Ptlls Theory 4
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- Date Submitted: 09/21/2010 12:23 PM
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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...
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...