Having explored the three methods of setting ground rules during session 2 of PTTLS course‚ it is evident that for the ground rules to be effective‚ determining the appropriate method of ground rules setting is crucial to informing how the learners will be likely to respond to the ‘ground rules’ and how this will later affect the session or sessions to be delivered. The three methods of setting ground rules offer advantages and disadvantages depending on the context of the lesson and the dynamics
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and analyse your use of them with your learners. Why do you use them the way you do? Introduction A resource is described as something which can be turned to for support or help‚ or an available supply of something to be drawn upon when needed. (Grolier 1981) Resources are a valuable aid when teaching and will help teachers reach the differing Learning styles‚ needs and potential of learners. All resources used should meet the differing needs of learners‚ promote equality‚ support diversity and
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Ilenia Ward 10-6-13 UNIT 307 Outcome 2.4: provide constructive feedback to learners to help them understand what they have done well and what they need to develop On Wednesday I supported a group of children during literacy. The children had to write their own story using interesting sentences and vocabulary. The children watched a video and then they had to write their own story. During the activity I made sure all the children understood what they had to do and I wrote down notes
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co-operation between tutor and learners (Gravell and Simpson‚ 2008). Hence‚ ground rules should be established at the beginning of the session as they represent boundaries‚ rights‚ responsibilities and protocols of the group (Vizard‚ 2007). Also‚ students are aware what they are expected‚ where the boundaries lie and what will happen if the step over them. The ground rules could be elicited from the group and written down on a flip chart board with the opportunity for the learners to respond‚ add more or
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ground rules with your learners and which underpin behaviour and respect for others Ground rules are a way of setting acceptable levels of behaviour within a group. They should then be used and adhered to so that all members of the group enjoy the learning experience. Learners are all different when it comes to behaviour and respect for each other‚ therefore establishing ground rules will need to reflect this. Group discussions of all of their views‚ ensures that each learner feels that they have
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Ali and the magic carpet One very hot day Ali finds a carpet in his uncle’s shop. ”What’s this?” Suddenly the carpet jumps! It moves and flies off into the air. “Hey!” “What’s happening?” A loud booming voice comes from the carpet. “Welcome‚ O master. I am the magic carpet.” First they fly high up into the sky and then they land in a jungle. It is hot and wet and it’s raining. Then they fly to the desert. It is very‚ very hot and dry. After that they fly to the South Pole. There is lots of ice and
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The essay will refer to interpersonal skills used to develop the mentor-mentee relationship‚ and the practical steps taken to facilitate learning; to make this more tangible the focus will primarily rest on the author’s approach to teaching the learner how to administer an antipsychotic depot injection. The discussion will encompass major theories that underpin learning‚ explore the relevance of learning styles‚ and draw on relevant literature. Any discourse on mentoring ought to begin with
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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
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rules with your learners‚ which underpin behaviour and respect for others I see ground rules as mutually agreed reciprocal arrangements where others’ views and needs are appreciated and valued. Thus creating a safe and respectful space in which all participants have the opportunity to benefit from their learning experience According to the Qualified Teacher Learning and Skills framework (QTLS) ( 2008) ground rules are: Agreed codes of behaviour between the teacher and the learner usually agreed
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Explain the ways in which you would establish ground rules with your learners‚ which underpin appropriate behaviour and respect for others At the outset of the course I would divide my learners into small groups of approximately 4‚ and ask them to devise a list of ground rules by discussing it together. Ground rules are important in a learning environment as they help to establish what is expected from the learner in terms of behaviour and mutual respect for each other‚ as well as identifying
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