Introduction
This essay explores the skills required to develop and sustain professional relationships with both children and adults, a critical aspect of the role of a teaching assistant. Professional relationships in educational settings are foundational to creating a supportive learning environment and fostering collaboration among stakeholders. The essay will define the term ‘professional relationship,’ identify strategies for establishing and maintaining these connections, and address barriers specific to building relationships with children and young people, alongside ways to overcome them. By drawing on academic literature and evidence-based practices, this piece aims to provide a comprehensive understanding of the interpersonal dynamics essential for effective practice in educational support roles. The discussion will be structured to reflect on the theoretical and practical dimensions of relationship-building within the context of a teaching assistant’s responsibilities.
Defining Professional Relationships
A professional relationship is generally understood as a formal, purposeful interaction between individuals within a work context, guided by ethical boundaries, mutual respect, and a shared commitment to achieving specific goals. In education, particularly for teaching assistants, these relationships are characterised by a focus on supporting learning and well-being while maintaining appropriate limits to ensure objectivity and professionalism (Aubrey, 2011). Unlike personal relationships, professional interactions are not based on emotional attachment but on roles and responsibilities. For instance, a teaching assistant must prioritise a child’s educational and emotional needs over personal biases or preferences, ensuring interactions remain focused on professional objectives. Similarly, relationships with adults—such as teachers, parents, or other staff—require clear communication and collaboration to support the broader aims of the educational setting. Understanding this distinction is fundamental, as it underpins the ethical framework within which teaching assistants operate, ensuring that interactions remain appropriate and effective.
Skills Required for Developing Professional Relationships
Building professional relationships necessitates a range of interpersonal and communication skills. Firstly, active listening is paramount; it involves fully engaging with the speaker, demonstrating empathy, and providing thoughtful responses. For children, this might mean acknowledging their feelings about a difficult task to build trust (Miller and Rollnick, 2013). With adults, active listening facilitates collaboration by ensuring mutual understanding during discussions about a student’s progress. Secondly, effective communication—both verbal and non-verbal—is essential. Teaching assistants must adapt their tone, language, and body language to suit the audience; for example, using simple, reassuring language with young children, while adopting a more formal approach with colleagues or parents.
Additionally, empathy and emotional intelligence play significant roles. Empathy allows teaching assistants to understand and respond to the emotions of children who may struggle with expressing themselves, while emotional intelligence helps in navigating complex dynamics with adults, such as managing differing opinions during team meetings (Goleman, 2005). Lastly, patience and adaptability are crucial, particularly when working with children who may have additional needs or when dealing with challenging situations involving parents or staff. These skills collectively enable teaching assistants to foster an environment of trust and respect, which is essential for productive professional relationships.
Establishing and Maintaining Professional Relationships
Establishing professional relationships begins with creating a positive first impression through openness and approachability. With children, this might involve engaging in welcoming conversations or activities that build rapport, ensuring they feel safe and valued. With adults, initial interactions often require clarity about roles and expectations, such as discussing how a teaching assistant can support a teacher’s lesson plans (Aubrey, 2011). Consistency in behaviour and reliability further strengthens these connections. For instance, consistently following through on promises made to a child about extra support reinforces trust, while punctuality and preparedness in meetings with staff demonstrate professionalism.
Maintaining these relationships involves regular communication and feedback. With children, this might mean providing consistent encouragement and checking in on their progress. For adults, maintaining relationships often requires collaborative problem-solving and sharing constructive feedback, such as discussing strategies to support a struggling student. Furthermore, respecting boundaries is critical. Teaching assistants must avoid overstepping into personal matters with children or adults, ensuring interactions remain focused on professional goals. Regular reflection on one’s practice, perhaps through supervision or self-assessment, can also help identify areas for improvement in sustaining these relationships over time (Miller and Rollnick, 2013).
Barriers to Building and Maintaining Professional Relationships with Children and Young People
Several barriers can impede the development of professional relationships with children and young people. One significant challenge is communication difficulties, particularly with younger children or those with special educational needs (SEN). A child with limited verbal skills, for example, may struggle to express emotions or needs, leading to misunderstandings (DfE, 2015). Cultural or language differences can also pose barriers, as children from diverse backgrounds may interpret interactions differently due to varying norms or limited English proficiency. Additionally, trust issues—often stemming from past negative experiences with adults—can hinder relationship-building, making children wary or resistant to engagement.
Another barrier is the power imbalance inherent in adult-child interactions. Children may perceive teaching assistants as authority figures, which can inhibit open communication. Similarly, behavioural challenges, such as defiance or withdrawal, can complicate efforts to connect, particularly if a child associates support with stigma or failure. Time constraints within busy educational settings further limit opportunities for one-on-one interaction, which is often necessary to build meaningful connections with children who require additional support.
Overcoming Barriers with Children and Young People
Addressing these barriers requires targeted strategies. For communication difficulties, teaching assistants can employ visual aids, gestures, or assistive technologies to facilitate understanding, especially for children with SEN (DfE, 2015). Training in cultural competence can help overcome diversity-related challenges by equipping staff with the knowledge to respect and adapt to different cultural practices. Building trust involves consistent, non-judgmental engagement; for example, dedicating time to small, informal conversations can help a wary child feel more secure over time.
To address power imbalances, teaching assistants should adopt a child-centred approach, empowering children by involving them in decision-making where appropriate, such as choosing activities during support sessions. Managing behavioural challenges requires patience and positive reinforcement, focusing on rewarding desired behaviours rather than solely addressing negative ones. Finally, overcoming time constraints may involve prioritising key interactions or collaborating with other staff to ensure children receive consistent support. These strategies, while demanding, can significantly enhance the quality of professional relationships with children and young people.
Conclusion
In conclusion, developing and maintaining professional relationships with children and adults is a cornerstone of a teaching assistant’s role, requiring a blend of communication skills, empathy, and adaptability. Professional relationships, defined by their focus on role-based interactions and ethical boundaries, underpin effective educational support. While establishing and sustaining these connections involves consistent effort and clear strategies, barriers—particularly with children and young people—such as communication difficulties and trust issues pose notable challenges. However, through tailored approaches like cultural competence and child-centred engagement, these obstacles can be addressed. The implications of mastering these skills are profound, as strong professional relationships not only enhance individual learning experiences but also contribute to a cohesive, supportive educational environment. Reflecting on this, teaching assistants must continually develop their interpersonal competencies to meet the diverse needs of their roles.
References
- Aubrey, C. (2011) Leading and Managing in the Early Years. SAGE Publications.
- Department for Education (DfE). (2015) Special Educational Needs and Disability Code of Practice: 0 to 25 Years. UK Government.
- Goleman, D. (2005) Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
- Miller, W. R. and Rollnick, S. (2013) Motivational Interviewing: Helping People Change. Guilford Press.
