Everyone is to respect the views and beliefs of others The area is to be left tidy Negotiable ground rules: You should be a role model and set a good example for your learners by not breaking any of the ground rules yourself.
Creating the safe learning environment. Whether we are adult learners or only beginning our journey through academia, we look for learning environments that are safe and positive. If we are going to optimize interaction among our learners, which can have tremendous effects on learning, all learners must feel that they can safely take those risks that are part of exploration and constructivism.
While many articles center on safe learning environments that are physically safe, and certainly this is extremely important, this article explores the idea of a safe learning environment from the psychological safety perspective and KEEPING IT ways to establish one.
As adolescents, learners may have seen school as a place where they perform for teachers who then judge them Dweck, But learning involves ongoing reflection by the learner as they work to add to or modify the existing frames of reference that they came into the learning environment with.
For children, this involves being free to take such risks without being mocked in the classroom, or even later, outside the classroom. For the adult learner, being mocked is still a threat, but they also take on the risk of public disclosure of errors being made that could affect their professional stature.
Taking a chance Sadly, some learners may even see themselves as being judged smart or not smart Dweck, These learners will benefit from opportunities to learn in psychologically safe learning environments.
Changing what a person knows requires critical reflection. In turn, critical reflection requires a trustful atmosphere where people can make mistakes without worrying about suffering negative consequences Brookfield, When we cannot create the safe learning environment, we must always be aware of the alternatives, including learners being lost in groupthink because nobody is willing to take the risk of asking questions or sharing knowledge that can make all the difference.
In fact, groupthink may be the very reason why change is often difficult, as learners both young and old protect themselves from unfamiliar concepts and the possibility of looking bad.
In addition, Brookfield suggests that we always run the risk of exposing ourselves as the imposters that we feel we are p.
Teachers and other professionals may feel like they are imposters when they are in a group of like professionals. This means that we may not ask questions or provide input that may be outside the what others may be thinking because we do not want others to think that we slid through the system somehow and are not really supposed to be there in that learning session.
In my classes, I always begin with explaining the imposter syndrome and what it means. Errors are an opportunity to learn and I make this clear to my learners. When I am facilitating learning for medical professionals, or clinicians, this is especially important because through the use of medical simulators, the learners are free to take risks during the learning process.
As the learners are told, if they create an error, it is a good thing because we can back up a step or two and determine how the error was created. This is learning at its best. But reaching this stage requires that learners feel safe.
The goal is for learners to be able to want to work together in the next sessions and feel safe taking the risks that may add to or alter existing frames of reference.
T5 Explain ways to embed elements of Functional Skills in your specialist area. Recommended word count: words In my “Play & Learn” sessions all learners need to listen at the start of the lesson what we will be doing and what they will be learning. Level 3 PTLLS version 2. Level 4 PTLLS version 3. Level 3 PTLLS version 4. Level 4 PTLLS version. Table 1. From L3 PTLLS version Explain ways to maintain a safe and supportive learning environment Explain how to establish and maintain a . Explain why it is important to promote appropriate behaviour and respect for others. Explain ways to promote equality and value diversity. Explain the teaching role and responsibilities in.
Why trust is important For the teacher, this may mean being able to admit to themselves that they did not know how to match the learning styles and multiple intelligences to the learners in their classrooms and make the lesson more engaging.
Her admission would become the inspiration for others in the workshop as they too worked to make their own connections.
In a safe learning environment, they are free to do this, and obviously she felt safe enough in doing so herself. The safe learning environment is especially important for our children.It may be used in a variety of ways in your department, so familiarise yourself with current practice and procedures.
Whether formative or summative, you need to ask yourself these key questions: What do you want your students to learn? What teaching methods will you use? What assessment criteria and tasks will show they have achieved the.
Explain how to establish ground rules with learners to promote respect for others Review ways to give constructive feedback to motivate learners Assessment: Outline your specialist area of teaching.
Understanding roles, responsibilities and relationships responsibilities and relationships in education and training 1.
c. Explain ways to promote equality and value diversity d. Explain why it is important to identify and meet individual learner needs UET1 5.
Explain the ways in which you would establish ground rules with your learners, which underpin appropriate behaviour and respect for others At the outset of the course I would divide my learners into small groups of approximately 4, and ask them to devise a list of ground rules by discussing it together.
Explain why it is important to promote appropriate behaviour and respect for others. Explain ways to promote equality and value diversity. Explain the teaching role and responsibilities in.
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