Unit 2 – Roles, Responsibilities and Relationships in Lifelong Learning

Topics: Education, Discrimination, Learning Pages: 6 (2065 words) Published: July 14, 2012
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” William Arthur Ward When you teach in lifelong learning you usually have an advantage by having learners who are attending course because they are interested and/or need this particular knowledge or skill. So teacher has one of the successful teaching ingredients ready served – genuinely interested audience. The rest is in teacher’s hands to make students learning a valuable and positive experience by adding all other ingredients e.g. passionate and knowledgeable teaching, safe and motivational environment, good lesson structure….

Explain how to promote appropriate behaviour and establish ground rules with learners to promote respect for others. Every learner is different when it comes to behaviour and respect for others, therefore establishing ground rules will need to reflect this difference. Ground rules can be established in several ways: teacher imposed, learner imposed or negotiated. Each of these methods has it`s own advantages and limitations. The teacher imposed ground rules main advantages are “Students will know what you expect from them and what they can expect from you during the course. They will know where the boundaries lie and what will happen if they step over the boundaries.” http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules 20/05/2012 The teacher imposed ground rules main limitation is a luck of dialog between learners and teacher, also less memorable and seen by learners like “just another boring instruction”. While students are more likely to follow ground rules to which they contributed. Teacher must be able to choose most appropriate way by considering a particular subject and observing current learners group. Group discussion of expectations and incorporation of all views ensures that everyone feels included. When discussing ground rules with learners it is important for the teacher to set their own rules which demonstrate their commitment to the teaching/learning relationship. Ground rules could be set as mutually agreed arrangements where others’ views and needs are appreciated and valued. This would create a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. It is important that a tutor also follows ground rules as in a classroom environment he is seen as a role model for his learners.

To make ground rules more memorable they can be delivered by using creative and possibly even fun approach. Example below has a very good and personal feel at same time clearly delivering message of dos and don`ts.

http://www.philanthropynow.com/pn/ground_rules.htm 09/05/12

1.“What you hear here stays here. It's ok to speak with others about your reactions and stories. Get an ok from anyone else before speaking about his or her comments, issues, and issues. 2.It's ok to pass and actively observe. No reason needed. Boundary setting is your responsibility. Take good care of yourself. 3.Listen and react to each other's stories, trusting the other person's good intentions. Believe that this group is a safe place and is out to do you good. 4.Give each other permission to make "human errors" and recover as we pioneer and risk together. 5.Be alert for cherished mistaken certainties and laugh about them while seeking ways to make the other person right. 6.Speak from "I want," "I feel," and "I request," and not "You should" or "You Always". 7.Let go of blame, shame and fault-finding. Look for win/win. 8.Ruthlessly guard the 51% vote on your self-esteem. Be open to feedback from others and at the same time trust your quiet inner voice about its interpretation and application.” 9.Ask yourself, "If this feedback were a golden gift just in time, how would I allow it to prosper me?" 10.Ask for what you want and be willing to hear a "yes" - "no" - or "negotiate"....
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