Communication and Learners

Topics: Communication, Learning styles, Education Pages: 14 (4416 words) Published: February 26, 2013
Unit 2 Certificate to teach in the Lifelong Learning Sector

Theory assessment level 4

Within this assignment I intend to research the following four points: * Negotiating with learners (1a)
* Inclusive learning (1b)
* Integrating functional skills (1c)
* Communication (1d)
Much of my research was carried out online and I have included my written research notes and sources. Teacher net (2010) says “Adopting an approach to your teaching which draws on research and evidence should help you in reviewing and developing your practice”. With this in mind I considered Maslow's Hierarchy of Needs motivational model which we often refer to in teaching, although the original model was designed as a business motivational tool.

Maslow claims that needs 1-4 are deficiency motivators and are generally satisfied in order when the previous need is fully or partially satisfied (Businessballs, 2010). If the lower level needs of the model are met then I can begin to help the learner gain the top level and realise their own potential however, in order to help others reach this level I must first achieve this myself, by researching I am furthering my own knowledge and developing myself on an ongoing basis.

1a - Negotiating With Learners – 753 words
Gravells and Simpson state that “Initial assessment of you learner’s skills, knowledge and preferred learning styles should take place before you begin teaching the programme content.” (Gravells & Simpson, 2010, P17). Here they are saying ‘before the program content’, so an initial assessment is valid even if it is at the beginning of the session itself. I do however slightly disagree with the necessity to always know the learners preferred learning style from the outset. If we accept that learners are different then we must accept that we will be teaching learners during each session with differing learning styles, and must therefore accommodate those differing styles. I usually do not get chance to assess my learners for learning styles before a session so I must compensate using a progressive style of assessment, this enables me to adjust my teaching methods and styles to suit and include my learners. It is therefore not so important to know what the learning style of an individual from the initial assessment but, it can assessed as the teaching progresses.

Learners enter the learning environment with varying needs and expectations; it is my responsibility as the teacher/tutor, through processes such as initial assessment, to ensure that the learner is on the correct path/course or at the right level. Failing this then I should be able to help the learner choose a more appropriate path. According to Walklin “It is important to assess all people seeking access to education and training opportunities, the purpose being to help them to plan their future education and training programme. Initial assessment helps the provider and the learner sort out what it is they wish to achieve”, (Walklin, 1993, p.290). The initial assessment is a way of evaluating what the learner will need to achieve the goals set and indeed a way of setting future goals with the learner. I have recently experienced this myself when an experienced teacher found that I was in fact following an unsuitable path, he was then able to change the course I had applied for, to a more suitable and achievable course.

Having an understanding of a learners previous experience is also beneficial to the teacher, I myself train professional drivers who often have many years experience within the industry. Using a short pre-session initial assessment which consists of an informal one to one chat and note taking, and group introductory sessions allows me to make a connection with these more experienced learners, who often feel disgruntled by the process of having to train within an industry they feel they already know. It is important then to be aware that experience will affect learning...
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