Analyse_Different_Ways_in_Which_You_Would_Establish_Ground_Rules_with_Your_Learners_Which_Underpin_Behaviour_and_Respect_for_Others_(250-350_Words)

Teaching learners from different backgrounds, cultures, beliefs and abilities is a challenge for the trainer. Therefore, it is important to differentiate the learners when establishing appropriate ground rules. Learners like to work within set boundaries. It is important to establish these early, as it might be necessary to revisit them at a later date. “Without ground rules, disruption may occur and affect the learning of the group” (Gravells, 2008:7). As well as keeping order, ground rules can be a useful tool with which to challenge, and should allow for a safe environment for learning to take place. It is important for the trainer to have his or her own ground rules to which they work, i.e. fully preparing for sessions, maintaining punctuality and giving feedback in a timely fashion. Therefore, by acting in a pro-social manner, others will be more likely to follow and mirror this behaviour. First of all there are some ground rules that might be dictated by the establishment. For example, it is not legal to smoke in Essex Probation buildings; smokers must use the designated smoking areas. A fully dictated list undoubtedly saves time but does not allow for a democratic approach. Therefore, this is not a technique that should be used often, particularly with adult learners. Learners generally respond better when they have been included in the decision making process. If they ‘own’ the rules they are more likely to comply, reprimanding those that break them (http://www.edchange.org/). A preferred way to create ground rules – especially when time is short - is to list those rules that have been used previously, before getting the participants to suggest some of their own. When somebody proposes a ground rule and the majority of learners agree, it can be added to the list. When the group is generating the rules, it is important to ensure they think about what they need to ensure a safe environment in which to discuss difficult and controversial issues. Whilst it is preferable that the participants to draw up the entire list, it is always possible that they may omit something important. In this case, the trainer should give his or her input (http://www.edchange.org/). To conclude, establishing mutual agreed ground rules ensures a successful and effective learning process. BIBLIOGRAPHY · Community learning and skills development. (July 2009) Preparing to teach in the Lifelong Learning Sector , Learner Resource Pack. · Gravells, A. (2008) Preparing to teach in the Lifelong Learning Sector, (3rd edition.) Exeter: Learning Matters Ltd. Internet · Eight Principles for maintaining professional boundaries, available online at: http://www.articlesbase.com/human-resources-articles/8-principles-for-effectively-maintaining-professional-boundaries-as-a-service-provider-1293358.html (Accessed on 18 September 2010). · A Guide for setting ground rules, available online at: http://www.edchange.org/multicultural/activities/groundrules.html (Accessed on 18 September 2010 · Setting ground rules available online at: http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/setting-ground-rules (Accessed on 18 September 2010). · Professional Boundaries available online at: http://www.suite101.com/content/professional-boundaries-a18571 (Accessed on 18 September 2010). · Setting healthy workplace boundaries, available online at: http://ucsfhr.ucsf.edu/index.php/assist/article/setting-healthy-workplace-boundaries/ (Accessed on 18 September 2010).