Analyse_Different_Ways_You_Would_Establish_Ground_Rules_with_Your_Learners,_Which_Underpin_Behaviour_and_Respect_for_Others

Level 4 Assignment. Q4 – Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. Ground rules can be defined as, “the basic rules or principles that govern the way that something is done” (www.macmillandictionary.com). It has been recognised that students like to know the confines within which they are expected to work (Gravells 2008) and how this is done by the trainer may depend on certain factors about the group; such as, ages, life experiences, abilities, values and expectations of the training, It is useful to set ground rules so that individuals, feel comfortable and part of the session that is about to take place. One option may be to have pre-set ground rules that are not necessarily negotiable. This might be used due to the difficulties of the client group (people with behavioural or attention difficulties). It could be used if the session is only a one off and there is a time element to it (for example only having two to three hours). If the session is within an organisation, they may already have set ground rules that follow the ethos, aims and values of the company, which they wish to promote. Whilst providing a structure and being a quick method of getting the information across, this formal method does not allow individuals to participate straight away or engage with each other or you as the trainer. Another option may be to use group participation to set the rules. Whilst wishing to include individuals, you do not want them to feel excluded by not recognising important issues such as possible literacy / learning difficulties. As a trainer you may not always know this about the group before you meet them. Therefore brainstorming may be an option, as it can “stimulate creative thinking” (www.effectivemeeting.com), so the trainer asks the group to give suggestions without students having to write anything down themselves. This could be displayed as a list or in a pictorial form and used as a poster. Alternatively the group could be split into smaller groups and asked to produce a list themselves and write their suggestions down. Once there has been feedback and an agreement, this can then be displayed as a poster during the sessions to reinforce what has been agreed by all. By involving the group, with this task, there can be a sense of ownership by the students. As a trainer there is a need to be careful this first exercise does not overrun and compromise the rest of the session. Having agreed a set of rules, they can be reviewed at any interval with the group. This can show the students that the work they have created has not been forgotten, is meaningful and still relevant.