Ground_Rules

‘All Learners require boundaries and Rules within which to work’ (A. Gravells, 2008) Boundaries and rules are set in place as a way for a lecture to initially gain respect within a learning environment. Respect isn’t the initial purpose of these rules but rather order within the classroom to maintain a ‘Quality audience’. For instance; no eating or drinking, no mobile phones, no talking when the class is in progress, respect to others and other rules according to class and equal rights. Ground rules are set in place but depending on the age group, the technique used to enforce the rules may change. Young learners may need an approach that works toward their interactive nature, rewarding them for adapting to the rules. The rules don’t necessarily have to be constructed by the teacher but can be compromised between the young learners and the teacher which should commence at the beginning of the first class, from the learner prospective; this can seem like a key to an easier life in the class. “If they think the rules exist simply to make your life easier, students are not likely to support them. But if they will make their lives easier, they'll sign up.” (http://www.learningandteaching.info/teaching/ground_rules.htm, 2010) For instance; for a way for this to work, if the young learner needs a rule then so does the teacher. Children like to repel against teachers so this would be a way to repent it. This way both sides can respect each other. It can become an activity rather than chore which can be brainstorming ideas (see Appendix A) before being displayed on a chart in the class room (See appendix B) the pupils would make up the teachers rules and the teacher would make up the pupils rules but with; “Have your ideas clear of what you want to end up in the columns beforehand. You can adapt them according to the students’ contributions but you should know your own ground rules before going into the class.” (http://eslmaniac.web-log.nl/eslmaniac/2006/08/_first_classes.html, 2008) This should work in a way that learners will work hard and not tally up the chart resulting in a punishment i.e. detention, although not detention for a single learner but for the whole class which would persuade them not to do it again and in replace they would receive a positive response when doing good work and be rewarded. Certain rules toward students have to be measured carefully in-case of any sort of discrimination or treating someone less favourable than another person. The rule regarding headwear towards Jewish men that wear skullcaps and Sikh Men wearing Turbans should be exempt from that rule. Even though these rules are put in place once in place they should never be neglected but be reminded over time. With post 16 students, rules should be less of a negotiation but an agreement of the rules as adults are more willing; “Adults are usually motivated to learn, either for their own personal benefit or to enhance their job role. This motivation ensures they are keen and enthusiastic learners, usually attending their training voluntarily, often in their own time. They are eager to learn new skills and knowledge” (A. Gravells, 2008) So ground rules for adults will change slightly from pre sixteen learners as they will want to achieve a good grade for future investments, so they’re going to adapt quickly to the ground rules with a simple list while using the quality audience technique in aid for remembrance of the rules.