Ptlls_Theory_4

THEORY 4 LEARNING JOURNAL The main points I have learnt form this task Creating ground rules at the beginning of a learning session has been part of my practice since the beginning of my career and this task provided valuable space and time to go back to basics and revisit why I do this. I reflected on the fact that a collaborative approach to creating a set of ‘ground rules’ immediately sets a tone of mutuality, empowerment and it places a value on student voice and participation. Group ground rules create an environment in which learners feel safe to share views, enter into discussions and challenge or be challenged. This is possible because the ground rules have explored the expectations of behavior and attitude and the group has cooperatively agreed these. I understand that a group agreement creates an environment in which learners will learn more effectively. On further reflection I can see that this concept would be further supported by Maslow’s hierarchy of need in which he describes the way we are motivated (or limited) by 5 levels of ‘need’. Rung 2 of these levels is the need for ‘Safety’ and Maslow describes this as our need for protection, order, limits and stability. “The creating of norms or expectations or rules is a natural part of group dynamics. Learners need to feel a sense of structure and will feel psychologically safer if they know what is expected of them” I learnt the applicability of creating group ground rules to the theories of group dynamics explored by Tuckman 1955. Tuckman describes the way a group will form-norm and storm. “Forming happens when people first come together. They are initially polite and the conversation is mostly exploratory, finding out about one another and the work that is to be done…Managing the 'form' stage is best done by introducing people to one another and ensuring the quiet ones are drawn out and not left out. Rituals may be used to introduce people and get them engaged” Today’s task also enabled me to challenge and further develop my own methods of delivery. I learnt a number of new techniques for how to create a group ‘ground rules’ such as ‘snowballing’ or ‘diamond ranking’ exercises. I discussed with colleagues my own feelings of ensuring that the process draws an authentic answer rather than a learnt response from young people. My learning throughout this task also included thinking about managing a group of students who have a hasty, a pre-established set of ground rules. In another discussion, considered the appropriateness of the term ‘ ground rules’, particularly with regards young people who struggle with authority and for whom school ‘rules’ have been a problematic concept. Developed useful ideas with my group about how to make the exercise as inclusive as possible such as using non written methods. How could I develop my delivery as a result of this session' Following the in-class debate that explored the potential negative connotations surrounding the word ‘rules’, I intend to always refer to the contract as a ‘group agreement’ from now on. In recognition of the fact that groups of learners know little about each other until they have begun to work together, I will remember to treat the group agreement as a ‘live’ document. Reminding participants that it can be added to at any time and building into my session plans a moment to re-visit the agreement on session two when learners have a better idea of group dynamics. I will borrow an idea from one of my colleagues to begin this process with a open discussion about ‘what is respect'’ in order to provoke deeper, more meaningful responses from young people. I may experiment with another idea we discussed, that of empowering the group further by nominating a group monitor who will observe how well the contract has been stuck to and, without naming people specifically, give feedback on their observations at the end of the session e.g “I noticed that some members of the group dominated conversation” How could I develop my knowledge and understanding as a result of this session' Marilyn Fairclough talks about the usefulness of ‘Sanctions’ with regards to ground rules. However, my instinct and experience with vulnerable young people tells me that sanctions are often a de-motivating technique that create a untrusting environment dominated by low expectations. To test this out, I will seek further research that as been done on the effectiveness of rewards and sanction and develop my own policy for use. I intend to read the following article as a starting point; Shreeve, Ann and Boddington, Dominic (2002) Students’ perceptions of rewards and sanctions in Researching Disaffection with Teachers edited by John Elliott and Barbara Zamorski special issue of the journal Pedagogy, Culture and Society Vol 10, No 2 2002 pp 239-256