Ground_Rules

GROUND RULES ANALYSIS – Neil Mercer (2000) defines 'ground rules' as 'the conventions which language users employ to carry on particular kinds of conversations'. Ground rules within the academic environment are generally a set of expectations required of both students and tutors in order for effective and successful teaching and learning processes take place in lessons/lectures. Ground rules are generally needed for any successful teaching and learning to take place within any academic institution and they should normally be set with any group of students right at the very beginning of any teaching and learning process. According to Neil Mercer (2008) in describing a programme that was designed to develop student’s understanding and use of dialogue as a tool for learning, he states –“ During the early stages, teachers established with their classes a set of ‘ground rules’ which embodied the essential qualities of a reasoned debate - the kind of dialogue which, following Barnes & Todd (op.cit.), we called ‘exploratory talk’. Children were expected to follow these rules in their group activities.” Basically, there are three main ways in which ground rules could be set within any teaching and learning environment and they are: 1. Tutor led ground rules – these are purely set by the tutor with no learner input. These are usually imposed ground rules with no room for negotiation or consideration. The tutor is very clear about what he/she wants and develops the rules only from his/her own perspective. A lot of the times this approach does not really get the best out of the students. It always sound like a master-servant relationship. Students could end up resenting the lessons and tutor and that is not the most conducive environment under which to both teach and learn. 2. Student led ground rules – these are purely set by students under the supervision of the tutor. The advantage of this style is that it allows students take full responsibility for their behaviour and learning processes in a classroom environment which can be a very positive catalyst to effective teaching and learning taking place in the classroom. The disadvantage(s) however lies in the fact that students would generally want to create loop holes for themselves in the case of non-compliance. They also more often than not, would not consider the tutor when setting such rules, and it usually sends the message that the students are in charge, not the tutor. 3. Tutor/Student Negotiated Ground Rules - these is usually the best way to go about setting ground rules in order for an effective teaching and learning process to take place in a classroom. Here the tutor is very clear about both students’ and tutor expectations within the classroom and so rather than draw up a set of rules and impose on students, the students are involved in the setting and establishing of the ground rules for their learning to take place. This way the students learn to take responsibility for internalising the rules set and also are clear about what they expect from their tutor and what is expected of them. One other good advantage of this style is that it clearly removes the threat of imposition or student controlled class. Even though it is negotiated but if handled well it should clearly reveal that it is tutor initiated and that the tutor is still in charge. ATHERTON J S (2010) stated about tutor-student negotiated ground rules - “They only really work if they are shared.” Ground rules that are shared (jointly decided upon), with the students’ academic progress and benefit in mind are more likely to be adhered to willingly than from a stand point of imposition. This type of setting if not handled properly by tutor sometimes may not clearly show to the students who’s in charge – them or the teacher. For instance if a ground rule does not seem to be working based on students general non-readiness to follow the rule through they could suggest change because it was mutually agreed upon in the first place. The teacher should recognise that he/she is in control and should be clear on what is expected of the students in a teaching and learning environment and then work alongside with students in setting up ground rules that would set these expectations in place, making them understand that they have a responsibility to follow them through even in times when they do not feel like. ATHERTON J S (2010) Learning and Teaching; Ground rules for the class [On-line] UK: Available: http://www.learningandteaching.info/teaching/ground_rules.htm Accessed: 15 July 2010 Mercer, N. (2008) Talk and the development of reasoning and understanding. Mercer, Neil (2000). Words and Minds: How We Use Language to Think Together. Routledge.