Describe Different Ways in Which You Would Establish Ground Rules with Your Learners, Which Would Underpin Behaviour and Respect for Others.
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- Date Submitted: 11/03/2010 08:48 AM
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Learners of all ages require boundaries and rules in which to work within. By setting these out from the start of any training programme regardless of the length of the course (For example a one day course or an entire semester) you will create an environment of trust and respect which will enable learners to achieve their goals. By having ground rules in place that learners have been involved in the process of making, Ann Gravells (2006 p8) states that ‘having ground rules gives a firm boundary for all learners to work within’.
Roberto Marzano’s study into Classroom Management (2003) discovered that by clearly and simply expressing rules and expectations, cause and consequence, that the number of disruptions in the classroom had decreased significantly by 28%. Demonstrating again the importance of establishing ground rules in the classroom.
The need for ground rules is also supported by Maslows (1954) hierarchy of needs which suggests that as each level of need is met, learners can move on to the next level. The second level is safety/ security and by setting ground rules and giving learners boundaries, we are satisfying their needs at that level and can therefore move forward in the learning process.
I am most familiar with teaching groups of up to 20 students aged 18 to 60 and found that by involving the learners in creating the ground rules, they are more likely to adhere to them. If the whole group is made up of confident individuals, I would ask the learners to shout out their thoughts in a brainstorming session and write them on a flipchart. By using Flemings VAK model, the visual learners would relate to the written notes on the flipchart, the auditory learners would relate to the spoken rules and the kinaesthetic learners would relate by being involved in the process. Through all learners being involved in their own particular style of learning would help to satisfy their safety needs as suggested by Maslow.
If some learners are shy or nervous...
Roberto Marzano’s study into Classroom Management (2003) discovered that by clearly and simply expressing rules and expectations, cause and consequence, that the number of disruptions in the classroom had decreased significantly by 28%. Demonstrating again the importance of establishing ground rules in the classroom.
The need for ground rules is also supported by Maslows (1954) hierarchy of needs which suggests that as each level of need is met, learners can move on to the next level. The second level is safety/ security and by setting ground rules and giving learners boundaries, we are satisfying their needs at that level and can therefore move forward in the learning process.
I am most familiar with teaching groups of up to 20 students aged 18 to 60 and found that by involving the learners in creating the ground rules, they are more likely to adhere to them. If the whole group is made up of confident individuals, I would ask the learners to shout out their thoughts in a brainstorming session and write them on a flipchart. By using Flemings VAK model, the visual learners would relate to the written notes on the flipchart, the auditory learners would relate to the spoken rules and the kinaesthetic learners would relate by being involved in the process. Through all learners being involved in their own particular style of learning would help to satisfy their safety needs as suggested by Maslow.
If some learners are shy or nervous...