PTTLS City & Guilds 7303 Level 4
Assignment Theory 4 Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. According to Petty (2004, p.98) ‘Good teacher–student relationships are based on mutual respect’ which thrives where there is good classroom organisation that ‘…allows the lesson to run smoothly, so that good relationships can grow through positive experiences’ (Petty, 2004 p.104). As a trainer, there are a number of ways in which I establish ground rules with my learners. The ground rules are all based upon educational, moral and safety criteria and are for the mutual benefit of all in order to develop good working relationships and respect for others within the classroom environment. Ground rules, often referred to as the group contract, are always established in the first session; it is one of the first group activities undertaken with the learners. Learners are invited to discuss prior experience/knowledge of setting ground rules and to make suggestions. I write these suggestions on flipchart paper. Learners are invited to justify their suggestions as well as provide ideas for consequences for rule breakers. I also make suggestions for the ground rules, thereby incorporating my personal rules if they have not already been covered by earlier suggestions. In this way, I am not arbitrarily dictating my rules but getting the group approval. I then invite learners to write down the agreed ground rules for their personal reference and post flip paper on the classroom wall for every session – sometimes this may mean carrying it around for each class but it is important to do so as it serves as a reminder and a reference tool. Also, I advise learners that the group contract/ground rules is a live document and can be updated or changed at any point throughout the course. Therefore, learners can come back a couple of hours into the session or a couple of weeks later and make...
References: Petty, G. (2004) Teaching Today: A Practical Guide. UK, Nelson Thornes Ltd. p. 82
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