SECTIONS AND LABS Facilitating Discussions Creating Ground Rules

Ground rules for discussion sections can help class go smoothly. Establish ground rules co-operatively with students to encourage them to consider each rule's purpose, give them a greater investment in abiding by the rules, and assume part of the responsibility for the section's quality.

Clearly distinguish between course policies and ground rules. The purpose of course policies is to set out course requirements, establish penalties for absences or late work, and so forth. Policies are laid down by the instructor at the start of the course. The purpose of a ground rule is to facilitate group discussions. To avoid confusion, course policies should be clearly laid down before ground rules are created.

Ground rules are established to facilitate discussion. They ensure that the class environment is respectful and that everyone has an opportunity to participate. More specifically, ground rules:

• Encourage students to work collaboratively in developing a respectful environment.
• Give students a stake in abiding by the agreed-upon ground rules.
• Establish a process of group participation rather than instructor-led lecture.
• Create an atmosphere in which all students feel free to participate.
• Remind students of the need for respect, openness, and sensitivity.
• Establish the tone for section by encouraging group interaction and feedback.
• Establish the discussion section as a responsibility of both the student and the GSI.

Before you create ground rules, explain their purpose and the reason you have chosen to create them as a group rather than simply stipulating them yourself. There are three different methods for creating ground rules:

Small Group Method

1. Break students into groups of 3 or 4. Give each group an index card and ask them to list two ground rules they think are important for a good discussion section. Allow them 5 to 10 minutes to complete the activity.
2. Go around the room and ask each group for their ground rules. Write the ground rules on the board. Ask the groups to explain their reasons for suggesting a particular rule and to specify what they mean if the rule they suggest is vague. There may be some overlap.
3. After all of the groups have given their rules, ask the entire class if there are any other ground rules that they would like to add to the board. This is a good time to add or share any that you might have that weren't suggested by the groups.
4. Open the list up for discussion. Let the students debate the value of specific rules or the expectations underlying them.
5. At the end of the discussion, ask the students to vote on the list. This allows them to decide as a class which ground rules they would like to have for the semester.
6. Record the ground rules. Copy the list and bring it to section the following week. This way all students have copies that they can refer to over the semester.
7. Periodically, have the class take a moment to evaluate whether or not the ground rules established at the beginning of the semester are being followed and if they work.

Developed by Heather McCarty, UC Berkeley

Brookfield and Preskill's Method

1. Ask the students to think about the best group discussions in which they have been involved. What happened that made these discussions so satisfying?
2. Next ask the students to think about the worst group discussion in which they have been involved. What happened that made these discussions so unsatisfactory?
3. For each of the characteristics, have the students suggest three things that the group might do to ensure that these characteristics are present or not present as the case may be.
4. Use the students' suggestions to draft a set of ground rules on which you all agree.
5. Record the ground rules. Copy the list and bring it to section the following week. This way all students have copies that they can refer to over the semester.
6. Periodically, have the class take a moment to evaluate whether or not the ground rules established at the beginning of the semester are being followed and if they work.

Adapted from: Brookfield, S. and Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco: Jossey-Bass

Acronym Method

1. Write the words "Ground Rules" on the top of the board. Write the word "ROPES" along the left hand side of the board (or use a similar word).
2. Explain that, like a safety net, the ROPES will serve as communally agreed-upon rules to which everyone will adhere during the discussion section.
3. Elicit from the students words (related to ground rules) that begin with those letters. Ask the students to explain why they have recommended a word and what it means to them. For example, R: respect, responsibility; O: openness, etc.
4. Add your own suggestions.
5. Ask for a general consensus about which rules are chosen.
6. Record the ground rules. Copy the list and bring it to section the following week. This way all students have copies that they can refer to over the semester.
7. Periodically, have the class take a moment to evaluate whether or not the ground rules established at the beginning of the semester are being followed and if they work.