Ground_Rules

4.1 – Explain ways to establish ground rules with students which underpin appropriate behaviour and respect for others. Good classroom management depends a lot on how I establish the ground rules at the beginning of a course. Students/learners need to know what I expect from them and what they can expect from me. They need to know where the boundaries lie and what will happen if they step over them. Ground rules relate to the way a group function together. Learners need a sense of structure and will feel psychologically safer if they know what is expected of them.The learners may have already come across institutional rules, relating, for instance, to eating and drinking in ICT/offices, smoking, use of mobiles and specific subject related health and safety regulations. Other factors relating to the effectiveness of ground rules include, the nature, size and maturity of the group, and the setting within which I teach my subject. When I deliver a lecture to my watch on the fire station, it is usually a small, mature group of individuals, who are usually willing and want to learn/refresh their knowledge, skills and understanding – especially when the training is risk based and not fictional. The learners need to have a good understanding of the need for ground rules. To raise awareness of appropriate classroom behaviour. These rules will guide the class for the entire time they are together. To develop classroom ground rules that are mutually agreed/negotiated between learner and teacher. It would be a good idea to establish in my own mind, what might be appropriate. Also, try to establish my own personal ground rules – good time keeping, fully prepared for lessons, marking completed and returned in good time. This shows my personal commitment to the teaching, learning relationship. Some of the ground rules may have to be mandatory; bullying & harassment, equality & diversity, which are some of many set by the fire service. Other ground rules can be negotiable. One of the techniques I use to introduce the group to ground rules, involves discussing, “what are ground rules'” Give examples. I tend to use mandatory ones, (health and safety), or typical ones, such as time keeping or mobile phones. Split the group into smaller, manageable sizes. Working in their co-operative teams, each team has flip chart paper and a coloured pen. Each team brainstorms possible ground rules, which they note on their sheet. (if more than 2 teams – they can rotate round, discussing each item and using their pen to tick items they think should be in the final ground rules) Once all ideas have been captured, each team stick their flip chart paper on the wall. The 1st team work through their list and explain reasons for inclusion. Everybody is given the opportunity to comment and either agree or disagree. The subsequent team(s) also work through their list(s), raising any points which have not already been discussed. Once again, both teams agree or disagree. However, some items may need to be negotiated further. This would be facilitated by the teacher, but ideally, the final decision to be made by the learners. For example, one group may want a complete ban (switch off) on mobile phones, but the other team would like to have free range (permanently on). Following further negotiation it was agreed to have all mobiles on silent and/or vibrate. Other common ground rules which are usually adopted include: Punctuality – start of shift & after break (time management) Handing work in on time (being consistent) Avoidance of eating/drinking (Health & Safety) Mobile phones (on/off/silent) Listening (respect) Not talking over others (respect, fairness) Respecting others points of view (whether I agree or not) Confidentiality (data protection/personal info) Language (no swearing, abbreviations) A blank flip chart paper is used to capture all the agreed, finalised ground rules. We would then discuss the, “what if” scenario. Further discussion takes place regarding any rules which potentially may be broken. The group come up with their own consequence or forfeit. This could involve, “making the tea, cleaning the classroom, £1 in a pot for charity etc.” Because the learners set their own consequence/forfeit, they are more likely to follow through their own agreement. Once the ground rules have been accepted by all. A “ground rule poster” is positioned for all to see. Usually the group start to feel safe to express their views and not afraid to make mistakes, creating a relaxed atmosphere, which can be developed & maintained. The group start to feel real ownership of the ground rules (because it has not been imposed on them by the teacher).Their attitudes/behaviour will have a strong bearing on how well the ground rules were/are managed by all. If the students/learners miss out on any important ground rules (realise afterwards), these can/will be revisited at regular intervals during the course, and revised or added to in light of experience.