Ptlls - Ground Rules
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- Date Submitted: 04/04/2010 09:42 AM
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ANALYSE DIFFERENT WAYS IN WHICH YOU WOULD ESTABLISH GROUND RULES WITH YOUR LEARNERS, WHICH UNDERPIN BEHAVIOUR AND RESPECT FOR OTHERS
Ground rules are a framework to clearly define acceptable behaviour amongst individuals within a group for the duration of a course.
“This is probably the most important, yet overlooked, action needed to create an effective group. Every member must feel as though their input will count. Establishing ground rules that spell this out is a first step towards gaining commitment.”
There are three methods to establish ground rules.
Tutor Led:- The tutor tells the class what the rules are, verbally or by writing a list on a wipe-board. Whatever the activity used, the class has little input or choice in influencing this list and though it gives the tutor control of the time used there is little ownership of these rules and are therefore more likely to break them.
However it may be conducive to explaining the importance of rules relating to health and safety, fire regulations, break times and discriminatory or excludatory behaviour.
Balanced:- Both tutor and students have influence and input on the rules. An example promoting this method is students writing rules on post-it notes then voting on their validity. This allows both involvement and anonymity for those who would not normally participate, ownership for the group and also a modicum of control to the tutor who can add input to bring a class back should they go off on a tangent.
Other activities include board-blasts and group work which, again, give the class a sense of belonging and achievement.
Student led:- Students decide the rules with activities such as group discussions. Though this gives complete ownership of the rules to the class, therefore they are more likely to adhere to them, it can be time consuming as is harder for the tutor to keep on track.
In conclusion, allowing students to be involved in creating their own ground rules minimises future...
Ground rules are a framework to clearly define acceptable behaviour amongst individuals within a group for the duration of a course.
“This is probably the most important, yet overlooked, action needed to create an effective group. Every member must feel as though their input will count. Establishing ground rules that spell this out is a first step towards gaining commitment.”
There are three methods to establish ground rules.
Tutor Led:- The tutor tells the class what the rules are, verbally or by writing a list on a wipe-board. Whatever the activity used, the class has little input or choice in influencing this list and though it gives the tutor control of the time used there is little ownership of these rules and are therefore more likely to break them.
However it may be conducive to explaining the importance of rules relating to health and safety, fire regulations, break times and discriminatory or excludatory behaviour.
Balanced:- Both tutor and students have influence and input on the rules. An example promoting this method is students writing rules on post-it notes then voting on their validity. This allows both involvement and anonymity for those who would not normally participate, ownership for the group and also a modicum of control to the tutor who can add input to bring a class back should they go off on a tangent.
Other activities include board-blasts and group work which, again, give the class a sense of belonging and achievement.
Student led:- Students decide the rules with activities such as group discussions. Though this gives complete ownership of the rules to the class, therefore they are more likely to adhere to them, it can be time consuming as is harder for the tutor to keep on track.
In conclusion, allowing students to be involved in creating their own ground rules minimises future...