It Is Important to Identify and Meet the Individual Needs of Learners - Research Paper Example

It is important to identify and meet the individual needs of learners Meeting each student’s individual needs can be a difficult task for educators. However, doing so is essential for the preparation of these learners to become effective and active in their lives. This preparation is a positive diversion from the traditional ‘factory style’ that involves teaching to the test. Progressing towards the more individualistic approach helps in easing the stress both in the learner and also on the teacher in the classroom (Cook et al., 2012). While all learners share a common need for particular structural categories in the classroom, they will require a curriculum, learning management, curriculum cognition, motivation to learn, and the comprehension that, on occasion, individual factors would affect the learning environment. It is within these categories that every learner owes a different level of aptitude and need. Therefore, a move toward the personalized environment leads to these differences being less detrimental and more helpful. Also, it is important that I allow every learner to have an approach to the curriculum from their ability to help them retain the offered material, thereby enhancing their morale and excitement towards learning. This shift also allows for more active engagement to the learners and lets them develop their individual talents (Cook et al., 2012). The classroom then turns into a place for effective learning; that is less boring and less stressful for the learners. This way, every student will acquire the necessary skill to progress ahead in their studies or adapt to changes in their future careers. How own planning meets the individual needs of learners As a teacher, planning is one of the very essential roles as it helps in directing or guiding me in delivering. My planning depends on the various individual needs identified; that prompt me to apply the necessary teaching strategy. This dependency is due to my requirement to ensure that these needs of my students are all properly attended to within my planning. Without this planning, it would be difficult to meet the individual needs of every of my students, and many of them might not follow in line with the curriculum (Cook et al., 2012). Therefore, it may result in dissatisfaction and/or de-motivation to the students and me as the students would feel not well catered for and I may feel I have underperformed in my teaching role as a planner. Also, it is a part of my teaching responsibility to allow the involvement of learners in the planning of assessments. Since learners are not to be subjected to surprise tests, I always involve them in the planning process while giving them chances to make their suggestions. This way, they may not feel put in overwhelming situations. Furthermore, they will have a feeling of a sense of ownership. That way, the planning process can meet every learner’s individual need, by the consideration of different resources that enhance effective and fair test (Denemark, 2011). Ways in which teaching and learning plans can be adapted to meet the individual need of learners It is the responsibility of a teacher that requires me to implement/deliver teaching according to design and plan while including diversity and equality promotion. It is essential for educators to recognize the influence of culture on learning. More so, teachers should ensure that their teaching conforms with the social, cultural frames and contexts while referring to ethnically diverse learners (Denemark, 2011). Following this point, I, therefore, must implement a differentiation strategy to provide a range of various resources and approaches to meet the need of every individual or student group. I am responsible for developing and producing learning and teaching materials fitting a range of purposes, contexts, and target learner audience. For example, while different students have different knowledge and understanding levels, and while I am responsible for catering for their needs, I tend to implement various teaching tools, such as handouts, videos, and visual demonstration as defined in the curriculum. These tools help in promoting diversity, inclusion, and equality while allowing for numeracy, literacy, and language potential for learners. Also, it helps by making it easier for the learners who understand better on watching videos or visuals to get understanding. Why it is important to promote appropriate behavior and respect for others One way of promoting the appropriate behavior for others as a teacher is through defining and recognizing ground rule. Ground-rule in a learning environment is the minimum necessary conditions defined to allow the effective learning in the environment. This rule could be either in the form of teacher or learner imposed, or negotiated (Cook et al., 2012). As it would not always be expected that learners impose ground rules, I am more obliged to set several rule that govern how learner interact or behave in the class. For example, the learners are always to arrive on time in class to ensure timeliness in sessions. Also, the learners are to adhere to the institutional rule and regulations such as safety and health. Every learner is supposed to switch off their mobile phones while inside the classroom or when attending any learning session. Learners are to respect others’ contributions by allowing only one conversation to happen at a time. With these ground rules, an effective learning environment is ensured (Denemark, 2011). Ways to promote equality and value diversity To promote diversity and equality during my delivery sessions, I always ensure that all learners are involved in relevant tasks, rather than putting them in exclusion for any reason. Teachers are responsible for facilitating an effective learning environment that promote ethnic and culture diversity. Thus, students from various ethnic groups can voice their ethnic or cultural expression to enhance content in the learning process (Denemark, 2011). The purpose and types of assessment used in education and training Assessing a learner’s competence is one of the essential roles of a teacher. This role involves assessing what the learner has learned and finding out the mode of teaching and learning that are most appropriate for this learner and how best to motivate them to continue doing better (Panadero and Dochy, 2013). This assessment can be done by using summative and formative assessments. While relating to my field of teaching, formative assessment aims at assisting the learner meet specific performance criteria and be competent. This assessment is a continuous process involving regular learning sessions. It is my responsibility to give constructive feedback to learners on their performance. This feedback motivates the learners, particularly those unsure of their capabilities. Also, am responsible for keeping records of results of the formative assessment as well as updating them accordingly. On more role as a teacher/assessor is following established structure which means that I have to be observed while assessing and giving constructive feedback. In return, I will also be given feedback on my performance and possible ways on how to improve the performance. Some of the approaches to getting feedback on my teaching skills and assessment involve asking my senior colleagues to assess me, getting formal or informal feedback from my learners on how I deliver and how all these can be improved (Reinholz, 2015). Reference List Cook, L., Dover, C., Dickson, M. and Colton, D. (2012). From care plan to concept map: A paradigm shift. Teaching and Learning in Nursing, 7(3), pp.88-92. Denemark, R. (2011). Teaching and Learning about Teaching and Learning. International Studies Review, 13(3), pp.543-545. Panadero, E. and Dochy, F. (2013). Student self-assessment: assessment, learning and empowerment.Assessment & Evaluation in Higher Education, 39(7), pp.895-897. Reinholz, D. (2015). The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education, pp.1-15. Read More