3.1 Explain How To Establish And Maintain A Safe And Supportive Learning Environment

Unit 008 and Unit 009, Assessment criteria 3.1 (theories of learning)
3.1 Explain how to establish and maintain a safe and supportive learning environment
3.1 Explain how to engage and motivate learners in an inclusive learning environment (please underpin your statements with relevant theories, word-count: 750-1000
Introduction
“Ground rules” or “community norms” should provide the community within a workshop or class a framework to ensure open, respectful dialogue and maximum participation. (Gorski P 15-10-13).
In order to provide a healthy environment, it is essential to establish the boundaries of acceptable behaviour with the students. Ground rules can be established by the teacher, by the students, or by both. It is beneficial however if the students believe that their views and values are reflected in those rules.

Main Section
Although the use of ‘Ice Breakers’ is something I have not fully explored during my past teaching activities, I intend to start
each session with such an activity in future as it is a good way for students to familiarise themselves with each other and address the natural anxiety many may feel on commencing a course. Ice breakers take many forms, and need to break down natural inhibitions. Mutual introductions, finding out unusual facts or simple shared tasks are among the many formats available and I intend to vary and develop my own, based on their effectiveness.
I foresee the ice breaker as providing me with the opportunity to acquaint myself with the individual students and observe their interaction. The students’ characters will become evident e.g. introvert or extrovert, however this is only an initial evaluation which I will inevitably modify as the course progresses. The ice breaker will also bring the focus of the students to the learning environment.
“Ice breakers are techniques used at the first session to reduce tension and anxiety and also to immediately involve the class in the course” (Break the Ice – Source Unknown)
Syndicate activities provide an ideal opportunity for students to discuss and formulate the ground rules themselves and the presentation of those recently formulated rules provide a valuable opportunity to negotiate, agree and re-enforce those shared values and principles together. As the teacher I will suggest and explain any ground rules that I believe are essential to the learning process. The ground rules can be compiled from the work produced by the student syndicates and posted in the classroom on ‘post it’ notes or flip chart sheets for reference during the course
“This allows students to ‘own’ them – which should, ultimately, mean that they will respect them.” (PTLLS – Theory assignment 4).
I intend to explore the aspirations and concerns of the students as they embark on the course and establish how they ‘feel’ so that I can address these throughout the course. Issues may be shared with the group, or submitted individually in confidence if they are of a sensitive nature.
Once the ground rules have been adopted by the group, they will need to be monitored and enforced if necessary in order to maintain a mutually respectful and productive learning environment. As the teacher, it is essential that I ‘set the right example’ and ensure that my behaviour is exemplary while maintaining rapport with the students. My attitude should be one of respect for the students and this should be reciprocated.
Conclusion
The establishment of ground rules is an essential factor in the facilitation of learning and define the behaviour which will enable it to
proceed.

References
[Online]
Gorski P. (1995-2012) Edchange ‘Guide for Setting Ground Rules’. Available at www.edchange.org/multicultural/activities/groundrules.html (Accessed 15-10-13)
Source Unknown ‘Break the Ice’ Available at www.honolulu.hawaii.edu/facdev/guidebk/teachtip/m;fles/m-break.htm
Source Unknown ‘PTLLS-Theory assignment 4’Available at www.anqdevelopment1-linux.co.uk/04;TheoryTasks/Theory4.htm (Accessed 15-10-13)