Establishing_Ground_Rules

Establishing Ground Rules The establishment of ground rules whether written or not can be traced back through millennia, to the living of civilisations before the onset of written languages and the structure of speech. Humans (in this case man/woman) have lived by ‘ground rules’ that have been passed from generation to generation, improved upon and enforced with vigour. Established groups of people living in caves adopted ways of existing as communities with established individual responsibilities, from hunting for food, sharing the spoils of the hunt, looking out and warning of danger to the group in relation to predator animal or any other things that posed a threat to the group. None of the rules were in written form. The same can be said for the animal kingdom, rules of the pack or pride, enforced by the pack on each other, and overseen by the pack leader, all are forms of ground rules. In modern society the rules by which we live our lives range from our family values which rule how we live our lives, requirements of our jobs in relation to working time, health and safety etc. in fact all our lives follow a list of rules meant to provide security and structure. These are also ground rules in one form or another. In the teaching of students the establishment of ground rules are an essential part of the process of creating the learning environment. The setting out as tohow as a group, thestudents will conduct themselves, the way in which they will act or behave, not just as a group but as individuals within the setting of the learning environment. Ground rules often fall into separate categories, therequirements of the learning establishment, rules that areimposed andthose that can benegotiated. The first category establishment requirements are based on the requirements of the learning establishment. These rules can range from course entry requirements and structure, use of resources, opening times through to fire evacuation etc. These are none negotiable. They exist for the purpose of the needs of the establishment, how it is managed, and to form part of a contract with the student to maintain the learning environment which is safe, comfortable and accessible place for learning. Ann Gravells says “when establishing ground rules you need to have an idea what needs to be imposed and what could be negotiated”Gravells.A (2011)Ground Rules, Preparing to teach in the lifelong learning sector. Exeter: Learning Matters. Her chapter on ground rules and her examples go some way to show that rules imposed or negotiated can sit easily within either category. The decision of which rule to impose or negotiate is borne out of what you as a teacher want from your students in terms of behaviour toward others. For example: Do you want to negotiate length of break times or do you need to keep within an established time scale of learning sessions' Do you ask if they mind not answering their mobile calls during learning sessions or say turn off your mobile' Being late back from a break when everyone is waiting to startthe next session can cause friction between students. As can a mobile phone ringing, then being answered, it will cause annoyance and disruption to the flow of learning. On one hand an informal negotiated agreement helps the student feel they are being respected in terms of being an adult, someone who can think for themselves and others around them. On the other hand by imposing a rule on students can at least reduces the likelihood of the unacceptable happening.Both examples have an impact on the whole group and deciding the best way to establish which category they belong needs careful thought. Whichever category a rule falls into within the establishment of ground rules it is important start to establishment of mutual respect for both teacher and student group. Striking a balance as to establishing how we as teachers achieve the pace and flow of learning, reduce the risk of interruptions and friction and what is open to learner agreement should be considered in preparation of learning sessions. We must also consider by what name the rules should be known as. Simply naming them ground rules can for some conjure up all sorts of negative images. It worth remembering all adult learners have had past experiences of ground rules, imposed, negotiated or otherwiseand that they may have been imposed with dire consequences for breaching them. The name ground rules may set a negative thought pattern for some. Again do you impose by what name should the ground rules be referred, or find a name that gives the impression of something they agreed to' Learner input or not' A name such as Learner or student agreement gives an impressionto students the rules came from students in the first place. Maybe not to the current group of students but previous students, to be inherited and improved upon may set a willingness to follow the rules put together. Taking ownership of the rules by students can take a while as acceptance of them and not imposed from above. The saying of ‘rules are made for breaking’ can be counter balanced by saying ‘these are your rules, you made them, you agreed to them’. Consideration, imposition and negotiation are foundation blocks on which to build a set of rules, rules that are acceptable to a learner achieves what they set out to achieve, consideration and collaboration of each member of the group within the learning environment. To summarise: Ground rules by whatever name are an inherent part of life, whether as pack animals in the wild or as individuals within a group. Ground rules are also an important as a part of the learning environment. They form a basis of what we as individuals expect from one another in terms of respect and consideration and collaboration. They are a necessary set of standards to be either imposed or negotiated for the benefit of all people who come together as a group and also form a backbone of society.