Graphic_Design

Assessment Title: Ground Rules Assessment No: 001 Ground Rules Introduction Teaching on BTEC Graphic Design Course in Bletchley, we have 16-18 year old students from different walks of life and education. From day one we ensure the students are clear on class etiquette. For example these can be respect for one another, health and safety, food and drink, punctuality, handing assignments in time, mobile phones switched off etc. Principles & Benefits The need for such ground rules can create a safe and respectful atmosphere. We explain to the students this is a mature working environment and is different to school. Rogers & Walker (2007, p292) states, “However, some post-16 groups are not mature enough to fully respond to this situation. When this happens you have a protocol; a code of practice.” I believe the important ground rules are Health & Safety, peer to peer and student to tutor work ethics. For example food of any description is not allowed in the classroom. This maintains cleanliness and respect for the classroom. Food hygiene becomes a factor when using computer keyboards, which are unhygienic to eat around. Secondly respect for one another and the tutor can create a fair working environment and one where trust is maintained. A place where students feel safe as well as the tutor to engage, learn and have their say in day-to-day running of a classroom. Creating Ground Rules Atherton, J.S. (2009) explains how ground rules are necessary but not always enough in a classroom situation. “Pragmatically, they are hostages to fortune. They state what students have to do to incur your wrath: if someone is determined to be disruptive and to get attention in that way, it is better if they know what to do (which may be very minor if you are very "strict"), rather than have to experiment to find out what will rattle your cage.” Thus in a group activity classroom rules can be discussed and a list can be drawn with guidance from the tutor, an agreement can be arranged and a learning contract drawn up. This can engage the students and make them feel a part of the situation and allowing their say. When students buy in to the agreement, trust and understanding can be upheld and when the rules are broken a student can be reminded of the agreed contract. Another way is the rules can be predetermined by the tutor thus excluding the student from the equation which may be needed where students are unable to agree or are not mature enough to do so. Conclusion The importance of ground rules purely creates a smooth running of a classroom, an environment where students want to attend, learn, be safe and engage in their personal development. This must also be a place where the tutor has the same opportunities. With the mutual respect gained the reason why I am here is to enthuse and excite students to learn the subject and my personal knowledge that I have obtained and am passionate and enthusiastic about. References Reece, I & Walker, S (2007) Teaching Training and Learning: A Practical Guide 6th ed. Warwick: Business Education Publishers Ltd. Atherton, J.S. (2009) Learning and Teaching; Ground rules for the class [On-line] UK: Available from: http://www.learningandteaching.info/teaching/ground_rules.htm [accessed 19th January 2010]