This means that you should consider both how you approach other people and how you respond to them.
We are more likely to communicate information to one another if we have positive relationships. Parents and other adults who come into the school are more likely to give beneficial support if communication is strong and effective – this, in turn, benefits pupils. is also important for pupils that we model effective communication skills. This means checking what we are saying sometimes in moments of stress or excitement, so that they can understand what our expectations are in school. If we ask pupils to behave in a particular way when communicating and then forget to do so ourselves, they will find it harder to understand the boundaries of what is acceptable.
Effective communication and positive relationships do not happen by chance. You should think about the way you relate to others and the messages that this sends out. In situations where communication breaks down, misunderstandings can lead to bad feeling.is working as a teaching assistant in a small infant school. She usually ‘floats’ between classes and is asked to give support where it is needed.
This morning she has been asked to work with an individual pupil in Year 2 where a teaching assistant is off sick. She works in the class until playtime, then goes on duty outside and aerwards takes her break for ten minutes in the staff room before going back into class. The teacher, who does not know that Trudy has been on playground duty, asks her where she has been for the last ten minutes. Trudy is upset at the way she has been spoken to and tells the teacher that she has been having her coffee.
However, the teacher misunderstands her and thinks that she has taken a long time coming back aer playtime. Both the teacher and Trudy are unhappy and hardly speak to one another until lunchtime.
• Who is in the wrong?
• Do you think that pupils in the class will have noticed this misunderstanding?
• How might this have been handled better by both the teacher and Trudy?Effective communication – this is the key area for developing relationships with others and also covers many different forms of communication
● Showing respect – in order to develop positive relationships with others, it is very important to be courteous and respectful, and to listen to their points of view. Adults and pupils with whom you work may also be from different cultures and have different beliefs or values from your own. You should ensure that you acknowledge and respect the views of others at all times and take time to remember names and preferred forms of address.
● Being considerate – take the time to consider the positions of others. You may be working with a child or adult who is under particular pressure at a given time and need to understand why they may have behaved or reacted in a certain way or out of character. ● Remembering issues which are personal to them – it will always help to build positive relationships if you enquire aer particular aspects of another person’s life – for example, if you know that a colleague is concerned about their child getting into a particular secondary school, or if you are aware that it is a child’s birthday.
● Taking time to listen to others – make sure that you take time to listen to other people, in particular if they are asking for advice or help, or if they need to confide in you. You should always show that you are interested in what they have to say and respond appropriately.
● Being clear on key points – when you have conversations with