Learning Environment
Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others
In any learning environment be it a classroom, a sports group or an outdoor practical lesson, it is the responsibility of the teacher or instructor to create a learning environment where all students have an equal right to learn, without constant disruption. It is also essential that all students can show continual progression and improvement in their learning. Learners being encouraged to take responsibility and ownership for their own learning can help create this environment. This can be achieved by the teacher allowing learners involvement in the creation of ground rules for the environment in which they
are to learn.
Ground rules can be defined as ‘The basic rules or principles that govern the way that something is done’ (www.macmillandictionary.com).
Ground rules should be established at the beginning of any course or one off lesson and play an important role in the teacher / learner relationship ‘No groups can work successfully without rules that govern interactions and behaviour’ (Minton, 2005, p81)
There are three different ways to establish ground rules: teacher imposed, learner imposed and negotiated.
Teacher imposed ground rules can be given to learners in a ‘code of conduct’ style. If learners do not follow them it may result in dismissal from the course in worst cases. One disadvantage of teacher imposed ground rules are they may suit the teacher more that the learner.
Learner imposed ground rules are created by the learners and may suit them more than the teacher.
Negotiated ground rules are a mix of teacher and learner ground rules. They are negotiated by agreeing/disagreeing them in discussion. Therefore when discussing ground rules with learners it is important for the teacher to establish their own rules which reflect their commitment to the teaching/learning relationship. Encouraging students to take part in making the ground rules allows the group to be invested in their own rules.
My own ground rules would involve being full prepared for lessons, set up prior to the lesson commencing, ensuring I have all the necessary equipment (handouts, PowerPoint presentations, lesson plan and scheme of work). I would also allow good time for classes to start and finish promptly.
In conclusion I see ground rules as a two way process between the student(s) and teacher to create a mutually respectful environment and facilitate learning.
In any learning environment be it a classroom, a sports group or an outdoor practical lesson, it is the responsibility of the teacher or instructor to create a learning environment where all students have an equal right to learn, without constant disruption. It is also essential that all students can show continual progression and improvement in their learning. Learners being encouraged to take responsibility and ownership for their own learning can help create this environment. This can be achieved by the teacher allowing learners involvement in the creation of ground rules for the environment in which they
are to learn.
Ground rules can be defined as ‘The basic rules or principles that govern the way that something is done’ (www.macmillandictionary.com).
Ground rules should be established at the beginning of any course or one off lesson and play an important role in the teacher / learner relationship ‘No groups can work successfully without rules that govern interactions and behaviour’ (Minton, 2005, p81)
There are three different ways to establish ground rules: teacher imposed, learner imposed and negotiated.
Teacher imposed ground rules can be given to learners in a ‘code of conduct’ style. If learners do not follow them it may result in dismissal from the course in worst cases. One disadvantage of teacher imposed ground rules are they may suit the teacher more that the learner.
Learner imposed ground rules are created by the learners and may suit them more than the teacher.
Negotiated ground rules are a mix of teacher and learner ground rules. They are negotiated by agreeing/disagreeing them in discussion. Therefore when discussing ground rules with learners it is important for the teacher to establish their own rules which reflect their commitment to the teaching/learning relationship. Encouraging students to take part in making the ground rules allows the group to be invested in their own rules.
My own ground rules would involve being full prepared for lessons, set up prior to the lesson commencing, ensuring I have all the necessary equipment (handouts, PowerPoint presentations, lesson plan and scheme of work). I would also allow good time for classes to start and finish promptly.
In conclusion I see ground rules as a two way process between the student(s) and teacher to create a mutually respectful environment and facilitate learning.