Communication Shc Essay Example for Free

Communication Shc Essay 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, benefit pupils. Communication takes many different forms, from talking to letters and memos; for a child care workers is very important to develop good communication skills so they can communicate effectively. WHY PEOPLE COMMUNICATE? There are many reasons why people communicate such as: * To give and receive information * To give and receive instructions Discuss a situation * Make a point or outline a concern * Express a need * Negotiate * Develop learning 1. 2 EXPLAIN HOW EFFECTIVE COMMUNICATION AFFECTS ALL ASPECTS OF YOUR WORK Effective communication is the key area for developing relationships with others and also covers many different forms of communication. It is a two-way process. The person communicating has to send the right message, but also needs to make sure that it is being correctly received and understood by the other person or people. Communication involves talking or verbal communication, and non-talking or non-verbal communication. To communicate effectively you will need to: * Be very clear about what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Showing respect and considering the other child’s or adult’s point of view * Have a rapport with the child or adult you are communicating with * Taking time to listen to others * Being clear on key points Maintaining a sense of humour (laughter can be a good icebreaker and is also a great way of relaxing and relieving stress) * Find opportunities to speak (some children lack confidence and need to be given a chance to warm-up first so that they feel able to do so) * Give eye contact and actively listen (if you look away or are busy doing something else, this gives the recipient the message that you are not really interested in what they are saying) * Use body language and facial expressions, an d be approachable(for example, with very young children, get down to their level) * React and comment on what they are saying (you may need to repeat back to pupils to check on your understanding * Be interested, responding and questioning to maintain conversation so that they can build up an understanding about how it works * The age of the child or young person ( children of different ages will require varying levels of attention) The benefits of good communication are: * Your relationship with the children * Your relationship with colleagues * Your relationship with parents 1. 3 EXPLAIN WHY IT IS IMPORTANT TO OBSERVE AN INDIVIDUAL REACTIONS WHEN YOU ARE COMMUNICATING WITH THEM? When communicating with children or adults it is important to take account individuals feelings and what they want to say. You can do this by carefully observing a variety of reactions such as: * Facial expressions and eye contact * Body language: posture and actions or gestures which help to convey meaning * Tone of voice: this can alter the meaning of what has been said * Pauses * Turn taking * Take account of culture and context, such as where English is an additional language * Build a rapport by showing understanding, respect and honesty It is thought that more than 70% of messages are conveyed through non-verbal ways. NON-VERBAL REACTIONS Facial expressions They can be a way to find out how someone feels. Some facial expressions have the same meaning all over the world, but some cultures inhibit the expression of certain emotions, such as anger or disgust. EYE CONTACT People’s eyes can express a wide range of emotions. People may have intense eye contact because they are trying to understand you. However, some cultures or people may avoid eye contact when they do not understand or agree with you, want to avoid showing their feelings or fear negative feedback. Eye contact has five important functions in communications: 1. It regulates the flow of conversation 2. It controls intimacy in a relationship 3. It gives feedback 4. It express emotion 5. It informs both speaker and listener BODY LANGUAGE Your body language can often indicate your attitudes and emotions. If the person you are communicating with has arms crossed over their chest, this may indicate anger or tension (closed position = communication barrier) * If they lean forward with separated arms and legs, this communicat es warmth and friendliness (open communication) * Indifference to your communication may be expressed through shoulders shugs, raised arms, and outstretched hands * Clenched fists and hunching may convey anger * Slouched shoulders may convey a lack of confidence * A posture with the shoulders back in a relaxed position makes it more likely that others will view you as self-confident GESTURES It is important to learn to observe and understand as much as you can about gestures of the adults and children you are communicating with. * People often use gestures such as head and hand movements to reveal or conceal feelings. They can use them to add emphasis, to illustrate points, and to manage turn-taking * A nod may encourage others to continue talking. Some of these gestures may be used as part of a signed language – such as Makaton – or as an aid to verbal communication in a noisy environment, such a the floor of a busy factory. TOUCH It is one of our most basic forms of communication and it is associated with comfort. It is also a non-verbal communication. The amount of everyday touch which we will allow people to have with us is also culturally determined. VOICE TONE Paralanguage is the way in which language is spoken. By altering our tone of voice or changing its pitch, we can convey different emotions. An example of paralanguage is whispered speech. Paralanguage features include the tone of voice (such as flat or bright), the tempo (fast or slow), and the way in which we emphasise certain words. 2. 2 DEMONSTRATE COMMUNICATION METHODS Effective communication happens when the right method is used to send a message so it can be received and understood. Early years practitioners need to know about a range of communication methods. They should also be skilled at identifying the communication and language needs, wishes and preferences of children and adults in the setting. Children and young people’s care settings are used by people from a diverse range of backgrounds who will want to communicate in different ways. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. You can do this by: * asking parents whether their children have particular language or communication needs * reading reports and notes that provide information on a child’s * speech and language development, learning difficulties, disabilities (such as hearing or visual impairment) or physical conditions that affect communication abilities (for example, cleft palate) * being aware that an adult or child’s culture, ethnicity and nationality may affect their language preferences and needs * observing the children and adults who use your setting to see how they use their communication and language skills * asking your supervisor or mentor, senior staff and specialist professionals (such as speech and language therapists and SENCOs) for information, advice and support when communicating with children or adults who have special communication needs. You may need to communicate with adults (parents, work colleagues, visitors or other professionals) who have special communication needs as a result of a hearing or visual impairment, or because English is not their first language. Meeting an individual’s needs, wishes and preferences Talking is not the only way of communication with adults and children in a setting. There are different ways of communication that may be used during the day, such as: * telephone * email * video conferencing * letters * memos * sing language * interpreting 2. 3 HOW AND WHEN TO SEEK ADVICE ABOUT COMMUNICATION There may be situations in which you feel unsure about how you should communicate with a child or adult. Perhaps you will be aware that you are struggling to communicate effectively with somebody. In situations like these, you should seek advice and obtain support. You can do this by: * talking to your supervisor, mentor or line manager about the difficulty – ask for their advice about how to deal withthe problem * talking to communication or language support specialists (teachers, psychologists or speech and language therapists) who work at or spend time in your work setting. When to look for support * When you are anxious about approaching an individual * When you are not sure how to deal with a situation * When child uses another language * When you want to improve your relationship with an individual * When communication is not effective * When you feel communication is not effective If you want to learn how to communicate in a way such as signing or an individual’s home language * If you find out an adult or child has communication needs Where to look for support * Always talk first to the line manager, who may be able to advise you or work with you to seek support * Then she/he will advise you where to find support, and will probably be the person to find appropriate support if it is external * If you work in a children’s centre you are likely to have support services to help both children and adults develop their communication skills BE ABLE TO REDUCE BARRIERS TO COMMUNICATION Knowing about different barriers to effective communication will enable you to avoid potential difficulties and adapt your communication approach when this is necessary. Barriers to communicate are things that interfere with a person’s ability to send, receive or understand a message. These may be physical, organisational, personal, to do with language and culture or to do with the presentation of information. Attitudinal example Language and culture WAYS TO REDUCE BARRIERS TO EFFECTIVE COMMUNICATION Barriers to communication can often be overcome, or at least reduced by making changes to the environment, adapting your approach or by using support services such as SENCO (Special Educational Needs Coordinator). Adapting the environment Environmental changes might include: * replacing poor lighting with brighter lighting * reducing background noise or creating some quiet areas putting up multilingual posters and displaying signs clearly * fitting electronic devices such as induction loop systems for hearing-impaired people. Adapting your approach to communication In order to improve communication, early years practitioners can adapt their approa ch by: * making sure they can be seen clearly, facing both the light and the person they are talking to * making sure their mouth is visible when speaking * minimising background noise * using eyes, facial expressions and gestures to communicate as necessary and appropriate. Timing Speaking clearly and slowly, and repeating or rephrasing what you say can make communication more effective for some children and adults. The speed or pace of communication may need to be slower if a person has a hearing or visual impairment, a learning disability or is anxious and confused. It is also important to allow time for the person to digest your communication and to respond. This can mean making silences comfortable while the person works out how to reply. Using support services and specialist devices Early years practitioners should understand the language needs and communication preferences of the children and adults with whom they work. If a child or adult has difficulty communicating in English or has sensory impairments or disabilities that affect their communication skills, specialist communication support may be needed. Learning a few words of another person’s language or developing some basic sign language skills can really help an early years practitioner to establish a positive, supportive relationship with a child and their parents. HOW TO ENSURE THAT COMMUNICATION HAS BEEN UNDERSTOOD There are various ways that you can find out if your communication has been successful. If you can do this, it can help to solve any issues that arise and stop barriers from developing. Active listening Active listening involves paying close attention to what the other person is saying, while also noticing their non-verbal communication. People who are good at active listening also tend to be skilled at using minimal prompts. These are things like nods of the head, ‘Mm’ sounds and encouraging words like ‘Yes, I see’ or ‘Go on’. Skilful use of minimal prompts encourages the person you are communicating with to keep speaking or to say a little more. Clarifying or repeating You can ensure that your communication has been understood by clarifying (repeating back, summarising or rephrasing) aspects of what the person has said during the conversation. You could say something like, ‘Can I just check that you meant †¦? ’ or, ‘Do you mean †¦? ’ You should try not to clarify too often in a conversation as this will interrupt the speaker’s flow; it might also make them think you are ‘parroting’, which may appear insincere. 3. 4 SOURCES OF INFORMATION AND SUPPORT OR SERVICES FOR MORE EFFECTIVE COMMUNICATION Royal National Institute for the Deaf (RNID): They give support to people with hearing and sight loss with agencies in different areas. Association of Sign Language Interpreters Qualified in sign language professionals help people who are hard of hearing to communicate. Royal National Institute for the Blind Agencies in different areas give visually impaired people support in communicating. Teaching Development Agency Have courses to support teaching assistants working with children in schools. Common Assessment Framework (CAF) Give practitioners a right to seek support in communicating with parents and children who have specific needs. Department of education The government website or your local authority website gives information about local agencies that will help to communicate with families from a variety of cultures and religions. BIBLIOGRAPHY Children amp; Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 1-15 PRESENTED BY MONICA BELALCAZAR INTRODUCTION TO COMMUNICATION UNIT SHC 1. 2 CYPW L2 KNOWLEDGE TASK PART TWO 4. 1 WHAT IS CONFIDENTIALITY Confidentiality is not about keeping secrets; it is about protecting an individual’s right to privacy. You may obtain private, personal information from children or parents as part of your work role. As an early years practitioner you have a duty to: * keep personal information about children and families private * only share information about children and families with those who have a right to know or when a parent has given permission. Your workplace will have a confidentiality policy that sets out the rules and procedures on sharing confidential information. You should read this and make sure that you follow it in your practice. You may be asked to sign a confidentiality agreement as part of your employment contract. Again, you should have a clear understanding of what this means in practice. Cross reference with TDA 2. 2 assessment criteria 3. 5 4. 3 SITUATIONS WHERE CONFIDENTIAL INFORMATION MIGHT NEED TO BE PASSED ON There may be times when you have to reveal what you have been told, or have seen, to a more senior person at work or to an external organisation. A parent, child or colleague’s request that you maintain confidentiality can be overridden if: * what they say suggests that a child may be at risk of harm * they reveal information that can be used to protect another person from harm * a court or a statutory organisation, such as OFSTED, asks for specific information about a child. * If a child needs additional support from other professionals * If a child is suspected to be in a situation that risks their safety * If an adult has disclosed information that may raise concerns over their ability to carry out daily duties in your setting * If an outside body such as Ofsted requests to see an adult’s or child’s records When should you seek advice about confidentiality It is best to treat everything you learn about children and their families in your workplace as confidential information; it is advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone wants to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you or not. Always do this in an area where nobody else can overhear what you are saying. It is better to seek advice verbally rather than using communication such as email, which other adults could access. BIBLIOGRAPHY Children amp; Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 28-29

The Theme of Heritage in “Everday Use” Essay -- Character Analysis, M

In her late twentieth-century short story â€Å"Everyday Use,† African-American writer Alice Walker contrasts the struggle between the main characters involving the recurring theme. The story takes place in a rural Georgia setting during the 1970s. The plot circulates around Mama, Maggie, and Dee. Throughout, heritage develops and remains a central theme revolving them. Each of these women in the Johnson family tries to stay true to heritage value. But different roles of heritage exist between each woman, so their ways of achieving this mission differs. The story â€Å"Everyday Use† exemplifies the various understandings and use of heritage through Mama, Maggie, and Dee. To highlight her heritage theme, Walker displays how the character Mama considers the name of Dee. Dee changes her name and Mama has a will of whether or not to use it. Throughout, Mama uses Dee and Wangero interchangeably. As David Cowart writes, Mrs. Johnson is confused and cannot commit herself to the new name. She tries to have it both ways, referring to her daughter now by one name, now by the other . . . (Cowart 1 of 7). As the narrator, Mama employs the new or original name for a reason. Carol Andrews observes that Mama administers Wangero when she is denying the view Dee has because unlike Dee she understands what the quilts represent. â€Å"Snatched the quilts out of Miss Wangero’s hands . . .† (â€Å"EU† qtd. in Andrews 3 of 4). Mama explains the connection of the name Dee to female ancestors. â€Å"You know as well as me, you was named after your aunt Dicie . . . I probably could have carried it back beyond the Civil War through the branchesà ¢â‚¬  (â€Å"EU† 89). Helga Hoel writes that Mama is amazed that Dee would give up her name, â€Å"for Dee was the name of her great-gran... ...e’s opposing view. On the whole, Alice Walker employs the characters Mama, Maggie, and Dee to illustrate the various understandings and customs of heritage. Mama, the narrator and mother, expresses her values through abundant genealogy knowledge and daughter interactions. The elder daughter, Maggie, emerges as a result of her Mama resembling prospective, and the ability for tradition to live on through her. Yet, universal influences cause Dee, the other daughter, to develop opposing outlooks. Presence of conflicting views fester between the Johnson women. To dispel opposition, Walker rightfully places certain views on a pedestal during the final scene. Many criticize the effects of society and setting on ideals the story capitalizes. The central idea suggests Walker, an African-American woman just like the main characters, struggled with concepts herself.

Last Day In High School Essay

Respected Teachers, Seniors and my dear Friends. A warm and hearty welcome to all of you present here! Its a day that comes in a year but brings innumerable emotions along with it. I think all of you would be a little sad, for you will be leaving behind people that shaped your life and a place that is as much a part of your identity as the name you bear .Every beginning has an end. And every end is a new beginning. It’s a relentless cycle seen in every aspect of our lives. A year starts; a year ends, only to give birth to another. As much as I anticipate the start of a new season, I know that fate says it will cease. Most of our life is a series of images. They pass us by like towns on the highway. But sometimes, a moment stuns us as it happens. And we know that this instant is more than a fleeting image. We know that this moment†¦ every part of it†¦ will live on forever .The important thing is not to be bitter over life’s disappointments. Learn to let go of t he past, and recognize that every day won’t be sunny. And when you find yourself lost in the darkness of despair remember, it’s only in the black of night that you see the stars, and those stars lead you back home.â€Å"So don’t be afraid to make mistakes, to stumble and fall, because most of the time the greatest rewards come from doing the things that scare you the most. Maybe you’ll get everything you wish for. Maybe you’ll get more than you ever could have imagined. Who knows where life will take you. The road is long and in the end, the journey is the destination. At this watershed moment of the lives of my friends of class 10th, I am reminded the great words by Rabindranath Tagore, ‘where the mind is without fear’. I wish for you a mental cosmos where you are confident individuals, not scared to do the most uphill tasks. Where you are not cosseted in the four walls of fear, and break the shackles and become real performers, real doers. As we stand here on this beautiful day, my friends we wish for you an attitude of a real performer, one who does not look back but dives into turbulent waters with a crazy stubbornness to swim through and survive the fiercest storms. I wish for you a divine belief, a never-give up attitude and a little piece of arrogance that tells the achievers out there in the world with a loud thud, ‘if you can, why can’t I?’ You are now at a crossroads where you need to take decisions independently. You need fortitude to face the future which often looks bleak and blank. Remember, the future is an extension of today. If life is good today, tomorrow will take care of itself.Those of you who want to outshine others must learn the secret of enthusiasm. The moment you discover this secret, success cannot elude you. Enthusiasm provides a person with a powerful driving force.develop faith in yourself and enthusiasm will bubble up in you. Lastly, I would like to add, â€Å"Make a rule in life never to regret and never look back†. Regret is appalling waste of energy. Indeed, life is what we make it. It is said that â€Å"the best people are moulded out of faults, and for the most, become much more the better for being a little bad.† Each mistake can become a prime opportunity for self improvement. May your journey be that of valor and we do not want to say good bye because tomorrow when we stand there to become a part of your world, we would look for those familiar faces, who would draw their hands out and share their experiences with us.

journalism Essay - 1233 Words

In my twenty years and some months existence in this world, I’ve been fortunate enough to live a secured life. I believe food and shelter are two of the most important essentials in life, and I’ve never had to worry about food not being on the table or if I had a place to sleep at night which is why I consider myself to have a secure life. Volunteering at Simpson Housing helped me realize many things in life, and also made me wonder why some people are so fortunate in life while others struggle to survive in this world. Prior to Simpson Housing, I was vaguely familiar with the issue of homelessness. I only knew the basis of it, but never fully understood it. There are a lot of misconceptions and stereotypes about the homeless and I’ve†¦show more content†¦It wasn’t that I was expecting anything; I mean, I didn’t know what to expect. I learned a lot at the meeting. I was very surprised to know that most of the men at the shelter had jobs. They just weren’t able to rent out a place due to lack of rental history, they weren’t making quite enough yet, or the worse reason – discrimination. When I got to do my overnight shifts at Simpson Housing, it was then that was I truly exposed to the lifestyle of a homeless person. The biggest surprise to me was the most of the men looked like your everyday average man. If I were to pass one of them on the streets, I wouldn’t have the slightest idea that he was homeless. Volunteering there opened my eyes and made me wonder – what would it be like to be homeless? nbsp;nbsp;nbsp;nbsp;nbsp;If I was homeless, I’d think life would be lived on a day by day basis because you never know what each day has in store for you. Life would always be filled with uncertainty; and that’d be so stressful. There would be so many things for me to worry about. Do I have a place to sleep at night? Is there any food for me to eat? Am I going to be able to take a shower? Do I have any clean clothes to wear the next day? These few questions are what millions and millions of people in the world take for granted because they were blessed to have these necessities given to them. nbsp;nbsp;nbsp;nbsp;nbsp;Being homeless would mean I have very little support from friends and family, whichShow MoreRelatedJournalism And Culture Of Journalism1572 Words   |  7 PagesJournalism and culture are dominant, impactful pillars of society, sharing an inextricable relationship. Yet, the extent and influence of this relationship resists absolute categorisation, given its symbiotic nature, and fluid parameters. To assert journalism exclusively or exhaustively reflects culture would be flawed, as systemic social, political, and financial factors also shape cultural definitions. Equally, to posit journalism does not impact cultural perceptions would be erroneous, due toRead MoreThe Censorship Of The Journalism1546 Words   |  7 Pagesworld of journalism. 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