4.1_Ground_Rules_in_Your_Specialist_Area

MATTHEW SUSSEX Section 4: Understand how to deliver inclusive sessions which motivate learners 4.1 Ground rules in your specialist area. The key to running a smooth classroom is the establishment of basic ground rules which are set at the start of a course or term, and can be reviewed at any time. They should explain what is expected of both the learners and tutor respectively. They should promote acceptable behaviour and conduct needed, to enable the group to operate effectively which benefits everyone. They also encourage consideration and respect for others, without ground rules in place disruptive behaviour can set in however ‘Managing the learning environment is broader than behaviour, adults are entitled to and will always demand a well-managed environment. The teacher is the one who, as well as teaching in a well prepared, varied, inspirational and exciting manner, addressing the needs of every individual in their group’.(Wilson,2008) Within the kitchen environment there are already some rules that apply with health and safety, HACCP and risk assessments. These are in place to ensure a safe working environment for learners to learn. There are different ways ground rules can be introduced; they can be set by the teacher/tutor. The advantage of this is that less time is spent within class contemplating which rules to apply. I could also use previous rules that have worked over the years, which I know work and will be valuable to the smooth running of class. The disadvantages of setting my rules are that the students’ see them as mine and that it is down to me solely to enforce them. They may also feel that I’ve forced these rules upon them and they may not necessarily agree with or understand. By giving the learners the opportunity of setting some of their own ground rules it will give them some responsibility/ownership and in turn it may help the group to engage in open discussion. As the group has set out their own ground rules they would then have a bigger responsibility to commit to them. Therefore the students’ would help enforce these rules which they have pledged amongst themselves. (338 Words) Reference list: Wilson,L., (2008). Practical teaching: a guide to PTLLS & CTLLS. Andover: Cengage Learning EMEA.