Assignment 2 Part 1 (500 words)
When teaching/training any group, there is going to be a wide variety of learners and personalities.
To enhance ownership of learning and to enable the opportunity of a functional group, please describe the importance of â€˜ground rulesâ€™ that could or should be set, then list and explain each, and how you would apply them to your session.
Unit 2 Understanding inclusive learning and teaching in lifelong learning
1. Understand learning and teaching strategies in lifelong learning
1.3 Evaluate aspects of inclusive learning
2. Understand how to create inclusive learning and teaching in lifelong learning
This approach saves time, but places the responsibility of enforcement solely with myself as a representative of the organisation.
More general behaviours can be decided by democratic debate by the students interacting with the tutor, which Gravells observes gives the group â€œa sense of ownership, responsibility and rapport building.â€ (Gravells, 2012, p.31). The group as a whole could be asked for a show of hands on a topic, whilst I could record responses on a flip chart or during initial introductions small groups can be directed to reflect on rules and then the ideas can be cascaded into larger groups until the whole group has reached mutual conclusions, (Francis and Gould, 2009 p.15.)
As my students are all adults, the latter would be my preferred method. The only rules I would set myself would be those relating to Health and Safety in the classroom since they are the responsibility of the teacher.
I would begin by explaining what ground rules are for: to create a safe, positive learning environment; to ensure open and ordered discussion; to promote team work; to avoid unnecessary conflict while encouraging debate.
I would then divide the students in two groups. The first group would be given the task of discussing and documenting a list of 10 to 15 acceptable forms of behaviour. The second group would be invited to discuss and document a list of 10 to 15 improper modes of conduct. The two lists would then be shown to the whole class. Students would be asked to consider their contents and to vote on those appropriate for the class. In the event of disagreement or the omission of some essential ground rules, I would invite students to reconsider the lists further until there is a general consensus. This would then allow them to practise their functional skills and this could be done through designing and delivering presentations based around the reasons for the rules being included or omitted; this could also be included through scenario based situations such as acting out a classroom without the rule or simply a brainstorming, literacy based exercise whereby the consequences of having the rule or dismissing the rule are explored.
Some of the rules which I may apply to...