1.4 Explain what approaches you could use to set ground rules with learners to promote and ensure that respect and appropriate behaviour is shown in the classroom? Explain how you to establish and maintain a safe and supportive classroom environment.
It is important for both the teacher and learners to have ground rules defined at the outset of any course or training input, in order to provide all with a positive learning environment in which everyone can thrive. Clearly defined rules will promote good behaviour and respect for others within the classroom by removing any uncertainty and ambiguity as to what is acceptable and what is not, whilst some lesser defined rules are often ‘assumed’ yet still accepted , such as no smoking except for in permitted areas. Defined rules could include requesting that all learners switch their mobile phones to silent for the duration of the lesson, with any urgent calls being taken outside so as to cause minimal disruption to others. One way to politely enforce this rule on my courses is by stating that barring any interruptions I will attempt to let my learners finish the day a few minutes earlier than expected. This usually has the desired effect and in some instances I find that it is almost like ‘deputising’ the class who then police themselves with regard to the rules, an early finish being the incentive. Gravells (2008:8) states, “Often, if a ground rule is broken, it is the other students that will reprimand the offender, saving you the job”
This however is not always a positive as I found on one previous occasion when a rather vocal learner attempted to prevent others from asking questions in order to secure a timely conclusion to the day. This resulted in a polite first warning, which was ignored, before I was forced to address the issue in a firmer manner, subduing the disrupter and allowing the other learners to feel safe and able to ask any further questions which they had.
There are varied ways in which ground...