Interpersonal Competence
Communication, cooperation, respect, and trust are the most important aspects of all relationships.
My Vision
Interpersonal competent teachers construct knowledge together with their students, can help children move forward within their zone of proximal development, model open-mindedness, are interculturally sensitive, and build a relationship of trust with the children.
An important area of this competency is co-construction. This pedagogical approach focuses on the joint shaping of educational processes, through communication and cooperation by professionals and children together.
Interpersonal competent teachers interact with children in a climate of appreciation and trust, respecting their needs and interests.
Teachers can help children operate at the limit of their abilities and move forward through effective scaffolding and the right amount of adult intervention and support. This is backed up by Lev Vygotsky's theory of the "Zone of Proximal Development” (Keenan, Evans, & Crowley, 2016)
It is important to know that children learn differently and have different prerequisites. Living diversity means seeing different strategies for action as an enrichment of everyday practice and as a resource rather than a problem.
Each child is seen as unique in his or her personality, social background, and cultural background.
It is important to notice that different forms of knowledge are generated within cultures and that every child brings different values and personal perspectives to the classroom. Instructions should, therefore, correspond to each child individually.
Showing interest in the students’ culture and language and willingness to study it, will make the students feel welcome in the class as a whole. Teachers should interact with parents in a dialogue about cultural differences, ask them for ideas and proposals, find compromises, change methods, and understand each other's point of view.
It is important to also contribute to the student’s knowledge of each other’s cultures. Modeling open-mindedness and interconnectedness can give students the chance to build a strong understanding of each other and helps them see Interconnectivity between the different cultures. Banduras’ observational learning theory shows proof of the effects of modeling good behavior. (Keenan, Evans, & Crowley, 2016).
Communication is key for building strong interpersonal relationships with the students and teachers. The teacher needs to be aware of different use and perception of language. “Intercultural sensitivity means to provide the right amount of context and explicitness.” Teachers need to be aware of the difference and how to provide the right amount of both high and low context. (Nunez, Nunez Mahdi, & Popma, 2018, p. 27/28)
Teachers are often the first person outside of the children's family, students can learn to trust, open up to, and reach out for help if needed.
Educators, therefore, play an important role in identifying, reporting, and preventing child abuse and neglect.
"A very large percentage of child protection concerns arise at school. Children spend more time there than almost anywhere else; relationships with the adults there are important, especially to younger children. "
(Cremin, & Burnett, 2018)
Self-evaluation
I was able to improve my interpersonal competency, teaching in school, working in kindergarten, and working at camp.
I tried my best to create an environment where students feel safe to share their thinking, ideas, feelings, and needs with me. I encouraged children to interact with each other, get to know each other, and each other’s strengths better. During my teaching practice experience, I tried to include teamwork and teambuilding into my lesson plans but also to make sure that the children realize the responsibility lies with them and that to create lessons that will be student-centered I need to construct these lessons together with children and in combination with their interests.
I feel stronger now about this competency because I was able to calm a distressed child during teaching practice. He had an emotional breakdown in the park based on a disagreement during a game. I told him that I would like to listen to his side of the story and that I can see that he is frustrated. I was walking next to him at the back and told him that whenever I’m angry that I breathe in for 3 seconds, hold it for another 3 seconds and breath out for 4 seconds.
He then started doing this breathing exercise all by himself.
I told him to try it again and that I’ll help him count. We did this a few times and then he relaxed.
Afterward, I asked myself:
What could be the reason behind his fast breakdowns and lack of emotional control?
What are other methods to help him calm down?
During my study at ITEps, I realized the impact a good relationship with teachers can have on the students' work ethic and motivation. I learned to value this and thrive to adapt to my classroom.
( Year 1)
During my second year of teaching practice teaching at an inclusive school for children with ASD, I was able to improve my interpersonal competency by noticing the different ways students interact with each other and with me. I was able to practice engaging and communicating with each student individually and being able to automatically switch my way of communicating, the level of difficulty in my questions and instructions based on the students' individual needs.
I was also able to build a relationship with each student by observing and interacting with the students in a for the students' comfortable way and pace. I recognized individual interests and used these as a springboard to interact with the students.
While working on group assignments for my studies, I was able to improve my listening and communication skills. I learned to listen with an open mind to everyone's ideas and input first before making any decisions together as a group. In my group, we accepted each other as a valuable part of the group and communicated in a very respectful way.
(Year 2)
Feedback:
"During her time as a student teacher, Ms. Julia built a very positive rapport with our students. From the very beginning, she knew the importance of gaining their trust and was quite successful at winning it by fostering a warm, nurturing, and safe atmosphere. One in which the students knew they could count on her for guidance and a helping hand, but in which they also felt empowered by the responsibility she encouraged them to have over their own learning."
- Waleska Heredia (Classroom teacher Year 1)
"Julia is always eager to actively involve the children in what is happening. The active learning and work time is appropriate compared to the input by her as the teacher. She makes sure that all children are involved in activities and takes individual support needs for support into consideration.
Her teaching is always differentiated and individualized, she never forgets a child and prepares material accordingly so that all students can be active."
- Astrid Mitschka (Classroom mentor teacher Year 2)
Self-evaluation and Feedback
Personal Development Goal 1 - Year 1
Personal Development Goal 2 - Year 2
Evidence - Child reaching out after abuse at home
During my fourth year working in a kindergarten and during one of my activities I asked children individually about when they feel happy, sad, angry, frustrated,...
During this task, one of the children told me that he feels sad and angry when his father has to hit him.
Because of the knowledge I received from interviews I took and research I did, writing my diploma thesis about the sexual abuse of children, I was able to react appropriately and knew which steps to take next.
This shows that the child put enough trust in me to open up to me and reach out for help.
Evidence - Goodbye present identifying individual strengths
I created a bookmark for each student containing a picture of something each student was especially interested in or passionate about.
Additionally, I wrote about each student's individual strength what I admired in them and my wishes for their future.
I hope that this gift will allow the students to be proud of themselves and has an impact on their self-confidence.
This also allows parents to gain insight into their children's strengths.
This shows that I was able to see the whole child, it's individuality and uniqueness and build a relationship where I pay attention to and listen to the children in order to become aware of their individual interests and strengths.
Year 2 (Inclusive school - class of students with ASD)
Evidence - Email from camper
This is an email a camper, from Camp Davern, the camp I worked at as a counselor, sent me only days after she left camp.
She was a camper who had difficulties making new friends and often reached out to me to talk to me because she felt very self-conscious and homesick.
I tried to help her open up to other campers and supported her during difficult times. She stayed for one month which was tough on her.
Evidence - Letter from camper
This was a letter a camper wrote for me.
She had a really tough time during camp and although she was supposed to stay for a month, she wanted to leave from day one. She had many panic attacks and I spent many hours a day just listening to her and for her age, she had to go through a lot so I tried my best to comfort her and was able to successfully apply some calming methods.
She ended up staying the entire month.
Evidence-lanterns
Every evening I would sit down with my campers and reflect on how they feel and create an environment where the children could openly share what is on their mind. I had shown interest in what every camper needed to say and tried my best to incorporate their suggestions, wishes, and ideas into the next day's camp activities.
I incorporated this tradition into my TP school and did this small reflection round every Friday with the students.
I want to find the right balance between being a friend and a teacher, showing interest in the students' personal life and maintaining a professional appearance.
During my teaching I accompanied a child to her grandmother’s house, she had a small panic attack, sitting next to me in the train, worrying that something had happened to her grandmother because she did not pick up her phone.
Afterward, I started wondering if I was allowed to accompany her back home so I told my teacher about it and she reassured me that it was good that I went with her I just need to inform the principal about it, in case anything comes up.
This made me wonder what actions are appropriate and in case of doubts how to act afterward and who to inform.
I also want to know how much personal information to share with the children.
To achieve this goal I want to ask my lecturers about their opinion regarding my questions and want to ask my next mentor teacher to observe me during my teaching practice time and give me feedback.
(Year 1)
I want to keep improving the goals from Year 1.
Furthermore, I will keep applying and working on getting to know the students individually, allowing them to feel comfortable around me. I also want to learn different ways of communicating and research ways in which students with different needs prefer to communicate. In my opinion, this is the foundation for a good teacher-student relationship. During my next teaching practice, I will ask my mentor teacher to observe me during these beginning interactions with my students.
I still need to improve, letting other group members speak up more during group project coaching sessions. During past sessions, I let others talk first and together we assigned beforehand who says what, which was very helpful. This will be a goal I set myself for next year. I will ask my current and future group members for feedback and about ways I can improve this.
(Year 2)
Further Development
Bibliography
Cremin, T., & Burnett, C. (2018). Learning to teach in the primary school. London: Routledge.
Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child development. Los Angeles: SAGE.
Nunez, C. (2018). Intercultural sensitivity: From denial to intercultural competence. Assen: Koninklijke Van Gorcum.