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Student: Matthew Bown Location: Kingsmoor, Carlisle (Start date Jan 2010) Course: C&G 7303 - Preparing to Teach in the Lifelong Learning Sector Level 4 Assignment: Theory Assignment A (250-350 words) Submitted: 2.3.2010 ------------------------------------------------- Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. ------------------------------------------------- ““All learners require boundaries and rules in which to work” Gravells (2008:7) When composing the assignment, I needed to understand the benefits of ground rules. I researched accepted methods, selecting ones I felt would work in my sector of Health & Safety and concluded an outcome. “We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value.” (Maya Angelou, Poet B 1928,) People have different needs, values, beliefs, attitudes and behaviours. In a classroom, differences and perceptions can lead to mutually supportive or destructive behaviours. Individuals’ motivation and confidence also varies and can depend on why they are attending. Without defining basic rules, people conform to their own. Early agreement facilitates a more productive learning environment and in new groups, students may look intially to the tutor for these. Tutors can instigate initial discussions about behavioural expectations by suggesting simple examples of their own. From the start students see there is a desire to create a culture of openness, participation and respect. The use of open questions can evoke dialogue and agreement. Adults require justification of rules and this can generate group debate in order to understand. Lack of justification can cause rebellion within the group and impede the initial curriculum. Therefore, the challenge for the tutor also becomes one of time management; balancing student inclusion and understanding whilst maintaining effective teaching progress. Listing input on a flip chart gives good visual recognition of contribution and provides stimulus for further input. I would list my own rules on the flipchart to reciprocate awareness. My ground rules would fall into two camps – non-negotiable and personal commitment and duly reflect the relevant teaching bodies’ code of conduct and quality standard. I’d encourage the class to define what rules fell into which camp and then challenge or negotiate with them accordingly to achieve a balance. Non-negotiable rules would be critical, such as observing site safety and emergency actions, delivering and meeting the academic standards and ensuring students had received, read and understood joining instructions prior to the course. My commitments would include being here ready to teach on time to balance the desire for student punctuality, to marking assignments in good time to balance them being handed in on time. Another would be to facilitate and encourage views, questions and relevant anecdotes. A next step would be to seek buy-in of the class to respect and abide by the agreements and where desired, produce a written “contract” to distribute at the next session. “Groups breed conformity” (Asch 1951) Early collective agreement of ground rules will embed mutual behaviour to promote acceptance and respect within the group. Word count: 400 References: Gravels. A (2008) Preparing to teach in the Lifelong Learning sector, Learning matters, Exeter. Angelou. Maya (1928) Think Exist.com http://thinkexist.com/quotation/diversity_is_the_one_true_thing_we_all_have_in/10221.html Asch (1951) Quotegarden .com http://www.quotegarden.com/be-self.html Bibliography: All 28.2.10 Sumner.L (14.10.2009) All fee essays.com http://www.allfreeessays.com/essays/Analyse-Different-Ways-In-Which-You/67143.html Bowling.K (14.10.2009) All Free essays.com http://www.allfreeessays.com/essays/Analyse-Different-Ways-In-Which-You/67283.html Kimball. J Ultranet Biology pages http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/I/InnateBehavior.html Harrisson. 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