Procedural Ground Rules

Group members and the leaders came up with rules for the group, which I like because it helps to curtail indiscipline in the team and it is an excellent way to set

Never go into a meeting without a clear agenda. Make good use of the buyers ' face time. Leave with answers. Don 't make small talk. Get to the point; their time is valuable. Bring underlying issues to the surface. Attack them head on and find resolution face to face.

Rules are rules, and rules are made to be followed by the students. For instance, if someone is acting inappropriately in the lab, such as not listening to the

In my opinion, it is important to have students help create the rules as a class at the beginning of the year, to provide them with the leadership and have a clear understanding of what is expected of them. The class will create 2-5 non-negotiable rules to follow in the classroom that is observable and measurable to govern the classroom. The rules will help create and maintain a positive learning environment. All rules will be written and posted throughout the classroom. The rules will be taught, practiced, and reinforced throughout the

Some rules will be requirements for legal and safety reasons others will be there for the good and benefit of all participants. This could mean things like no swearing, arriving on time, let the teacher know if you intend to be late. One important ground rule is that no one should interrupt when one person is speaking; thereby reinforcing the notion that all individual views are important, valid and listened to.

Traditionally, rules are set out for the members to follow. Generally, explicit rules are made in order for everyone to obviously and without question understand what is expected of them. Ideally, a clear list of what you can and cannot do and what is acceptable and unacceptable in their organization should exist. Unfortunately these requirements are not all written down - implicit standards are always hiding in a group, whether they are talked of or not is up to the group. We usually call these implicit rules actual "norms" which are there to ensure that only the "proper" people are involved in the group. Implicit details often provide secret exclusion for members that don't "belong". "Some details are implicitly implied only because by exploiting these undercover rules, the image of the group is disturbed and the hypocrisy of the rule makers might be uncovered.(Johnson 37)" Without rules people might be able to act as they please which is not the purpose of a group.

The three methods of setting ground rules offer advantages and disadvantages depending on the context of the lesson and the dynamics of the group. For example the teacher led process provides the teacher with a clear set of uniformed rules and offers the teacher an opportunity to consider issues which may otherwise have been overlooked such as the learning environment and

Standards. These rules signify the ethical and good standards of the organisation on how to perform; you are also expected to follow in your daily

Certain ground rules can be negotiated and agreed with the learners. The added benefit of this is each learner will have a responsibility to each other to adhere to the rules they all agreed to abide by.

Meetings can be used in different ways and can have different agenda’s to others. They can be used to inform, seek ideas, clarification, resolve problems, discuss proposals, settle disputes and take decisions.

When discussing ground rules with learners it is important for me as the teacher to establish the rules of the student which may reflect their commitment to the teaching/learning relationship. My own ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for classes to start and finish promptly. I would reciprocate to the students /learners’ commitment to completing assignments by making sure that all marking is completed and returned in equally good time. Further rules to ensure students get the most out of their learning experience encompasses my making sure all have an equal voice when expressing opinions (General Teaching Council, 2009).

We strongly believe in this set of rules that was agreed upon, and we view any violation of such to constitute grounds for

Life in your new college apartments has been going extremely well: you and you roommate get along really well and no major disagreements have popped up. However, you've met a girl you really like that you roommate simply can't stand. And the feeling is mutual from her.

First, we need to established clear guidelines of acceptable boundaries in meetings in order to avoid disruptions in the upcoming meetings. For example, the steps that will need to take in place are to be able to listen to each other while in meetings to be able to process the agenda and focus on main points we need to work on. The techniques will be to practice active listening and structure the process of in-put and out-put comments while covering the agenda. To minimize the risk of this type of challenges is to be able to re-direct the dialogue to the purpose of the meeting.

Scenarios B efore I begin our scenarios, I must let you in on a little secret. We have ground rules. Before you can apply any of these applications we believe you and your partner should set some ground rules. Our ground rules are discussed in this section. As I mentioned, we found that ground rules were needed to guide our daily living as well as conversations and disagreements.