Theory assignment 4 T4 - Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. Task Notes: To be able to complete this task you need to know what ground rules are and why they are necessary in a learning environment. Read the article below; it makes some interesting points about ground rules: http://www.learningandteaching.info/teaching/ground_rules.htm The Quality Improvement Agency (QIA) suggest some activities for negotiating ground rules at the following link: http://teachingandlearning.qia.org.uk After you have read these notes, have a go at the activities and weblinks. Establishing Ground Rules Ground rules can be established in 3 different ways: Teacher imposed. Learner imposed.
Ground rules must be set right at the beginning of the course to reduce the likelihood of any of the problems above. Pre-Determined Ground Rules When training within an organisation for which the learners belong, some of the ground rules are already pre determined. Examples include equality and diversity policies and health and safety policies. This makes establishing ground rules much easier as the learner all ready has an understanding of what is required of them and the consequences of not adhering to them. Examples of Ground Rules The IFL (Institute for Learning) has developed a
TASK Ai e) Demonstrate your understanding of ways to establish ground rules with learners Ground Rules are boundaries and rules introduced to reinforce behaviour deemed appropriate for the class/ workshop, ensuring respect and creating a safe environment in which teaching and learning can take place. The first step in establishing ground rules is to decide whether they are negotiable or non-negotiable for example certain rules must be abided by when on college campus, and these are stated in the college handbook which is handed out to all individuals, there are also negotiable /non-negotiable rules relating to each department for example when in practical lessons it is possible to vary the times of breaks and it is vital that both staff and learner abide by the various health and safety policies introduced to ensure the safety and well-being of all present in the workshop e.g. mandatory wearing of personal protective equipment, the banning of mobile phones, banning of the use of machinery when not permitted/ trained to. There are various methods of establishing ground rules, and effective method being a discussion either between the students and one’s self or by encouraging the learners to work together to recognise what behaviour is acceptable. This enables the learners to recognise what is acceptable and gives them a sense of ownership as well as encouraging group dynamics.
Explain how you would establish (set up?/negotiate) ground rules with your learners: To establish a set of ground rules I would open up a discussion with the learners encouraging them to think how ground rules can be a positive thing. Indicating that ground rules give guide lines on good behavior and encourage respect for others. I would then ask a class that had been put into small groups to discuss ground rules and write down any they agreed on and thought were pertinent to the environment. After they had discussed within their groups I would ask them to stand and communicate their thoughts to the other learners and begin to write down the rules the learners agree upon. The different groups would probably have at least one rule written down the same anyway for example punctuality.
Analyse different ways in which you would establish ground rules with learners, which underpin behavior and respect others. Ground rules are set of rules which are set to govern the interactions and expected behaviors of learners in order to promote an effective learning environment. The different ways to establish ground rule are:- • Tutor setting ground rules where learners are given a list of set rules which are not discussed but they are to be adhered to. This approach is restrictive and tutor runs the risk of having to constantly spend time reinforcing them. • Learners setting ground rules which are less restrictive, more inclusive and more likely to be successful as it allow learners to take ownership and they are more likely to keep them.
It is important to gather resources and information about the course to make appropriate planning. Once I identify any barriers or boundaries, I use different strategies through the lesson to help the students. My job is to encourage the students to share their experiences and to stimulate good communication and group work. I also have to
“It is important to realize that if students view strategy instruction and learning as simply a matter of fulfilling the requirements of the syllabus, it is unlikely that they will internalize strategies discussed in class and use them as tools for achieving progress in learning.” (Zhang, 2011). Learning your styles will help to familiarize yourself with your strongest points of learning down to what you need help
Teachers must set this in place. ELL Teachers have to uncover a way to motivate and encourage their students to do their best. If a student is feeling good about himself or herself in an unfamiliar situation this will cause their affective filter to become low which will facilitate risk-taking behavior. This step is very important. A student needs to feel comfortable before taking the next step in the classroom.
Establishing each learners learning style is important when trying to identify learners needs, it is also relevant when considering how to structure lessons. Designing and planning a course When planning a course or session it is vital that the teacher keeps the above information on their learners in mind in order to create lessons and courses that are accessible to all learners and learning styles. Whilst keeping these considerations in mind it is also important that teachers refer to the course curriculum and syllabus to ensure that all topics and
Summative assessments are also necessary to give feedback to the student if the feedback offered is adequate this can be also classed as formative assessment. Oral and written assessments will assess whether the learner can apply the knowledge taught within the lesson. The methods of assessment are observation, testing and questioning all assessment methods should maintain within the SMART targets. This means that they should be specific, measurable, achievable, and measurable and time bound. The summative assessment methods are generally used for credited learners which are defined by awarding bodies such as WJEC for example.