Responsibilities and Boundaries Pttls
The aim of this assignment is to define ground rules, roles, responsibilities and boundaries as a teacher and how they connected with the teaching cycle. I will start first with defining ground rules.
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
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