Consider Why Having Ground Rules Is Beneficial to Group Learning. What Could Happen Without Them?

Consider why having ground rules is beneficial to group learning. What could happen without them?

Before each learning session begins, ground rules need to be established between the learner and tutor, and more importantly between the learners themselves. All learning requires ground rules, which they must abide by and work to. “Ground Rules will help everyone know their limits.” (Gravells, A. 2008) They set boundaries in which the learners must keep to. Each individual has different needs, abilities and learning styles, meaning behaviours and respect for others is crucial. Each individual see respect and behaviours differently to their peers, therefore each ground should be established to ensure a positive learning environment. Ground rules ensure routine in a professional manner.

Ground rules must also comply with mandatory regulations in place. Health and safety requirements must be surrounded by ground rules to enforce a safe environment. Every Child Matters states 5 statements, which has health and safety embedded into this to create a healthy well being of each individual learner. The 5 areas of Every Child Matters must be acted upon and enforced to achieve a positive safe environment.

Ground rules are a must; otherwise each learning session will become disrupted due to the lack of structure. The ground rules will create a positive learning environment, which will allow the learners to achieve their full potential.

Typical ground rules include:
 Be prepared
 Confidentiality
 No eating or drinking in session
 No smoking unless in a designated area in break times
 Listen to others with no interruptions
 Punctuality (always start and finish on time)
 Treat each individual with respect and equality
 No mobile phones in session.

Describe 3 activities in which Ground Rules would be Established

 Before a session, I would hold a discussion surrounding ground rules. I would get each individual learner involved in this activity. I would get the group to discuss how they feel and how they are affected by disruption in class. Firstly I would discuss what a ground rule was, illustrated by some examples, i.e. no mobile telephones in session or listen to each individual. Each learner or group of learners would establish several more ground rules between themselves, setting boundaries, which need to be adhered by. A further discussion would take place to establish each individual ground rule and if it was realistic enough to enforce.

 Following the previous activity, I would get the learners to get into small groups. They will have each ground rule written down in front of them. They will then put each ground rules in order of importance to them. This way, the learner will find it easier to remember each ground rule and what they must work by. It also allows the learners to take ownership of their own learning, leaving a real sense of achievement.

 Finally I would create a poster defining the ground rules as discussed. The poster would be bright and cheerful, avoiding a large amount of literature so the learners are drawn into the poster and remember the ground rules no excuse not to adhere to them. set. If the poster is displayed in several places around the building, the learners have

Why is it important to underpin behaviour and respect?

Without underpinning behaviour and respect in a learning environment, chaos could erupt, disrupting the learning environment and causing problems to learners, such as lack of learning or confidence barriers. By strengthening the ground rules to enforce positive behaviour and respect it builds upon a clear structure and sets boundaries to abide by. Individual learners could become withdrawn and lack knowledge of the programme if this is not implemented. Attendance could then be an issue.

References

Gravells, A (2008) Preparing to Teach in the Lifelong Learning Sector 3rd Ed, Exeter, Learning Matters

References: Gravells, A (2008) Preparing to Teach in the Lifelong Learning Sector 3rd Ed, Exeter, Learning Matters