Analyse Different Ways in Which You Would Establish Ground Rules with Learners, Which Underpin Behavior and Respect for Others:
ANALYSE DIFFERENT WAYS IN WHICH YOU WOULD ESTABLISH GROUND RULES WITH LEARNERS, WHICH UNDERPIN BEHAVIOR AND RESPECT FOR OTHERS:
Establishing ground rules in teaching is like having a mutually agreed contract which must be followed by all in order to have an effective environment in which to learn. It is agreed that formulating ground rules early on in any teaching can help in to avoid group disruption (Gravells, 2008). The purpose of having clear rules is to assist students in the learning environment, aiding organisation within the classroom. Petty (2004) reinforces this by stating that lessons will run smoothly if a session is well planned. There are many different types of ground rules that can assist in creating mutual respect from tutor to students and vice a versa and also incorporating students respect for each other.
Rules as dictated by an organisation or institution, such as Health and Safety and behavioural expectations (Gravells, 2008), should be made clear at the very start of the course/ teaching session. It is important that that the tutor can differentiate between set in stone organisational rules and class room ground rules. The type of learning would dictate how ground rules are set, if the group are only meeting for a one off learning session, time would dictate that it would be appropriate for the tutor to set the rules such as turning off mobiles phones, respecting others opinions not interrupting etc basic rules that can allow the aims and objectives of the lesson to be met. It would appear appropriate when teaching a group for a one off sessions that the tutor may have a plethora of experience in this form of teaching and can utilise past experiences in what ground rules are appropriate and which ones are likely to succeed. However this method might not be appropriate for longer courses where a group of learners met for several sessions. If the learners don’t create the rules they are less likely to adhere to them.
Rolfe et al
Establishing ground rules in teaching is like having a mutually agreed contract which must be followed by all in order to have an effective environment in which to learn. It is agreed that formulating ground rules early on in any teaching can help in to avoid group disruption (Gravells, 2008). The purpose of having clear rules is to assist students in the learning environment, aiding organisation within the classroom. Petty (2004) reinforces this by stating that lessons will run smoothly if a session is well planned. There are many different types of ground rules that can assist in creating mutual respect from tutor to students and vice a versa and also incorporating students respect for each other.
Rules as dictated by an organisation or institution, such as Health and Safety and behavioural expectations (Gravells, 2008), should be made clear at the very start of the course/ teaching session. It is important that that the tutor can differentiate between set in stone organisational rules and class room ground rules. The type of learning would dictate how ground rules are set, if the group are only meeting for a one off learning session, time would dictate that it would be appropriate for the tutor to set the rules such as turning off mobiles phones, respecting others opinions not interrupting etc basic rules that can allow the aims and objectives of the lesson to be met. It would appear appropriate when teaching a group for a one off sessions that the tutor may have a plethora of experience in this form of teaching and can utilise past experiences in what ground rules are appropriate and which ones are likely to succeed. However this method might not be appropriate for longer courses where a group of learners met for several sessions. If the learners don’t create the rules they are less likely to adhere to them.
Rolfe et al
References: Gravells.A. (2008) Preparing to Teach in the Lifelong Learning Sector (3rd Edition) Learning Matters. Exeter. Mezirow.J. (1998) On critical reflection. Adult Education Quarterly (48) 185-198 Rolfe.G., Freshwater., Jasper.M. (2001) Critical Reflection for Nursing and the Helping Professions: A users guide. Pelgrave Publishers. London. Williams.B. (2001) Developing critical reflection for professional practice through problem based learning. Journal of Advanced Nursing, 34(1), 27-34.