challenging on occasion.

Ironic Famous Last Words

Whether realized at the time they are said or only in hindsight, nearly everyone will express a word, phrase or sentence that proves the last thing he or she ever says while alive. Sometimes profound, sometimes every day, here you will find a select collection of the last words spoken by various people that appear ironic in hindsight. Note: The following quotations are organized alphabetically by the individuals last name followed by the year in which he or she died. R. Budd Dwyer (1987) Dont, dont, dont, this will hurt someone. Embroiled in a bribery scandal, Pennsylvania Treasurer Dwyer decided to commit suicide rather than resign publicly. After addressing reporters gathered at a press conference the day before a Pennsylvania court was scheduled to issue Dwyers sentence for his earlier bribery conviction, the state treasurer cut short his prepared remarks and produced a .357 caliber handgun to the astonishment of attendees. As people tried to defuse the situation and take the gun from him, Dwyer warned reporters not to approach as he placed the gun in his mouth and pulled  the trigger. Stephen Irwin (2006) Dont worry, they usually dont swim backwards. While filming a documentary near Australias Great Barrier Reef, The Crocodile Hunter encountered a stingray that defensively used its tail spine to ward off Irwin, piercing his chest. Despite the efforts of his production and boat crews to save his life, Irwin died from cardiac arrest and  excessive loss of blood. Terry Alan Kath (1978) Dont worry†¦ its not loaded. The founding member of the rock group Chicago thought the .38 caliber revolver he pointed to his head was unloaded. John F. Kennedy (1963) No, you certainly cant. Jacqueline Kennedy testified on June 5, 1964, that these were President Kennedys last words—or something to this effect—in response to the statement by Nellie Connally, the wife of Texas Governor John Connally. He remarked just before an assassins bullet struck the president: You certainly cant say that the people of Dallas havent given you a nice welcome. Vic Morrow (1982) Ive got to be crazy to do this shot. I shouldve asked for a double. During the filming of a scene for Twilight Zone: The Movie, the planned pyrotechnic explosions damaged the tail rotor of a helicopter that was part of the sequence, causing the pilot to lose control of the craft. The helicopters main rotor decapitated Morrow and a seven-year-old actor he carried in his arms and crushed a second child actor when it crashed. Charged with involuntary manslaughter, a jury ultimately acquitted the films director, John Landis, of the charges. Hector Hugh Munro, aka Saki (1916) Put that bloody cigarette out! Serving in the British Army during World War I, Saki (the pen name of British author Munro) uttered his last words on a French battlefield. A German sniper saw the lit cigarette or overheard Sakis order and shot the 43-year-old. (Incidentally, there is an interesting death-related superstition revolving around soldiers lighting cigarettes on a battlefield called Three on a Match.) Lawrence Oates (1912) I am just going outside and may be some time. Suffering from the effects of scurvy and frostbite, and fearing his maladies placed the rest of his companions at risk as they attempted to reach the South Pole for the first time in history, Oates uttered these final words according to expedition leader Robert Falcon Scotts journal. After his comrades refused his first attempt to sacrifice himself for their safety, Oates said these words as he left the groups shelter during a blizzard. Unfortunately, his heroic sacrifice did not save his companions, who died from exposure a little more than a week later. Taylor Sauer (2012) I can’t discuss this now. Driving and facebooking is not safe! Haha. While driving from Utah State University to her parents home in Idaho in January 2012, 18-year-old Sauer reportedly sent a text message every 90 seconds while behind the wheel during the four-hour trip. After sending the last message (above), her car slammed into the back of a truck at an estimated 80 miles per hour. John Sedgwick (1864) Im ashamed of you, dodging that way. They couldnt hit an elephant at this distance. The highest-ranking Union officer to die during the American Civil War, Major General Sedgwick chastised the men in his command for reacting to Confederate sharpshooter fire while placing artillery in preparation for (what is now known as) the Battle of Spotsylvania Courthouse in Virginia moments before a snipers bullet ended his life. Sources:Driving and facebooking is not safe! Haha: Chilling last text sent by teenage driver seconds before she died in 80mph horror crash, March 6, 2012. Daily Mail. Retrieved March 2, 2014. http://www.dailymail.co.uk/news/article-2110646/Driving-facebooking-safe-Haha-Parents-daughters-text-predicted-fatal-mistake-seeking-change-driving-laws.html