Explain How to Establish and Maintain a Safe and Supportive Learning Environment. Explain How to Establish Ground Rules with Learner’s to Promote Respect for Each Other. Explain How to Promote Appropriate Behaviour and Respect for Others.
Explain how to establish and maintain a safe and supportive learning environment 7.3.1. Explain how to establish ground rules with learner’s to promote respect for each other. 9.3.2. Explain how to promote appropriate behaviour and respect for others. 7.3.2.
When considering teaching in Further education, I assumed that managing behaviour and having to establish ‘ground rules’ had been left at the school gates, amidst an onslaught of eggs, signed uniforms and flour.
Of course, having had a little experience, I now feel that students in F.E are the most diverse group to teach anywhere in education and with that, equally diverse in terms of behaviour and motivation.
In order to establish and instigate ground rules in the first instance, basic rules should be agreed upon from the very start. For example; Mobile phones on silent, no talking while others are speaking and no eating during the lesson. Other rules can be applied as the course progresses. The establishment’s policies and procedures should be observed as a group, as this ensures everybody is aware of them. Observing behaviour, listening to what the students have to say and talking to them in an open forum leads the way to further establishing an agreeable environment in which to learn. Rules can be updated in this way and enable change to be considered depending on how the class develops. In order to remind learners of these mutually agreed guidelines, it is a good idea to display them in the room to refer students to if and when they are breached. Creating a ‘safe’ environment is integral to learning. Disruption, noise, lack of direction, bullying and aggressive styles are not conducive, so it is important in my role to develop good practise in dealing with challenging behaviour and promoting a positive, respectful atmosphere. Once more is known about the students, writing learning objectives for the session and stating what the students will be able to do at the end of the lesson could go
When considering teaching in Further education, I assumed that managing behaviour and having to establish ‘ground rules’ had been left at the school gates, amidst an onslaught of eggs, signed uniforms and flour.
Of course, having had a little experience, I now feel that students in F.E are the most diverse group to teach anywhere in education and with that, equally diverse in terms of behaviour and motivation.
In order to establish and instigate ground rules in the first instance, basic rules should be agreed upon from the very start. For example; Mobile phones on silent, no talking while others are speaking and no eating during the lesson. Other rules can be applied as the course progresses. The establishment’s policies and procedures should be observed as a group, as this ensures everybody is aware of them. Observing behaviour, listening to what the students have to say and talking to them in an open forum leads the way to further establishing an agreeable environment in which to learn. Rules can be updated in this way and enable change to be considered depending on how the class develops. In order to remind learners of these mutually agreed guidelines, it is a good idea to display them in the room to refer students to if and when they are breached. Creating a ‘safe’ environment is integral to learning. Disruption, noise, lack of direction, bullying and aggressive styles are not conducive, so it is important in my role to develop good practise in dealing with challenging behaviour and promoting a positive, respectful atmosphere. Once more is known about the students, writing learning objectives for the session and stating what the students will be able to do at the end of the lesson could go
References: Kyriacou, Chris (1998) Essential Teaching Skills. Second edition.London. Basil Blackwell LTD