This paper seeks to identify the ways in which the ground rules can be established and also illustrate how such ground rules will help in underpinning appropriate behaviour and respect for others in the classroom. The paper will also include a brief explanation of the resources required in the learning environment and how the teachers can facilitate them to the students. Besides, it will also identify such qualified organizations, which can help the students to meet certain specific needs that are beyond the scope of the teachers. Establishing Ground Rules with Learners: The ground rules for students’ conduct in the learning environment can be established in two ways. The first option is for the teacher to decide and implement them. On the other hand, the teacher can involve the students in the process and encourage them to participate in deciding what rules should prevail in their learning environment. Ground rules are necessary to create a suitable learning environment where students respect one another and to make best use of the resources to attain the learning objectives. Rather than imposing the ground rules in an arbitrary manner, it will serve the purpose of establishing a congenial learning environment, if students are allowed to partake in the formation of such guidelines for the team. This is because the learning requirements and styles of the participants differ from one another. Thus, it is important that the ground rules are compatible with the temperament and learning styles of different kinds of students. I will impress upon them that the ground rules are necessary to safeguard their learning interests and to establish mutual respect and rapport among the members of the learning team so as to achieve the learning objectives. Thus, I will establish the ground rules in consultation with the students, by taking their suggestions and involving them in the process. In this manner they will be able to know the significance and relevance of each rule so formed and will respect it. Gravells (2011) also endorses that the implementation of ground rules will be more objective and yield better learning outcomes, if learners are involved in the process of framing the ground rules rather than the teacher enforcing them upon the students. Besides, it will also be a good idea to implore the students to consider their past experience in learning environments and evaluate situations where ground rules have helped them achieve their objectives. Thus, establishing the ground rules in this manner will help them not only in understanding the significance of following the ground rules in the process of attaining the learning outcomes but also will generate in them a feeling that the teacher values their opinions. However, the teachers also need to consider the fact that some learners may be in the habit of trying to impose themselves and attempt to push the teacher. For example, in matters such as smoking and following instructions during a crisis, the teacher has to impose the rule arbitrarily. On the other hand, in the case of rules relating to the use of mobile phones and dress codes, the teacher may, depending on the individual circumstances, use his or her discretion while framing the ground rules. Therefore, the process of establishing ground rules should consider providing maximum leeway to students to tap the resources available, while restricting them to
Setting Expectations and Supporting Learning Introduction: Developing an understanding between the teacher and learners as to what the learner can expect from the teacher and what the latter expects from the former is a crucial element in the learning process…
According to the report successful strategic management considers knowledge management as one of the most critical trends in organizational learning. Even though majority of knowledge management approaches have not turned out to be successful, organizational learning can be employed when trying to comprehend the success and failure of an organization.
A Critical Analysis of Teaching and Learning A learning environment is dividable into two segments, namely the clinical and academic settings (Morrison & Walsh, 2002). Whilst academic reviewers consider the vitality of classroom teaching, it is agreeable that good and quality clinical placements constitute the most significant and influential learning process.
And Honey and Munford (1992) claimed that awareness of learning styles not only helps the teacher but also makes the learner become more knowledgeable about his own personal learning process so that he can achieve his developmental goals (Beard and Wilson, 2006).
This discussion is based on a school set up. As a point of departure, standard setting refers to the process applied to establish the threshold of austerely tolerable performance levels. This is a critical element of the evaluation of learning events, application of evaluation on jobs as evidenced by job presentation.
The importance of organizational learning seeks to be explained in the following study. The following research argues that the resource-based approach of the organizational training of employees and executives provides a promising hypothetical ground for assisting in the prediction of successful strategic management.
ypically there are three main types of learners depending on the predominant learning method in every student; visual learners, auditory and kinesthetic learners.
Visual learners are characteristically fast at talking; they show lack of patience and will commonly interrupt.
Objectives must be challenging, particular, with dynamic support in the goal setting process and learning of consequences of past performance. Setting objectives around these standards is said to lead to more yield.
This helps you to be in a position to tackle the problems that may be encounter in executing your duties. The other idea is that the goal to be achieved should be realistic. Some goals are set on the premise of over ambition and they may be difficult to achieve.