Ground_Rules

QUESTION: ESTABLISHING GROUND RULES. Analyse different ways in which you would establish ground rules with your learner which underpins behaviour and respect for others. The dictionary defines “ground rules as the basic rules or principles on which future action or behaviours should be based ( www.dictionary. Reference.com). Ground Rules aims to enhance collaborative thoughts in classroom situation where that is regarded as the most appropriate form of agreement in the given circumstance. However, it is in the nature of the agreement to be only as good as it implementation. Thus applying the principles of good practice ground rule could make the difference between a negative and a positive experience of a class. In my specialist area which is Teaching Cleaning Principles, where health and safety considerations should have priority, the setting of ground rules during lesson is a necessity. Therefore various ways should be use to establish Ground rules. The current learning environment has seen the emergence and growth of different styles of collaborative agreement between teachers and learners in the class room. The QIA (Quality Improvement Agency)has pinpointed 3 main methods of setting ground rules. These are: * Teacher Imposed * Learner imposed and * Negotiated. All three are still changing and developing. To some extent, they have been dictated by practical needs, problems and opportunities, but they also have a sound educational basis, and have proved highly effective in suitable condition in mobilising and directing the enthusiasm, energy and abilities of both the teacher and the Learner. However, it can and should provide a frame work within which those qualities can flourish. As such, ground rules actions can be directed to the best advantage and any problems can be resolved without stifling the class room progress. It is also important to note that there is a need for clarity about the task to be performed and this is crucial if ground rules are to be effective. Moreover, the relationship between the teacher and the Learner involved in setting up the ground rules together must be characterised by mutual trust and inter-dependence. Where there is lack of clarity about the task , or where mistrust exist between them, then the energy and effort that goes into keeping the class together outweighs the benefits of the class. REFLECTION: My current teaching role takes place at Community Centres, where I volunteer as a helper in teaching Cleaning Principles to Learners who want to get into the Cleaning Industry. Two major problems that we faced were time and space, as the venue was always overbooked and the duration of the course was short. This meant that setting up ground rules should only take just few minutes instead of giving it a meaningful time so that everyone should participate fully. For the teacher, ground rules are established when he wants to take his learners to a new level or at the start of his session. Usually, he has a part to play but he also expects his learners to play their parts as well. However, what these ground rules are depends on the type of learners but for this exercise, I have decided to use the Negotiated Method because according to QIA “the best way to establish ground rules is to negotiate them”. The guidelines further went on to say that“ the important thing is that after they have been suggested they are negotiated and agreed or rejected. This allows the learners to “own” them – which should ultimately mean that they will respect them. I then divide the class of 12 Learners into 4 groups of 3. I did an audit of their needs and the resources needed for the task. My final task was to list down question that need to be addressed. When setting up the ground rules, I acted as the facilitator and we agreed on the following points: To raise the thinking , mutual respect and understanding of the Learners> To raise the learners expectation and speaking out To raise their perspective/ working together Bibliography: www.dictionary.reference.com The Quality Improvement Agency For Lifelong Learning (QIA) 2008. Word Count : 671. Reflective Review: The main points I have learnt from this assignment are that ground rules should be Negotiated and applied in a manner that promotes ownership for the learners. Gabali(2011) suggests that ground rules in the class strongly influence, and shape the atmosphere in the class for a whole year. My future practice will clearly improve with the setting of ground rules as I now have several methods at my finger tips. This should be easy for me to embed ground rules into my teaching lesson. Also, reading the literature and class session has opened my knowledge base and understanding of how to approach and implement the development of ground rule in a classroom setting. Learning Curve for me is that I was able to answer the following questions 1. What role does the class see for itself and is there sufficient shared vision among the learners to sustain a common commitment to an agreed task' 2. Who should be responsible for making sure the ground rules are followed 3. How will these person and responsibilities relate to each other as regards leadership and decision making. Bibliography www. Gabali.co.uk/analyse-different-ways-in-which-you/653689. Appendices: