T3AET3-1
Table of Contents
Case Study
Nadeem is a learner who has English as an additional language, but who also has a slight stutter. He lacks confidence but would really like to do well and go on to become a teacher, so he has asked his training provider for more individual sessions, rather than group ones. His tutor has been happy to support him in this way and has organised some meeting times with him. After four sessions the tutor suggests that Nadeem have a reflective one-to-one to discuss how he feels he is progressing and what his development needs might be. Nadeem comments that it feels strange to say what is wrong with what he is doing. He appears to be looking at a reflective session as a criticism of his work and progress, rather than an opportunity to see what he has done well and find ways to get even better.
- How can the tutor support Nadeem to see reflection and evaluation as positive?
- How might she be able to help him gain confidence?
- Is it the right decision to have individual lessons rather than mix with his peer group if he is lacking confidence and wants to be a teacher?
It is rare that there is just one way to respond to a scenario or situation, so do not consider that the response you have chosen to this scenario will be judged as right or wrong. Share your scenario with a work colleague and ask them to tell you if they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your tutor.