Ptlls_Task_1

Alice Guise PTLLS Tutor: Sam Evans Part 1 Task 1 Assessment Title: Ground Rules (Word count 385) Discuss the general principles and benefits of ground rules in a teaching and learning environment. Explain how ground rules can be used to encourage positive behaviour and respect for others. Explore and analyse how ground rules can be established, these can be done at an organisational level or at a group level, or at an individual level. In a teaching and learning environment there is a mutual objective for the students to increase, or acquire knowledge of the given subject matter. This is underpinned by developing a broader ‘understanding’ and/or skill competence over the entire course. This usually culminates in the passing of set exams / assessments and similar objective and measured tasks. Laying down ‘ground rules’ at the outset will: * ensure everyone knows their legal mandatory obligations * ensure everyone knows their obligations to the host organisation * maximise productivity * establish positivity * set a culture of respect * reduce risk of conflict Laying down behavioural boundaries which apply to the group/individual should give clear directives as to what is and is not acceptable. This allows fair and subjective reference points for continual appraisal (yes - let’s encourage that positive culture!), or disciplinary actions, as deemed necessary by the tutor. He/she will then be able to conduct enjoyable and rewarding sessions, during which everyone feels at liberty to communicate their thoughts, questions and solutions. Ground rules should create the existence of respect from each student for others personal, physical, mental and emotional values/ boundaries, in the knowledge that they too will receive the same in return. Fusing this together is the understanding that the tutor has the right to implement what is needed to reinforce the rules, along with the ability to incite change and morph the rules to suit the developing group. “These rules should be thought out carefully, expressed clearly and enforced consistently” (Petty.G. 2008) If the initial set of ‘negotiable’ ground rules (those which are not of a legal or obligatory nature) are designed and agreed by the group, then naturally there will be a tendency for them to adopt a self-regulating style, with students wishing to gain the approval of their peers and avoid alienation should they flout the agreed terms of behaviour. Automatically the group becomes more efficient and the teacher less distracted by tracking and acting on non-compliance. To begin this process the tutor could begin by listing the areas which need to have ‘boundaries’, leaving the group to come up with their own suggestions and preferences. It is important that the tutor manages this process whilst at the same time allowing the group to feel that they have applied their own autonomy.