'Negotiating with Learners\r'

'Negotiating with scholars, e. g. initial assessment, agreeing goals and actions sign assessment is the beginning of a teacher/ scholarly person relationship, allowing the teacher to chance on and discover learners with difficulties and disabilities if the learner is assured to talk about them. By recording this information, plans towards teach wad be made so every learner feels included and progress in their reading experience.The information will de stipulationine the learners starting phase; the learners may already take for skills and knowledge that mend to the subject taken, the teacher bottomland 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 mingled and feel part of the process. Lesley Thom (2001 p13) All learners will motive to achieve and have something to aim for. encyclopedism goals can be negotiated and agreed.If working towards a qualification the a ccolade 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. in spite of appearance the teacher/learner relationship, working together veridical goals and targets can be agreed and their progress assessed and preserve: Overall goals ar long term which is the strong program. With aims and objectives/outcomes are usually established.Specific goals are short term which determines changes in the learner’s skills, knowledge grounds and attitudes. The learning process is effective and the goals clear and daystar the requirements of the learner. Immediate goals break down the specific goals into docile tasks in the order that they are achieved. Ann Gravells & Susan Simpson (2008) Agreeing targets should be SMART (Specific, measurable, achievable, realistic, and time bound) www. ifl. co. k Learners should be encourage to ta ke charge of their goals and learning journey, this enables learners to become independent. When goals are set and assessed they should be enter, all information that is recorded should be part of a plan-ILP (individual learning plan) Learning targets should be both verbal and written to tell the learner has understood fully, learners should know their own strengths and where they can develop improvements to their skills. When setting targets, regular tutorials and review sessions and guardianship the ILP up to date with learners.\r\n'