Education

3 Quick Ways of Setting Ground Rules

Set your expectations and stick to them

The setting of ground rules serves a multiple purpose. They aid the smooth running of the class as well as establishing safety and group development. Ground rules also convey the minimum circumstances needed for learning to take place. They may include: respecting the right of each person to have their own opinion, not interrupting the person talking and arriving to the lesson on time, to name but a few. These rules will vary depending on the subject, environment, age and ability of the class. However they are essential for creating a basis for boundary and expectation. (Atherton, 2009 [online])

There are three main types of ground rules:

• Institutional (those made by the institution) in my experience the school, such as no mobile phones.
• Situational (determined by the class environment) these are for health and safety reasons, such as goggles must be worn for a science experiment.
• Personal, set by the teacher.

As a teacher of Performing Arts, the three personal ground rules that I set verbally serve three main purposes:

1. To ensure every student feels comfortable and supported.
2. To ensure safety.
3. To make clear expectations and boundaries.

These should be set at the beginning of each term and reiterated throughout lessons. As the subjects I teach are often performance based, it is important that every student feels comfortable enough to perform and express themselves without judgement, I find that students buy into these rules as they have a vested interest in feeling comfortable and supported themselves.

As a class we discuss this and agree that unkind comments or discussion are not tolerated nor is laughing at a performance unless it is intended to be comical. Moreover talking through a performance is disrespectful. I discuss with the class that in a practical situation, I may need to get attention quickly and will count down from five to one, this might be for safety reasons, for example someone might be hurt or it could be to pass on some teaching points.

Finally we discuss respecting each other’s opinions, not talking when someone else is talking and general school rules such as lining up at the beginning and end of class. As well as these personal rules, the institutional and situational rules are posted up on the walls of classrooms and signed by the parent and student in the home and school behaviour agreement.

By setting ground rules and expectations and sticking to them, you will create an environment of inclusion for your class and promote positive learning with mutal respect and boundaries.

Article written by Drama Llama | Educator | Writer | Academic | Consultant