Ground_Rules

1.4 Explain the ways in which you would establish ground rules with your learners, which underpin appropriate behaviour and respect for others All learners need rules and boundaries to establish appropriate behaviour and to underpin respect for the diversity of the learners. Ground rules should be established before any teaching commences. The established rules will apply to both tutor and learners I would explain the need for ground rules, stating that there may be disruptions without them, as in the situation where a mobile phone rings. I would explain that rules need to take into account the diversity of all the learners. I may suggest that the learners I have had previously prepared a list of rules should the group wish to look at them or use them, also there may be suggestions from myself should the less obvious ground rules not be mentioned. As each rule is mentioned I would write it on a board. Generating a List of Ground Rules. The best way to create ground rules, if you have the time, is to allow the participants to generate the entire list. Ask them to think about what they, as individuals, need to ensure a safe environment to discuss difficult and controversial issues. If the participants are having difficulty coming up with ground rules, or if they do not come up with a particular ground rule you feel is important to the success of your facilitation, try to prompt them toward it. If they still do not mention it, you can add it to the list. A second way to create ground rules is to list those rules you commonly use, and then ask for additional ground rules from the participants. When somebody proposes a ground rule, ask the other participants if they agree to it. If most do, add it to the list. 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. Be sure to inquire whether the ground rules are agreeable and mention that if you had more time together, you would have preferred the group to generate the list Examples of Widely Used Ground Rules Ground rules should be developed and adapted for every unique context. Appropriate ground rules may depend partially on age, region, and other contextual factors. The following list of common ground rules from equity, diversity, and social justice related classes and workshops should serve only as a starting point for your process of creating a similar list suitable to your own situation: 1 Listen actively -- respect others when they are talking. 2 Speak from your own experience instead of generalizing ("I" instead of "they," "we," and "you"). 3 Do not be afraid to respectfully challenge one another by asking questions, but refrain from personal attacks -- focus on ideas. 4 Participate to the fullest of your ability -- community growth depends on the inclusion of every individual voice. 5 Instead of invalidating somebody else's story with your own spin on her or his experience, share your own story and experience. 6 The goal is not to agree -- it is to gain a deeper understanding. 7 Be conscious of body language and nonverbal responses -- they can be as disrespectful as words. It is also important to set a ground rule for how participation will be managed. Do you prefer for participants to raise their hands and be called on or for people to speak freely' Remember that some people -- especially those who tend to be introverted -- need more time to process thoughts and speak, so the latter option may exclude them from the discussion. Still, the formal process of raising hands to be recognized may detract from the collective atmosphere needed to discuss sometimes-controversial issues. Strategies and Notes It is helpful to post the ground rules somewhere visible during the entire class or workshop. Some teachers and facilitators who are with a certain group over an extended period of time will bring the list of ground rules (on news print or some other transportable medium) back to the group for every session or class period. They then can refer back to the list when they sense that participants are failing to follow one or more of the items. Challenge the participants on the ground rules early and often. If you do not set a tone of adherence to the items early in the process, it may become difficult to enforce them later. If you are using more than two or three ground rules, try focusing on particular items during appropriate activities or discussions. For example, if you were facilitating a discussion in a large group, state before the discussion starts that you would like to focus on active listening. Challenge participants to refrain from any side discussions. The same can be done if you are facilitating an experiential activity, by introducing it as a "silent" activity. You must model these ground rules in your own participation. This is especially true for an item such as No2 (speak from your own experience). Be sure that your own language reflects ownership and responsibility by using as many "I" and "me" statements as possible. If a particular ground rule is routinely broken, bounce it back to the participants. A fruitful discussion can often arise from a close examination of why the participants are not adhering to particular items. Revisit the ground rules occasionally and, if time allows, ask whether the participants would like to add any new items.