Learner's needs assessment
To analyse needs of my pupils I would set a long term and short-term goals because something is possible to identify very soon, and something requires longer observation or patience, and something needs to be repeated. Even though I consider this work mainly as intuitive, but there are some procedures I can stick on. At first, I try to find out preferences of the class as such. If it is a lively class that is open to playing games, singing songs. Pupils are tolerant to each other and cooperate or other way round. The beginning of the course will be in the name of getting to know each other. What pupils like or don’t like, how are they, level of English – grammar, pronunciation, listening skills, interaction - what is their attitude to English.
My task at the beginning of the course is also to find out the level of English of my pupils. I can use some diagnostic test - it could be the final test of the previous course book. I will ask many questions at the beginning and observe the reactions and ability to communicate in English. By doing exercises I could see if they are students who need extra work or those who will need more time or shorter exercises to be successful.
During the year pupils will create sets of projects where they will display personal things. It will help me to get to know them better. For the same reasons I will hold conversations with them. I will also find out how much they are engaged with English in their free time – listening, reading, watching or learning. I would also ask pupils about feedback. They could write what they like and what would change in the English classes.
The course will give me a lot of occasions to observe them in teamwork – pairs, groups. Changing activities help me to recognize learner’s types in my class – auditory, kinaesthetic or visual learners. In the course of playing games, role plays, drama activities I will gather information about pupils.
Pupils with special needs will have documentation by a school counsellor. I will read through the recommendations and during the work with pupils I will find out what works for them and what not. Very often there is suggested to test pupils orally, my experience is that it stresses pupils even more. However, for some it is good for some I find beneficial to combine – first test the knowledge written and then orally – count them together not separately.
It is also necessary to find out who needs adjustment and how. Observing, discussing with pupils and reading the recommendations will help me to decide what will be suitable – more time, gab filling, choosing the right answer, a shorter version. Some pupils will probably need printed notes, some will need more attention and checking if they understand or if they have everything or if they pay attention.