Theory Task 4
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Theory Task 4
As a trainer of adults, I have found the setting of ground rules to be very beneficial particularly when having a group of learners for a course lasting several days or run over several weekly sessions. When ground rules are established they set limits and boundaries for all participants. Atherton, J.S (2005) defines ground rules as “the minimum necessary conditions required for getting learning work done in a class.” and according to the new Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector my aim as a Trainer is to “create a safe learning environment that promotes tolerance, respect and cooperation between learners”
This clearly implies that all learners need boundaries and rules within which to work.
‘The creating of norms or expectations or rules is a natural part of group dynamics. Learners need a sense of structure and will feel psychologically safer if they know what is expected of them’ ( Francis and Gould, 2009 p22) Therefore they are something I always do very early in the first session as it not only satisfies the objective of setting the rules but also acts as an icebreaker, giving all the learners the opportunity to get involved. The resulting ground rules form the backbone of both respect and discipline and help gel the group and myself together. The rules must be clear and fair to all, and adhered to by everyone including myself! Often, if a ground rule is broken, it is the other students that will point it out and enforces group discipline.
Below are some of the common ground rules that are set by my learners and myself.
➢ Start and finish on the time
➢ Switch off mobile phones
➢ Only one conversation at a time
➢ Full attendance and punctually
➢ Confidentiality
➢ Respect each other and their opinions
The Ground rules are necessary to ensure the students get the most out of any session, generally time is limited If learners are continually...
As a trainer of adults, I have found the setting of ground rules to be very beneficial particularly when having a group of learners for a course lasting several days or run over several weekly sessions. When ground rules are established they set limits and boundaries for all participants. Atherton, J.S (2005) defines ground rules as “the minimum necessary conditions required for getting learning work done in a class.” and according to the new Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning Sector my aim as a Trainer is to “create a safe learning environment that promotes tolerance, respect and cooperation between learners”
This clearly implies that all learners need boundaries and rules within which to work.
‘The creating of norms or expectations or rules is a natural part of group dynamics. Learners need a sense of structure and will feel psychologically safer if they know what is expected of them’ ( Francis and Gould, 2009 p22) Therefore they are something I always do very early in the first session as it not only satisfies the objective of setting the rules but also acts as an icebreaker, giving all the learners the opportunity to get involved. The resulting ground rules form the backbone of both respect and discipline and help gel the group and myself together. The rules must be clear and fair to all, and adhered to by everyone including myself! Often, if a ground rule is broken, it is the other students that will point it out and enforces group discipline.
Below are some of the common ground rules that are set by my learners and myself.
➢ Start and finish on the time
➢ Switch off mobile phones
➢ Only one conversation at a time
➢ Full attendance and punctually
➢ Confidentiality
➢ Respect each other and their opinions
The Ground rules are necessary to ensure the students get the most out of any session, generally time is limited If learners are continually...