Ground rules are used to lay down order, responsibility and accepted behaviours amongst learners. Ground rules are used because ‘all learners require boundaries and rules within which to work’ cites Gravells (2010a:7) with which I concur as we all need rules to work within yet they are used for other reasons such as to reduce anxiety. We set ground rules like ‘all to participate’ and ‘constructive criticism only’ to include all learners and to avoid unconstructive replies which may lead to a sense of being bullied.
I could set ground rules by simply stating some common ground rules that I have chosen to my learners and write them up on the board for the learners to see. Another way would be to sit down with the learners on their first day and have a group discussion or break the class into groups and have the learners brainstorm their own rules and writing the suggestions up on a board and then democratically voting for the most appropriate rules. Alternatively in a similar manner each learner could each say a rule aloud and we could instate the modal rules.
I always keep the first rule of teaching in mind; ‘ASSUME NOTHING!’, (Wilson 2008:8) when setting my ground rules, although I have some predetermined rules in my mind such as ‘punctuality’ and ‘mobiles on silent’. I would set my ground rules by grouping the class into teams and asking them to choose five rules per team, once that was completed I could then write all the suggestions on a board and invite the class to discuss which ones are appropriate and ones that are not and choose accordingly. Equality and diversity is promoted because the learners get their voice within making the ground rules fair.
I consider my role as a Numeracy Teacher to be a coalescence of facilitating specialist knowledge and a duty of care for my learners, though my role is much more than that, it sometimes requires me to be mentor or even an absent friend to support my learners emotionally through their learning. All of this provides me the means to facilitate learning the best I can, through the application of my roles in relation to the teaching cycle as detailed below and defined at the rear of this assignment.
Starting with the initial assessment stage I would go about this by conducting interviews with new applicants and assessing their subject knowledge and also discover their learning style using Fleming’s (1987) aural, visual and kinaesthetic definitions in conjunction with Honey & Mumford’s (1986) learning styles to plan their learning journey. I would then decide their aims and record these on the learners ILP (Individual learning plan). It is cited by Gravells (2010a:27) and Wilson (2008:15) that you can start at any point within the teaching cycle for which I agree with as in the case of taking over a colleagues class.
When planning schemes of work and lesson plans, I include equality and diversity by making references from all cultures and making sure to comply with the Disability Discrimination Act (2005: Part 4). I use Maslow’s (1954) Hieracrchy of Needs when developing the course to make sure all the needs are met by applying his pyramid to my SOW and lesson plans to make sure all his needs are met. I could ask for feedback from my learners aswell to further ensure I met the Hieracrchy of Needs from their perspective and actioning any problems as they arise.
My roles concerning delivery are to keep up to date with teaching theory and subject knowledge via continuing personal development and promoting a wide range of active learning via use of available media and practicals. This is so the students can comprehend more as suggested by Laird’s (1985) sensory theory, where he belives greater learning will take place if the senses are engaged. I feel assesment...