Establishing_Ground_Rules

Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. Ground rules are of paramount importance and should be established at the beginning of a course. These rules form the boundaries within which the group will work, and setting these ground rules will help everyone know their limits. Many adult learners may be a little anxious when they decide to continue education, and even if they are only doing a night class once a week establishing ground rules early on in the first session will provide learners with the structure they need to get the most from their course, as well as developing mutual respect between other learners and the teacher. As a teacher of photography there will be many different environments that I will be teaching in. There would be certain ground rules that would apply whilst teaching a group in a classroom that would not necessarily apply whilst teaching a group on a field trip, therefore I would need to establish these before each session. The techniques I would use are based on mutual agreement, discussions reflecting each students opinions, and negotiating. For example, I could prepare a list of what I would expect from my students and what they would expect from me. By maximising participation and encouraging them to take part in making the rules acceptance of fair ground rules can be achieved more easily, this would also help reduce fear in discussions. Examples: Be punctual - on arriving and returning from breaks. If someone is late then they should be discrete, entering the room quietly and without disruption. They may have a valid reason for arriving late and nobody has a right to judge them for doing so. Switch off mobile phones - mobile phones should be switched off as they cause distractions, although this could be put to discussion as there may be people in the group that need to have their phones switched on for important calls. A negotiation could be made here to have all phones switched to silent. Be polite and courteous to other learners and the tutor - some people may have different views and opinions, even if someone disagrees with another learner or the teacher they should respect these differences and if necessary discuss them in a calm and courteous manner. Do not eat or drink in class - this could cause distraction, though there may be someone who needs to eat or drink regularly for health reasons eg. someone who has hypoglycaemia. This would be addressed while establishing ground rules. Only one person to speak at a time - no interrupting or side talking - everybody should be given a chance to put forward their views and to have their voices heard without interruption. Not only is this distracting but can be off-putting for the speaker, especially if they are lacking in confidence or are of a quiet nature. Listen attentively - listening makes up 45% of communication*, we should all listen to what is being said, everyone has an opinion and a right to be heard. As a teacher I would have to impose some of my own rules which would reflect my commitment to the teaching/learning relationship. My own ground rules would incorporate: Being fully prepared for lessons - my students will be there to learn a new skill, I will need to be completely prepared for the session taking into consideration the needs and requirements of each individual, as well as addressing any previous issues that may have arisen. Ensuring I am punctual - arriving late is very unprofessional and creates a lack of respect from students. Make sure any set assignments are marked and returned in good time - reciprocating my students’ commitment to completing assignments in good time will instil trust as well as mutual respect. Speak to my learners as adults- they are not children and have chosen my course to learn a new skill. Talking to them as a colleague and as a working professional will help them feel more at ease and give them the confidence to continue learning. Provide mutual respect- do not ‘talk down’ to people, this will insult their intelligence. I will explain things in a way they will understand without belittling the students. Respecting their views if they differ from mine, if you respect others they will be respectful towards you. Be strict on time lines- explain from the beginning that I will begin and end on time. Keeping to the subject - learners are there to learn a skill from me and any diversion from the subject is counter-productive. Controlling group dynamics can be done in a polite and respectful way eg. If a student is quite domineering and is voicing opinions or views unrelated to the subject I could thank them for sharing their information, but then add that we should really get back to the point. Conclusion Establishing mutually agreed ground rules ensures all students get the most out of their learning experience by creating a safe and respectful place where other peoples views and needs are appreciated and valued. Applying these ground rules also ensures a respectful, successful and effective teaching process. References *www.britishcouncil.org http://www.helium.com/channels/204-Adult-Education http://www.education.gov.uk/schools/teachingandlearning www.lifelonglearninguk.org Bibliography Gravells A, (2008) Preparing to Teach in the Lifelong Learning Sector, 3rd edition, p. 7 Wallace S, (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector, 3rd edition, p.136, 137