My placement was a physical theatre school for young children. In my placement I have observed a 1-1 interaction and a group interaction. The communication that took place was between a teacher and young student.
The group interaction was between two teachers and a group of young students. The context of the group interaction was an informal conversation between two teachers and young students.The interaction seemed informal because of the joking and laughter that occurred, also because the interaction was with children, so you couldn’t be professional and formal; to keep children interested the teachers have to make the activities seem fun. The communication to the group was effective because there were clear instructions which the children listened to and understood, then carried out. The context of the 1-1 interaction was between a teacher and a young student.The communication between them was informal, the teacher had to explain something to the child, her tone of voice and the language used was very comforting and she was patient waiting for the child to respond.
The communication was effective because after the teacher explained in more detail what the task was, the child understood. The types of interpersonal communication for both the 1-1 and group interactions were speech. For the group interaction the teachers had to do a physical example of a dance move in between the interaction in order for the students to understand.For the 1-1 interaction the interpersonal interaction was speech too, the child had to use speech to explain what she didn’t understand and the teacher has to explain though speech back to her so she understood. The children’s language needs and preferences were just simply for the teachers to speak clear and understandable English.
A teacher needs to ensure that when speaking to children that you need to use simple, understandable words in order for the children to understand and not to feel confused.All of the children were comfortable with speaking English, and could understand the instructions that were given to them. The one to one interaction with the teacher and child proves that argyles theory works. The child who is the sender first thinks of what message she wants to send and will she says the message to the teacher. She asks the teacher how she can attempt a dance move. The teacher then understands the question by decoding the message, then thinks of how to respond, and what to say, she decides to respond by sing speech and explains an easier way to attempt the move.
The group interaction with the teachers and the children shows the stages of Tuckman’s theory. The forming of the group, luckily the group are very comfortable with each other therefore it will be easier to move on to the other stages. The group sit in a circle so then all children are able to see and also so they don’t feel left out and they are included in the group discussions and activities. The storming takes place when the teacher askes the children what song they would like to sing for the Christmas performance.
There is a choice out of 3 songs and the children all have a say in what song they would like to sing. The only problem was that some children did not get to sing the song they would have liked. The norming stage came into place when the children finally agreed on a song, the children who did not pick that song still took part in the practice of performing the song. the performing stage came into place straight after the norming, all of the children performed the song to the good standard and worked well with one another.
