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 basic rules or principles on which future actions or behaviour should be based” (Longman Dictionary of Contemporary English). In the classroom, guidelines are set to establish acceptable behaviour within the group, “ensure open, respectful dialogue and maximum participation” (Paul C. Gorski. 1995-2010). Ground rules do not cover the Course Rules- course outline, hand in dates, etc. These are two different sets of rules and should be established separately to avoid confusion. Usually setting Course Rules first means “you can lay down some basic requirements, explain exactly what the course entails so that potential learners can make an informed decision about whether or not they wish to join the course or not.” Peter Harris. This means students in the classroom want to be there to learn and will tend not to cause disruption. To establish ground rules in the classroom, one must first identify the type(s) of students and the learning environment- age, ability, subject, subject type and classroom environment. Age is a factor because “Often you will find adult learners more focused than younger ones since they have developed some life experience and have identified their expectations beforehand.” Peter Harris. The ability should be identified in classes in order to let students know that patience may be needed in discussion times, “…setting ground rules helps everyone to know their limits.” (Gravells- 2008). Some students may need subjects repeating and this should be accepted by everyone in the group. Subject is a factor that links in with the classroom environment, for example more safety rules will be needed in a Carpentry class using tools rather than a more traditional setting such as an English class with desks and books. There are 3 ways I will identify of establishing ground rules. I identify them generally as separate methods but they can be linked in order to give input from all parties. The first idea I will look at is pre-set ground rules established by the school/ college in question. The rules here cover subjects such as health and safety and expected behaviour within and around the school/ college premises. These rules are there to benefit both the learning centre and the individuals who attend. The rules here are generally accepted by students although there may be some students who rebel against these rules as they have been set by an authority which has not invited the students’ opinion. These ground rules usually have legal implications behind them and this should be identified when the rules are given to the group so they know why the rules are there and what the consequences of breaking the rules will be. The teacher/ trainer may be able to adjust some of the established college rules according to how they feel the class can control themselves. Ground rules such as the exiting the building, course hand in dates, etc. cannot be changed where as allowing food and drinks into classrooms may be ignored in the case of adults who are generally responsible enough to clear away mess and may expect some leniency in these situations. Another way of establishing ground rules is for the teacher/ trainer to set the expectations within the classroom. This can cover topics such as break times, mobile phones, punctuality, behaviour during teaching time, etc. These rules are set to benefit both the teacher and the students. Because the rules are set by the teacher, they can also be changed by the teacher as the class develops. An example of this could be changing a break time because all necessary work has been completed. Again, because the rules are set by an authority figure, some students may feel the need to rebel against them or try to pressure the teacher into changing them. It is down to the teacher how these rules are implemented and so, to make the most productive students, these rules may change to suit the class. In the case of adults, they may be allowed to have mobile phones on in class. I personally would allow adult learners to have mobile phones on in class because they have responsibilities that they need the communication for e.g. children becoming sick in school , phone interviews for jobs and even deliveries of washing machines, etc. which need to be organised. This is different to children who would generally have their phone on them for social purposes only. The third way of establishing ground rules is for the group to make their own rules. This is generally done by group discussion. The teacher/ trainer will ask for ideas from the group, whether the ideas are called out and written on the board, discussed in smaller groups and then presented to the whole group or individuals write their ideas and then merge all ideas together after discussion. These rules are created to benefit the students in particular and encourage interaction, respect and understanding of each other’s limitations to maximise learning. The main aim of this method is for the students to take responsibility for their own behaviour in class. Because the ideas come from the students, they have agreed upon the rules and they will tend to enforce them upon each other through peer pressure. A rule that is often brought up in class is to listen to everyone’s point of view. When discussed, it becomes aware that students feel like they should be given the chance to express themselves without interruption. Once this ground rule is set, the more confident students in the group will stop others cutting into someone’s conversation and will even stop conversations between 2 individuals while a third is trying to make a point in front of the class (seen in my own classroom). The list of ground rules that are agreed upon as a class should be typed up and handed out or displayed in the classroom for everyone to see. I believe all 3 methods are necessary. This allows the school/ college, the teacher/ trainer and the students themselves to all have an input into what their expectations are. They cover different topics which benefit each party. A school without health and safety rules would be dangerous. A teacher who didn’t share their expectations may find it hard to control a class. A class without mutual respect for each other could not work together. With all parties having input, there are no areas that are not covered and with set rules, people will know their boundaries. I believe the most effective method of setting rules is when the teacher and students discuss them together. This way, they are making a mutual agreement that these rules are expected to be followed and the class takes responsibility in implementing the rules. All rules, except those backed by legislation, may be revised on a regular basis although it is upto the teacher to determine if this is necessary and whether or not it is beneficial within the time constraints of lessons. Bibliography Longman Dictionary of Contemporary English [Online] - Available at: http://www.ldoceonline.com/dictionary/ground-rules EdChange project by Paul C. Gorski- Critical Multicultural Pavilion Awareness Activities [Online] - Available at: http://www.edchange.org/multicultural/activities/groundrules.html Peter Harris- Tips for teaching adult learners instead of younger learners [Online] - Available at: http://www.helium.com/items/1015875-tips-for-teaching-adult-learners-instead-of-younger-learners Gravells, Ann (2008) Preparing to Teach in the Lifelong Learning Sector. Training for Change [Online] - Available at: http://www.trainingforchange.org/groundrules