Ground Rules
LEVEL 4 PTLLS: CU3814 UNDERSTENDING INCLUSIVE LEARNING AND TEACHING IN LIFELONG LEARNING Unit: 3 Task:2
Joanna Lesniewska
ESTABLISISHING GROUND RULES
It is a must for a teacher to establish agreed ground rules with learners at the beginning of a course. Ground rules work as a codes of behaviour and help in maintaining good relationship between teacher, the class and among learners themselves. I would agree ground rules in small groups and then obtain a whole class consensus. Good thing about it is that learners will feel ownership of the rules, because there were not imposed by me. Main learning objective apart from establishing an agreed set of ground rules is letting the team to explore the value of having them. I would divide my class in 4 co-operative teams. Each team would discuss between themselves the possible ground rules and note them on their sheet of paper. Teams exchange their sheets between each other, discuss each item and tick the ideas they should be in the final ground rules. I write down three major rules regarding behaviour, attendance and meeting deadlines on the piece of paper, but I will only mention them if teams have not already chosen them. After team have voted on all the ideas, the results are collated and discussed. Finally a joint set of ground rules is agreed. Whichever method is used however, learners should reflect upon the rules to understand more in –depth why they should follow them. At the end of activity I would ask learners to consider why ground rules are important and what will the team do if someone in the team breaks one of the ground rules.
BIBLIOGRAPHY: http://tlp.excellencegateway.org.uk/ JOANNA LESNIEWSKA SIGNIATURE: DATE:
Joanna Lesniewska
ESTABLISISHING GROUND RULES
It is a must for a teacher to establish agreed ground rules with learners at the beginning of a course. Ground rules work as a codes of behaviour and help in maintaining good relationship between teacher, the class and among learners themselves. I would agree ground rules in small groups and then obtain a whole class consensus. Good thing about it is that learners will feel ownership of the rules, because there were not imposed by me. Main learning objective apart from establishing an agreed set of ground rules is letting the team to explore the value of having them. I would divide my class in 4 co-operative teams. Each team would discuss between themselves the possible ground rules and note them on their sheet of paper. Teams exchange their sheets between each other, discuss each item and tick the ideas they should be in the final ground rules. I write down three major rules regarding behaviour, attendance and meeting deadlines on the piece of paper, but I will only mention them if teams have not already chosen them. After team have voted on all the ideas, the results are collated and discussed. Finally a joint set of ground rules is agreed. Whichever method is used however, learners should reflect upon the rules to understand more in –depth why they should follow them. At the end of activity I would ask learners to consider why ground rules are important and what will the team do if someone in the team breaks one of the ground rules.
BIBLIOGRAPHY: http://tlp.excellencegateway.org.uk/ JOANNA LESNIEWSKA SIGNIATURE: DATE:
Bibliography: http://tlp.excellencegateway.org.uk/ JOANNA LESNIEWSKA SIGNIATURE: DATE: