Analyse_Different_Ways_in_Which_You_Would_Establish_Ground_Rules_with_Your_Learners,_Which_Underpin_Behaviour_and_Respect_for_Others.

Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. Ground rules are the expectations from the learning environment, by teacher and learners. ‘Discipline cannot be considered as a ‘thing of itself’, that it has to be seen in terms of the relationship of factors in and outside the classroom, and that its maintenance is essential for overall class control, without which effective learning is impossible’ (Curzon, 2004) Ground rules are imperative to effective classroom control, as without them disorder can appear. It may seem obvious that rules are necessary with younger children and adolescents, however, adult learners also benefit from the structure and organisation afforded by the setting of ground rules. However, agreeing these and implementing them effectively is a complex process. There are different methods of creating and implementing ground rules, with each class and age group suiting a different method more than another. At times, rules are dictated by the teacher, they are explicit and non-negotiable. Learners are expected to comply with these at all times, without argument. This may seem intuitive and necessary for effective classroom control, however, depending upon the age group, such as adolescents and some adults a culture of rule testing may be created; Generating disruptive classes and unmotivated learners. As Petty (2004) puts it, ‘Whether or not you make your rules explicit, expect them to be tested’. For younger children, though this may be the most realistic and effective method of setting classroom ground rules as clear boundaries are made explicit. This will enhance a young Childs learning, as well as provide opportunities for effective social modelling, which will be referred to for the rest of the individual’s life. However, as Curzon (2004) states ‘Discipline is rarely imposed ‘by decree’’ especially with older students and in further education. Accounting for this, another method is to let the learners decide their own ground rules. This does have the advantage of increasing compliance, and it empowers the learners within the classroom environment by giving them some control over their learning. Although this is likely to increase compliance to set ground rules achieving this, is not straight forward. Giving a classroom free reign to suggest rules needs to be organised, or uncontrolled shouting out could appear, which will not only be hard to control, but noise levels in the room could quickly become unbearable. Also, keeping the learners individual in this process may mean the less motivated amongst them, do not take the task seriously. Again, controlling this, whilst trying to make progress could become an exhausting battle, and focus could easily be lost. Another method makes use of the increased empowerment of the previous method, but applies more structure to the process to facilitate maintained focus on the task. Splitting the class into smaller groups and setting a time limit for them to discuss ground rules they’d like to propose not only includes the more troublesome students, but the time limit focuses the activity to ensure gossiping and chatting is kept to a minimum. As Mason Haire (1975) warns ‘members are individuals and tend to fly off on tangents towards their own goals’. Instructing the class that each group will feedback their list to the general class for wider discussion will also facilitate a more focussed approach to the task by each group. This method will obviously be more effective with older children, adolescents and adult learners to achieve the suggestion of realistic ground rules. Again, the rules also belong to the learners, meaning they are more likely to comply, and each learner has a responsibility not only to themselves but also to the group for their conduct during classes. This reduces rebellion, and increases effective classroom control. As can be seen, different methods of constructing and implementing ground rules offer varied advantages and disadvantages. This largely being dependent upon; the age, and education level of the students in the class. Each will require a different method to be evaluated by each teacher on each occasion. As I intend to teach adults for A-Level Psychology, I feel the method of getting smaller groups to suggest rules, for later class discussion is most appropriate. Given the student’s ages, and their perceived motivation to attend, and learn, I don’t feel it necessary to dictate, pre-set rules. My students will benefit from some autonomy and control over how their learning is structured. Compliance to the rules will also be increased and the generation of group responsibility, will facilitate a more effective learning environment. WORD COUNT: 736 References Curzon, L.B. (2004) Teaching in Further Education: An Outline of Principles and Practice, London: Continuum. Mason Haire, In Krieger (1975) Modern Organisation Theory. Petty, G. (2004) Teaching Today: a Practical Guide. 3rd Edition. UK: Nelson Thornes Ltd.