In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.8 |
challenge and inspire learners. |
Success in adult literacy, numeracy and ESOL provision in the context of
offenders on community supervision means teachers...
| 2.8.1 |
ensure that they manage appropriately learners who are demotivated or
challenging, so that learners can progress in their literacy, numeracy
and ESOL learning. |
| 2.8.2 |
ensure that they liaise effectively with relevant probation staff about
learners who are demotivated or challenging. |
| 2.8.3 |
ensure that demotivated or challenging offenders receive appropriate
support so that they can make progress in literacy, numeracy and ESOL. |
| 2.8.4 |
are able to communicate effectively to learners about the importance
of improving their literacy, numeracy and ESOL skills. |
| 2.8.5 |
use a range of teaching methods and innovative strategies including,
where appropriate, incentives to motivate learners. |
| 2.8.6 |
have high expectations of what offenders on community supervision can
achieve, even in a short period of time, and reflect this in lesson planning,
teaching and support. |
'Checkpoint 2.8' in other guides:
