1. Main themes arising from the Free Speech topic: • ensure that ground rules and boundaries are set and a charter agreed upon at the start of the course • agree ground rules WITH learners so that they buy in • create a supportive safe class room environment to explore ideas and differences • make use of learners’ opinions to create group discussion activities • use professionalism challenge inappropriate attitudes and behaviour • there is a balance between saying what you think and causing offense – mutual respect required • explain to learners that, “What occurs in the classroom stays in the classroom.”
2. Information and Facts – (What is known)
   1. Say what you have to say – everyone hears it regardless of upsetting Balance between saying what you think and causing wars Freedom of speech – topics appropriate? Important to know law of the land Can cause discrimination if ‘British’ Subtle sexism, racism etc – what do I do if I see this behaviours? Until you get to know the group, you may not be aware of behaviours. Learners may have learning difficulties and behave inappropriately – sometimes, the group needs to be tolerant of that behaviour and accept the learner for who they are. People here brought up ….subjects Encouraged – explore difference of diversity in counselling Explore a discussion topic Understanding of group Must be careful with “quantity” of free speech Need facts British values – are they British? Values of a democratic society? Mutual respect must be kept throughout “free speech” Time management – spending too long on a discussion
3. Emotions – (Statements of feelings)
   1. Politics negative/positive Take offensive Stop coming to class Learners should be able to express feelings/thoughts Voters – (education) Personal issues – reflected in comments/low levels of education Don’t share your own feelings Being unsociable Respecting each other’s views ‘Dover is that way’ has been heard by a tutor to someone in the street. What are “British Values”? Behaviour of British Values- Human values, universal Intimidating learners? Learners may have felt bad and decided not to come back to class (put off) In counselling learners learn to modify emotional response to a variety of subjects Group agreement/guidelines can help with mutual respect Can’t always control what people say Need to allow people some freedom to speak Expectation that ground rules should be understood. Extreme views listening to others Tutor judges what is appropriate Free speech must not affect others Offend Discomfort to address certain subjects Freedom/promote understanding Should tutor protect a learner with a minority view?
4. Logic – (Practical and realistic steps)
   1. Be aware topics Monitoring the situation/discussion in class Free speech has …..therefore is not subject related then no Diverted learning Brexit too many opinions and too much feeling/emotion so barred …..a dialogue Is the learner suitable for the class? Create boundaries – group facilitators will have rules to feel safe Respect each other’s opinions – welcomed and respected. Encourage conversation. Ground rules can help decide how group will interact Respect Challenge behaviour Use body language What suits the learner/group Differentiate between learner groups. I can show you how to do this – explain, understand adapt as appropriate. Learn the mechanics and techniques Views not relevant to subject being taught “Human Values” Ability to speak out but must observe values (ground rules) What occurs in the classroom stays in the classroom (learning contract) Can it be incorporated in the topic of the lesson? Ground rules from the start (what do they expect from one another? Sort values on flashcards that they feel are suitable for their groups
5. Optimistic – (Approaches to identifying opportunities)
   1. Encourage diverse cultures/beliefs Demonstrate free speech is a right in the UK Develop social skills – what’s appropriate/ not appropriate Respect can be built from a positive environment Supportive environment creates empathy Use of British Values to create learner charter. Adapt for each class Set expectation of behaviour. Helpful Ground rules can help Role modelling as tutors Set class rules and expectations Use professionalism to challenge attitudes and behaviours Enthused – if you can write your name, you can paint a picture. You will be 80% better at painting than anyone in the county if you come on the course. Because of learning contract learner can be very comfortable with uncomfortable subject Can be inspirational in terms of being able to express yourself. A safe place to explore ideas/differences
6. Creativity – (Think out of the box)
   1. Create warm atmosphere at beginning of class Introduce themselves – common interests Encourage conversation Setting boundaries – first session Differentiated approach Report incidents to line manager If uncomfortable in an exam situation if someone is behaving inappropriately, stop the exam for that person (reference to S&L 1-1 exam) Ground rules including charter Ground rules ideas – tutor led/learner led - Creative ways of doing this Sharing resources better across the county Encourage ground rules agreed and communicated and can be referred back to We do not have the freedom to offend Ground rules Why British Values rather than human values? “Basic manners” Create warm atmosphere at beginning of class Introduce themselves – common interests Encourage conversation Setting boundaries – first session Differentiated approach Report incidents to line manager If uncomfortable in an exam situation if someone is behaving inappropriately, stop the exam for that person (reference to S&L 1-1 exam) Ground rules including charter Ground rules ideas – tutor led/learner led - Creative ways of doing this Sharing resources better across the county Encourage ground rules agreed and communicated and can be referred back to We do not have the freedom to offend Ground rules Why British Values rather than human values? “Basic manners”
7. Action Plan – (What’s next)
   1. Create warm atmosphere at beginning of class Introduce themselves – common interests Encourage conversation Setting boundaries – first session Differentiated approach Report incidents to line manager If uncomfortable in an exam situation if someone is behaving inappropriately, stop the exam for that person (reference to S&L 1-1 exam) Ground rules including charter Ground rules ideas – tutor led/learner led - Creative ways of doing this Sharing resources better across the county Encourage ground rules agreed and communicated and can be referred back to We do not have the freedom to offend Ground rules Why British Values rather than human values? “Basic manners”