Ptlls_Theory_4

Assignment – Theory 4 – Ground Rules 1. Introduction This assignment will explain the ways in which ground rules could be established with learners which underpin behaviour and respect for others, within the context of the NHS. 2. Development This section looks at the reasons why ground rules are necessary and three different methods of establishing ground rules. Ground rules need to be established in order to underpin behaviours and respect for others. “Get the ground rules clear as soon as physically possible” (Atherton, 2005). Ground rules offer the opportunity to establish a safe working environment and foster trust and collaboration. They prevent problems from occurring that can interfere with learning such as lack of participation, monopolization, lack of focus in conversations or student anxiety. Rules and guidelines also help and support a positive learning environment and maximise the beneficial aspects of discussion (Brookfield and Preskill, 2005; Bryant, 2005; Suler 2004). “Under the New Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector your aim will be to create a safe learning environment that promotes tolerance, respect and cooperation between your learners. One of the best ways of achieving this is to develop an agreement with your learners regarding ground rules.” (Gravells and Simpson 2008). Effective ground rules also help to ensure that the second level of the adapted Maslow’s hierarchy are fulfilled (Wilson 2008). Imposed The NHS workforce is diverse and learning takes place with staff from a wide range of backgrounds and expertise, therefore with this approach a negative response could be received from the learners as they have not had any input into developing these. However, depending on the level of staff, imposed ground rules may be appropriate. (http://www.worcestershirehealth.nhs.uk/Acute_Trust/Student_Nurses_and_Midwives/ccd_ground_rules.asp, no date). Learner Imposed Learners could be allowed to discuss and develop their own rules with no tutor input. Learners would feel totally empowered and have full ownership of their learning. If learners develop their own rules without any input from the tutor there may be a possibility of the development of inappropriate rules for the setting. The tutor may not be seen as part of the group. Negotiated NHS staff come from a range of specialisms and many of these groups have their own professional codes of conduct, which would incorporate many of the behaviours and attitudes that should be encouraged as ground rules. If staff were divided into small groups and asked to devise their own ground rules they would feel more involved and more empowered and therefore more likely to adhere to these shared rules. Conclusion Ground rules are the foundation for behaviours and attitude. They are more likely to be adhered to if they have been negotiated rather than imposed. They afford a safe environment and an opportunity for a group to work together. Once ground rules have been established they should be documented and all members of the group should be aware of them and sign up to them. These should then be displayed within the environment. However, these may need to change as the group develops. Word Count: 500 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 September 2010 Brookfield, S. D. & Preskill, S. (2005). Discussion as a way of teaching (3rd ed.). San Francisco: Jossey-Bass.Bryant, B. K. (2005). Electronic discussion sections: A useful tool in teaching large university classes. Teaching of Psychology, 32, 271-275. Gravells, A and Simpson, S (2008) Planning and Enabling in the Lifelong Learning Sector, Learning Matters 2008 Morgan, K (2006) Ground Rules in Online Discussions: Help or Hindrance', Available: http://www.familyscienceassociation.org/Journal%20articles/Morgan.pdf Suler, J. (2004). In class and online: Using discussion boards in teaching. CyberPsychology and Behavior, 4, 395-401. Wilson, L (2008) Practical Teaching – A Guide to PTLLS & CTLLS Cengage Learning EMEA Worcestershire Health Services (no date) Acute Trust /Student Nurses and Midwives /General Student Info / Clinical Care Days/Rules, http://www.worcestershirehealth.nhs.uk/Acute_Trust/Student_Nurses_and_Midwives/ccd_ground_rules.asp, date accessed 16/9/10