Communication Assignment Essay

Describe the main differences between conversation with gravids and parley with tikeren and preteen raft (3. 2) Although there ar some factors of dialogue that should be present regardless of date or development such(prenominal) as respect and courtesy, as adults and teach cater we should adapt our discourse and vocabulary with who we atomic number 18 talking to and their age. on that point is a exact when communication with tykeren and youthfulness tidy sum to be clear and unambiguous. This helps children and four-year-old people view what we argon saying and posting as headspring as helping them develop language and communication skills to lend oneself for themselves.As doctrine round when communicating with a child or immature person it is substantial not to use too some(prenominal) language as the message or prayer could become conf apply and disordered by the child or young person. It is cardinal to ensure that the child or young people understa nd what is be asked of them and that teaching mental faculty should ensure that this train of understanding is achieved and remember to be long-suffering and mindful of age and development. It is withal important to bear in mind that child and young people will assume adult behaviour and it is therefore shrill to model the kind of communication you would attend from them.This is why ensuring respect, accepting contributions and differences of opinions, being polished and courteous are crucial when communicating with children/ young people and adults. Identify casings of communication difficulties that whitethorn exist (3. 3) Communication is a crucial skill and helps us express feelings, make choices and aids us in all aspects of life, there are more pupils that struggle with communication and areas of difficulty prat arise for a variety of reasons. This could be call adequate to(p) to finicky needs or because of attitudes and beliefs. Physical FactorsThese could incl ude speech impediments such as a stammer or more serious physical conditions or special needs which effect the index of communication. Working in a special needs school I serve with more bookmans that are not fitting to communicatively top for a make out of opposite reasons such as stark autism, severe developmental delay and mountain syndrome. Although these students are fully attendanted and practically prepare other delegacys to turn over they kitty often become discomfited that they cannot go through their feelings. It overly affects their independence. impudence faith could be another barrier to communication. Confidence can be developed with use a pupils egotism esteem is linked to feelings of self-affirmation and belonging. As teaching mental faculty it is important to empower pupils and make pass them the confidence that assists communication for example this could be done by giving a pupil enough time to respond and by being sensitive. Cultural Diff erences There may be communication difficulties due to cultural differences. This could be created because of different expectations created by culture.An example of this could be that a student in a school peradventure discriminate of a culture where oculus contact is not encouraged this could consider that people may not fault up as many non verbal cues. Describe how to adapt communication to refer different communication needs (3. 4) It may be necessary to adapt the way in which you communicate if you are communicating with someone who has difficulties in this area. The following techniques can be used Speak understandably and appropriately when communicating. Slow your speech if necessary. utilise visual aids such as pictures, photograph or flashcards. Use a translator if necessary. Use sign language. detect good eye contact and use positive body language. Use facial expressions and hand gestures. Working in a school for severely disabled young people, many of the students have communication difficulties, for many their communication skills are not legate of their age. This has meant that staff in the school have to adapt to alter the students ways to communicate their feelings/wants/needs appropriately.Although teaching staff filter out to encourage speech there are other techniques that are used. For example * Makaton signing Makaton is a language programme employ signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order. * Symbols/ optical aids/ Visual timetables Symbols can be used to re enforce a message or a request used along side speech, an example of this could be handing a student a cloture sign and saying stop if the student was being silly.Symbols can also be used as part of a visual timetable, these are unremarkably used in ill classes, symbols (or words) that embody the activities the students will be doing that day an d in the correct order so they are aware of what they will be doing. * electronic speakers Some students that are not able to communicate verbally use an electronic speaker these are specialised computers that enable people to communicate. The user presses different buttons to communicate what they are trying to say, the speaker says the different words out loud. * PECSPicture, exchange, communication system (PECS) is a system of communication in which the student hands symbols to an adult to request something or to communicate a feeling. It tends to be used in autistic tantrums and gives students the fortune for spontaneous communication. Describe how to train with disagreements between * The practitioner and child/ young people There can often be disagreements between teaching help staff and young people. This could be because staff have to put boundaries and rules in seat which the young people may not agree with.In the case of a disagreement it is important to address the s ituation. The staff member should stay calm and hoard and explain why they have taken the action that they have taken. In this case, of a disagreement because of boundaries the staff team should be consistent. Depending on the nature of the disagreement it may also be an idea to talk about it afterwards when everybody is thinking rationally, this could be an opportunity to talk about why it happened and how to keep in the futurity. In my care place there have been occasions that young people have targeted staff for mystic reasons.This can be difficult for the staff, in this case its important to domiciliate support as a team. The staff member may want to do activities and tasks with the young person in the future to develop relationships. * The practitioner and other adults (3. 5) It is believably that when working along side people in a work setting that there will be disagreements. This could be for a number of reasons, including poor communication or clashes of personali ties and ideas, as adults we can sometimes misread situations and information given, we can also be defensive and lead by our emotions.In these conflict situations it is important to be sensitive as well as keen to resoluteness the situation and in short as possible. Being open and middling about thoughts and feelings can help resolve a situation and ensure that both parties do their best to prevent it accident again. It is also important to remember that as an employee you are contracted to be professional. If employees are not able to resolve a disagreement they should refer to the schools grievance policy or procedure.