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Communication and professional relationships with children, young people and adults. Question 1 How might your behaviour impact negatively on interactions with children/young people? (1. 4 b) It is very important, as a Teaching Assistant, to communicate effectively with the children you are working with. This includes speaking and listening. Children can pick up from your body language, for example crossed arms, bored facial expressions that you are not listening to them and it will make them feel that they are not worth anything and they will stop trying to communicate with you.

The child will only respond positively to you if he/she feels that they are valued and what they are saying is important. You need to show them that you are interested in what they have to say. When you are talking to a child you must use eye contact and get down to the level of the child. Use language that they will understand and take into consideration their age and understanding otherwise the child will not listen to what you are saying and quickly lose interest. In summary ineffective communication with children will leave them feeling undervalued, unimportant and they will suffer from low self-esteem. Question 2

Give 4 examples of communication difficulties that may exist then explain how you can adapt your communication to overcome these. (3. 3 & 3. 4) (If you have completed this in a class activity you do not need to answer) Question 3 How would you deal with a disagreement between the practitioner and a child/ young person (3. 5a) As a Teaching Assistant it is very important for me to be able to deal with a disagreement with a child. Firstly I think it is important to listen carefully and positively to the child to try to understand what it is that is making the child so angry with you and to give them the time to calm themselves down.

This may only take a couple of minutes or it could carry on. As a TA it is important to stay patient and keep a cool head as it is very important not to get into a head to head argument with the child. When responding to the child it is important that you do not shout and try to keep your body language positive. If you think that the child is still behaving unreasonably you must tell them so in a clear, concise manner. You may have to say something like “If you don’t calm down now I will have to ask you to leave the classroom”.

You may also have to ask another teacher to intervene if you feel that you cannot resolve the situation yourself as the child has got a personal problem with you. If the child does have a personal problem with you, it is important that you try and see this from the child’s point of view. It may be that they are right, and there is something that you are doing which is causing the child to be angry. If so it will be crucial that you deal with this issue immediately. Other evidence will be collected through direct observations, reflective accounts- for further guidance refer to portfolio pack.

CMI 509: Managing Stakeholder Relationships.

CMI 509: Managing Stakeholder Relationships..

Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 509: Managing Stakeholder Relationships. Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit. Preparation for the assessment

• Before you begin the assessment brief please read the CMI 509 unit specifications thoroughly as only the content related to the achievement of the assessment criteria will be assessed. • Research the topics being assessed. Suggested reading/web resources are provided on the CMI 509 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://members.md.cmi.org.uk • If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager. Completing the assessment brief

• The assessment brief contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content.

• Refer to the Assessment Guidance Table at the end of the assessment brief which outlines the requirements for a Pass or Refer. • Evidence must be provided in the evidence booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’. Appendices are not a requirement of this assessment brief. If appendices are included these will not be marked or moderated by the CMI.

• Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria. Work based evidence (where required by the task) must not exceed SIX (6) pages. Files embedded in the booklet must not exceed 10MB. • The evidence booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme and not in a PDF format. • An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified. • Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted). 

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