Ask them to think about what they, as individuals, need to ensure a safe environment to discuss difficult and controversial issues. Challenge the participants on the ground rules early and often. Establishing Ground Rules Ground rules can be established in 3 different ways: This will make certain that the learning environment is calm; everyone knows what to expect and what is expected of them and will go a long way to ensure effective co-operative learning.
If a particular ground rule is routinely broken, bounce it back to the participants. Listen actively -- respect others when they are talking. This is especially true for an item such as 2 speak from your own experience.
Lynne Shelley Theory Assignment 4: Some will be as laid down by an awarding body e. Think about how you could do this with your learners. Be conscious of body language and nonverbal responses -- they can be as disrespectful as words.
About Paul Gorski Guide for Setting Ground Rules Whenever you hope to facilitate conversations on social justice concerns, whether preparing for a one-hour workshop or weaving such discussions into a year-long class, a vital first step is the development of guidelines for participation. Other rules will be teacher imposed such as punctuality, handing in assignments on time, turning off of mobile phones, one contributor at a time, confidentiality.
Students could feel that the teacher is being dictatorial. Speak from your own experience instead of generalizing "I" instead of "they," "we," and "you". If there is strong opposition to any of the rules, particularly with adult learners, Teacher imposed ground rules the teacher should be open to discussion and maybe negotiation.
Be sure that your own language reflects ownership and responsibility by using as many "I" and "me" statements as possible. If time is an issue, as it tends to be in short workshops, it may be necessary for you simply to list the ground rules for the group.
The goal is not to agree -- it is to gain a deeper understanding. Recent critical analysis of common ground rules have resulted in a collective reconsideration of their role. For example, in a dialogue about race, white participants will often support ground rules meant to keep anger out of the discussion--ground rules focused keeping them comfortable.
Strategies and Notes It is helpful Teacher imposed ground rules post the ground rules somewhere visible during the entire class or workshop. Do you prefer for participants to raise their hands and be called on or for people to speak freely?
Learning Matters, p50 copied from PowerPoint presentation on website below http: Examples of Widely Used Ground Rules Ground rules should be developed and adapted for every unique context. As such, many educators and facilitators have begun to rethink the idea of ground rules and ways they currently are implemented.
City and Guilds to lay down the standard of work or teaching required. A disadvantage could be that the students who voted against them will not be happy to have them imposed. Revisit the ground rules occasionally and, if time allows, ask whether the participants would like to add any new items.
When we consider who is protected by ground rules like "do not express anger," it becomes apparent that, intentionally or not, they protect the participants representing privileged groups. The best way to create ground rules, if you have the time, is to allow the participants to generate the entire list.
This involves not only the venue and resources used but your attitude and the support you give to your students. Generating a List of Ground Rules There are several effective ways to create ground rules or norms.
This could take the place of a discussion about what the class has experienced with good and bad rules; a form of brain storming or they could be noted on a board or flip chart and then voted on.Teacher imposed.
Learner imposed. Negotiated. Some teachers like to keep the ground rules on display throughout the course to remind learners of behaviour expectations; this is personal choice and may be considered as. T4 Activity 1: Ground rules In each diagram, list some of the ground rules which you think are/would be appropriate for your learners.
If you can, divide them into teacher-imposed rules, learners’ personal rules and rules which would be. As a teacher I have imposed ground rules which are not negotiable, some for Health and Safety reasons and others for the smooth running of my class.
No smoking, prevention of fires and following health and safety regulations are ground rules which are set in stone.
The fundamental points of the need for ground rules are: clear delivery of legislative ones, firm delivery of teacher imposed ones and collective agreement of negotiated ones.
Ground rules can be published in the classroom as a reminder and they can always be revisited if considered necessary. Ground Rules: Definition: “Ground Rules are boundaries, rules and conditions within which learners can safely work and learns”.
(Gravells A, ). (Gravells A, ). This above definition explains that all learners require boundaries and rules within which to. Setting ground rules Teachers need to establish an appropriate micro-culture within the group.
This includes the physical environment, the psychological climate, the interactions between the teacher and the group, and between the individual group members.Download