Negotiating with Learners

Negotiating with learners, e. g. sign assessment, agreeing goals and actions Initial assessment is the beginning of a instructor/learner relationship, allowing the teacher to identify and discover learners with difficulties and disabilities if the learner is confident to talk about them. By recording this information, plans towards teaching shag be made so each learner feels included and progress in their breeding experience.The information pull up stakes determine the learners starting point the learners may already have skills and fellowship that relate to the subject taken, the teacher can also identify Literacy, Language, Numeracy and ICT that may be applicable. Assessment should not be something that is done to somebody. The learner must be involved and feel part of the process. Lesley Thom (2001 p13) All learners bequeath indirect request to achieve and have something to aim for. Learning goals can be negotiated and agreed.If working towards a qualification the awar ding body or examining board will have a program in which to follow so the teacher will know what to teach and learner knowing what they will learn, from these targets and goals can be negotiated and agreed. Within the teacher/learner relationship, working together graphic goals and targets can be agreed and their progress assessed and enter Overall goals argon long term which is the whole program. With aims and objectives/outcomes are usually established.Specific goals are hornswoggle term which determines changes in the learners skills, knowledge understanding and attitudes. The study process is effective and the goals clear and match the requirements of the learner. Immediate goals break level the specific goals into manageable tasks in the order that they are achieved. Ann Gravells & Susan Simpson (2008) Agreeing targets should be stylishness (Specific, measurable, achievable, realistic, and time bound) www. ifl. co. k Learners should be encouraged to take charge of their goals and learning journey, this enables learners to become independent. When goals are set and assessed they should be recorded, all information that is recorded should be part of a plan-ILP (individual learning plan) Learning targets should be both(prenominal) verbal and written to ensure the learner has understood fully, learners should know their protest strengths and where they can develop improvements to their skills. When setting targets, regular tutorials and review sessions and keeping the ILP up to date with learners.