3.1 Discussing and defining a code suitable for female learner relationships

As Hopkins (2017) states, a code of conduct is “a formal statement that includes values and principles practiced by a business, corporation or organization.” A well-written code of conduct for learners should be simple and cover basic expectations that each learner should meet, and it can also include those expectations that the learners have for the educator. This is a great way to establish a starting point in the communication of the whole group, setting the basis for further interactions. This code of conduct can and should be evaluated after some time in the learning process, in order to see if there is any change that needs to be done according to the situation and the needs of the learners (Meador, 2020).

This type of document can also include, apart from what is expected from learners and educators, those actions and behaviours that will not be tolerated in the learning environment. Thus, behaviours such as offensive remarks may be banned, and disciplinary measures can also be defined, in order to give learners an insight of what they can expect from the educator if they suffer any of the offensive behaviours stated in the document. The language used in the code of conduct should be easy, concise and simple, so everyone can understand the principles stated therein (Hopkins, 2017). By engaging in this process, learners will strengthen their feeling of belonging to a group, and they will start to build the trust and communication with the educator.

3.2  Employ a communication style that is open, flexible and confident, and treat learners in a friendly manner

According to Newton (2011), there are five communication styles that an educator can adopt when talking to the group; and depending on which one the educator chooses to put into practice, the results will be different. The five communication styles are:

●  Aggressive: if the educator chooses to use this type of communication, the learners will feel threatened and discouraged, as the educator will make them feel that their own needs are more important than those of the learners. It is completely ineffective, as the content gets lost in the process of communication, as learners will be too busy trying to react to the way in which the message is being communicated to understand the information shared.

●  Passive-aggressive: although it’s more subtle than the previous one, a passive-aggressive educator is, again, completely inefficient. The educator who chooses to communicate in this manner will express their feelings and opinions by subtly undermining the person to which they are talking to, which will lead to the discouragement of the learners, who will feel as being punished for not reaching their goals, instead of being motivated to do so.

●  Submissive: this style is about pleasing others in order to avoid conflict. Although it could seem like a good choice, the educator who puts in practice this kind of communication would lose all the power the role provides, and learners may feel somehow lost in the process, without a leading figure to guide them through.

●  Manipulative: manipulative communicators are skilled at influencing or controlling others to their own advantage. Thus, an educator that uses this type of communication will be seen by the learners as someone to not be trusted, with hidden intentions behind that may affect them negatively.

●  Assertive: this is the most effective style of communication, as the educator is able to give orders and be confident in their speech, without undermining the learners nor making them feel discouraged in their process.

Thus, an educator should always choose an assertive communication style with their learners, which also includes an open body posture, being relaxed, maintaining eye contact with the learners without being too invasive, and a medium pitch when talking (Newton, 2011). When approached this way, learners will feel confident in the person, and they will be able to develop a trust sentiment that will bond them to the educator, facilitating the learning process. This type of communication style will also help learners feel closer to the adult educator, which will open doors for a friendly relationship, always with respect for each other. This closeness can be very beneficial to the progress of the learners.

Picture was taken from Istock. (2021)