Teachers Fostered Strong Relationships With Children Through Communication And Guidance

Effective communication is important in developing positive relationships with children, young people and adults alike. It is the central key to establishing and maintaining such positive relationships. It means listening, questioning, understanding and responding to match each individual’s stage of development, their age, personal circumstances and their needs. It is important for the communication to be on the same level as the person you are speaking to so that neither person seems to have more power than the other. Good communication is not just about listening and speaking, it is also about watching and feeling. Excellent communication builds trust in relationships with all.

In order to build positive relationships with children and young people, you will need to take into consideration their age, behaviours and cultures and therefore adapt your communication skills and body language accordingly.

Some of the principles of building relationships with children, young people and adults are to be caring, understanding, respectful and accepting of other people for who they are. Building relationships with children needs extra attention as they can be very impressionable and the way we behave with them could affect the way they behave towards others, so being a good role model is very important. Setting agreed limits and boundaries with children will mean they learn what acceptable behaviour is and what is not and will help them to take responsibility for their own behaviour, in a school setting this could mean having a written agreement. Likewise with young people and adults you need to have agreed levels of acceptable behaviour when building relationships. Having respect for other people’s opinions and views and allowing others to express themselves even though we may disagree is also very important, as is letting children have their say. Treating others the way we would like to be treated ourselves and encouraging children and young people to do the same is an important lesson in relationship building as is being able to express our emotions and feelings openly but in an appropriate way. Encouraging children and young people to recognise and deal with emotions and feelings in a positive way will help build better relationships with adults as well as with each other. Maintaining a sense of humour and making things fun will go a long way towards building positive

In order to develop a positive relationship with anyone it is important to be able to demonstrate effective communication skills, no relationship can start without verbal communication and the way that we speak to each other is important as it tells us a lot about the other person. In response to this you need to be able to show that you are listening so that you can respond in an appropriate manner. How we communicate depends on the person; it differs whether this be adult to adult, child to child, adult to child the style of communication is always needed to be altered. For effective communication to take place you need to be at a similar level with the person you are communicating with so it doesnâ€TMt appear that someone has more power than the other.

Another interaction was when the teacher was reading a story, two kids were taking during she was reading. The teacher said to them to stop and listen and they did. Another interaction between the teacher and the children was encouraging the upset child Kayln. He liked to be alone all the time, and he wasn’t an active child. When the time of the outside activity was done, the teacher asked him to enjoy the group in music area, but he refused and kept being alone and then the teacher asked him to draw something then he did. I noticed there were many redirections to the children. For example, one child was drawing and colored all over the paper and the table got messy, then I told him the paper is used for drawing and the tables are for toys. Then he drew again and wasn’t messy like the first time. The teacher was using effective technique to teach the children when one child tried to be alone and was shy, and the teacher changed the environment of the child and he became less shy. During my lab time I learned many important things, like I learned the best thing which was to wait first and see if the children can solve problems by

There are numerous benefits of effective communication in developing positive relationships with children, young people and adults. It is a starting point for children and adults as all relationships

While attending Bates Technical College for an Associates of Applied Science in Occupational Therapy Assistant, I have had the opportunity through my fieldwork to create therapeutic relationships where I serve as a teacher who encourages others and use my flexibility to problem solve. I was a student intern at Pearl Street Center, an inpatient psychiatric facility, where I incorporated task analysis to develop therapeutic activities for adolescents. I recall a craft in which I encouraged residents to decorate a paper plate with the theme of self-expression and had them cooperate to combine their unique art into a collaborative piece. During the craft, there was a new resident, a Vietnamese boy who angrily refused to participate. I addressed his behavior and learned he was scared and overwhelmed in this foreign environment, so I brought him to a quieter area and found magazine clippings he was interested in and related to culturally. By creating a workstation more conducive to his needs, he was able to relax and became more open to expressing himself through his art. I realized that my creativity and problem-solving skills allowed me to adapt my teaching style based on the consumers’ needs and successfully implemented meaningful activity

The research theory that the direction of causation between child and adult behavior is a two-way street can cause the parents to change the behaviors of the child and the child can change the behaviors of the parent. Additionally, research has shown parents of children with disabilities are very adapt at adjusting their interactions with their children to maximize positive development. Research has proven the purpose of early intervention is not to train the parents but to develop the parent-child relationship.

I used to say a teacher that students remember positively and fondly. “Yeah, remember Ms. Mohamed, she was so nice.” But it always ended at that. All the classes before CI 4121 talked about classroom management and surface level the danger of colorblindness. And I took at that. But this class made me question, how and why would students like me? Would they like me because I gave them treats and parties? Would they think I was nice because I was sympathetic? I know for sure that I don’t want to be like Mustaf’s teacher, the culturally insensitive one. I want to be a teacher, whose students can learn from, and I can learn from them. Teaching has turned into a two-way street. In my culture, teachers are thought of as a second parent, but I’ve seen some teachers call their students friends. But I think there is a balance between formal and informal. I want my students to be able to come to me if they have a problem, a solution, something interesting or devastating to share. I want them to know I have their best interest at

Although I’m their coach, every week I end up being the kids’ student. They introduce me to their youthful world, full of boundless curiosity, creativity, and innocence, from which I’ve learned to understand them, and myself, a little better. Because of them, I always have a smile on my

Q1:-Explain why effective communication is important in developing positive relationships with children young people and adults?

Showing the boys that just one view will never be enough. The first teacher that did not just have them read from a text book and wanted to directly impact their lives. This was the part that made it obvious that his connection with his students was benefiting them as a

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

needs are met and they feel as if they are respected by the teacher. Mutual respect is once again

Teachers are expected to create meaningful and engaging instruction aligned with the Common Core State Standards, while also creating a classroom management plan that enhances student achievement. Jones and Jones (2013) quote Woolfolk and Weinstein (2006) in their book, Comprehensive Classroom Management, stating that “What students want are teachers who establish caring relationships, set limits and create a safe environment … and make learning fun” (2013, p. 59). I strive to achieve this in my classroom each day as I greet students at the door, shaking their hand and making small talk with them, establish fair and consistent rules and procedures, and by building positive student-teacher relationships while making learning fun through the use of hands-on-activities, role playing, and creative constructions.