4. Analyse different ways in which you would establish ground rules with your learners, which underpin behaviour and respect for others. (Recommended word count 250 – 350 words.)
Setting ground rules at the beginning   gives learners a sense of structure, rules may vary depending upon the nature and maturity of the group. It is important that the teacher has an idea of the rules and boundaries that they wish to implement prior to the mutual agreement with the learners, this invokes a respect amongst the group and a feeling of inclusion.
Creating rules is a natural part of group dynamics, learners need a sense of structure, they will feel safer if they are aware of what is expected of them. Most people have already come across institutional rules that they have had to adhere to such as, no smoking, health and safety regulations. The consideration here is more to do with attitudes and behaviours within the group.
Often by encouraging group participation in setting ground rules it gives the group and indeed individuals a sense of responsibility to their peers and will often encourage group members to remind others of the rules, this can often stop a problem from escalating.
When you have set the rules it is a good idea to ensure that this is agreed as a verbal contract, in some groups it may be agreed that a written contract is better.

Ground Rules:
• Punctuality both on arrival and returning from breaks
• Switching off mobile phones
• No eating or drinking in class
• Working to deadlines, handing   in work on time
• Not talking whilst others are contributing
• Showing respect for other peoples points of view
• No bullying or criticism of others in the group

Rules for offenders:
• Often an initial offence, such as late attendance maybe dealt with within the group for example their peers will remind them of the rules they have agreed.
• It may be that the teacher will have to speak with the rule offender to establish the reason for disruption, and try...