Ground_Rules_Pttls_Level_4_Assignment_4

PTLLS 7303 Task 4 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 required for all learners as boundaries and rules with which to work within need to be set early on in the course/ class (Minton 2005). Learners need to know what to expect from the tutor/ facilitator, from each other and what is expected from them. This helps everyone know their limits, underpin behaviour and respect for others in the group. Things that may be expected from the tutor may be punctuality, routine, organisational and professionalism. Starting on time and stating what is going to happen, recapping along the way and summarising at the end can be really useful (Gravells a 2008). I have found that if the group makes their own rules, they are more likely to adhere to them as they own them. Some ground rules may seem like common sense or courtesy, although maybe not to all learners so having them written down and pinned upon the wall brings this home. The maturity, nature and size of the group may depend on whether the ground rules are tutor control or learner control or somewhere in between (Francis Gould 2009).On courses which have had no rules there has been lots of shouting out by more extraverted people leaving the more introverted and shy not participating, hence not learning as much. The more tutor control they are the more responsibility of them being upheld by the tutor. This is more parent child relationship and the control and responsibility for behaviour and respect is on the tutor. If some behaviour is inappropriate it is the responsibility of the tutor to sort it out. The more learner controlled the more they will feel they are their guidelines and therefore have more commitment to enforcing them. If someone is rude or behaves in an inappropriate manner the learners themselves will enforce the ground rules and feel within their rights to do so as they are their rules. This is an adult, adult relationship and is more of equals. This is peer control behaviour. Ref: Gravells A 2008 preparing to teach in the life long learning sector Exeter: Learning Matters Francis Gould 2009 Achieving your PTLLS award: a practical guide to teaching in the lifelong learning sector London: Sage Publications Ltd. Minton D 2005 Teaching Skills in Further and Adult Education London: Thomsan Learning