and, “for many, this is what teaching means,” (ibid). However, through my teachings there is a tendency to adopt differing techniques appropriate to the context of the session being taught. Cohen et al (2008: 184) suggests this when he recommends, “that the student teacher takes the opportunity … to try several different styles,” in order for learners characteristics, traits and needs to be matched with the corresponding teaching style (Cohen et al, 2008). Brookfield (1989) as cited in Herrington and Kendall (2006: 186) states that; What has interested me has been to see the real luminaries in adult education struggling to find the one method for teaching adults … use what seems appropriate at the time.
Harmer (2003) states that there is a crucial aspect to consider when planning a session – the learners – their reasons for attending the session, their backgrounds (if applicable), what country do/did they reside in, their age and culture will also influence the learners levels of motivation to attend. Realistically, this information can only be gained by knowing the learners over the initial weeks rather than an interrogation type session in week one of the programme of study (Herrington and Kendall, 2006). It is my perception that; Equality of opportunity is … a basic principle … upon which good teaching, learning and assessment are based (Fawbert, 2003: 7)
and it was observed that my learners had;
access to appropriate educational opportunities regardless of ethnic origin, age, sexual orientation or degree of learning disability or difficulty (ibid)
as highlighted in Box 3.1 on the session planner (see Appendices One). In addition; a group may contain people who are extremely motivated, as well as those who feel they have to some extent been coerced to attend (Fawbert, 2003: 71).
However, I feel extremely fortunate in the motivation level of my learners, with none experiencing coercion from any party and also their ages because although it has been stated that, “it is possible for a learning group to contain members from the age of 16 to 19,” (ibid) my learners age range is not so vast, being only from 32 to 62. Planning for differentiation (see Box 3.1 in Appendices One), “is crucial if the delivered curriculum is to meet … the needs of the learners,” (ibid). Although, when Thaine (1996a) published an article necessitating the need for trainee teachers to plan sessions to develop their skills in that area this idea was attacked, whereby the belief of session planning attributed this to working without the...