# data[].attributes.attachment_link.title
Microteach-June Alp-Williams  -  Read-Only

# data[].attributes.attachment_link.title
Microteach Assessor Feedback - June Alps-Williams

# data[].attributes.body
Question 4: Establishing ground rules, and maintaining a safe and supportive learning environment

1:2.1 Explain ways to maintain a safe and supportive learning environment.

It is important to maintain appositive learning experience with your learners.  This can be done by having regular check ins, which could be done through 8 weekly reviews, intermittent questions on email, one to one coaching sessions. These activities will allow the learner to thrive and be confident to ask questions, challenge their own thought process.  Supporting learners by making considerations that they have had their lunch, feel hydrated, in a warm and welcoming environment and comfortable to express their opinions. I would cover this in my reviews by talking to the learner about the environment they are in, how their days has been.  The conversations will sometimes be about the positives of working from home, how they are able to be work flexibly to incorporate school drop off and pickups, that they have taken time for lunch. In some instances, being flexible to the learners’ needs for example starting 5 minutes later due to transport concerns. So, the learner does not feel rushed an under unnecessary pressure.

1:2.2 Explain why it is important to promote appropriate behaviour and respect for others.

As a starting point of working with individual learners its important to consider Maslow’s hierarchy of needs and how this links to safeguarding by protecting vulnerable adults, creating safe learning environments, promoting wellbeing and is legal and ethical which will work towards building trust between the tutor and the learner.  Learning providers will have a code of conduct which is laid out to learners at the start of their learning journey and referred to throughout.  The code of conduct may include examples such as being on time, how we present ourselves, when breaks are, no swearing, raising hand to ask a question, timescales for assignments. Also considering the values of the individual learner for example extra time for added comfort breaks. Having these codes of conduct will further support the learner taking accountability of their own learning and being clear on how to act and behave.  Working together to set ground rules will demonstrate active listening and an adult-to-adult relationship by gaining buy in to the overall learning experience.

2:2.3 Explain ways to engage and motivate learners

Firstly, by ensuring that you actively listen to the learners needs, this can be done by observing and asking open questions for example “How has your week been”, using this will support a healthy relationship where the learner feels their needs are being met.  Also finding an opportunity to celebrate success for example discussing their grading on their last assignment and encouraging them to identify their own strengths.  Setting short term manageable goals will support the learner in achieving long term goals by being able to monitor progress.  I would cover this in a review by discussing the 13 duties they need to submit over the timescale of their apprenticeship and what they have already achieved to date.  This technique reminds learners that the long-term goals are achievable.  Also giving data-based feedback when marking submitted work, focusing on their recognised weakness’s and then focus on how they have improved with their last submission. I will also talk to my learners about what they need to achieve in 18 months, I will then break it down into 8-week goals.  Learners find this approach supports their gradual achievements and prevents the learner becoming despondent with the overall requirements of the apprenticeship.

2:2.4 Summarise ways to establish ground rules with learners

Establishing a positive learning environment for learners so they feel supported to be their best, confident to be able to contribute, share thoughts and feelings as well as opportunities to learn. Keeping learners engaged through structure, negotiated ground rules, mutual respect, covering equality, diversity and inclusion, along with confidentiality and deadlines.  Having consequences of not having clear ground rules in the learning environment where learners recognise that respect works both ways, importance of time management and making any adjustments required for example the process for requesting an extension on an assessment