Hãy chắc chắn rằng các mục tiêu đàm phán đạt được, không quá dài hạn, có sẵn bằng văn bản cho người học và cho bạn, và có một ngày khi thành tích có thể được dự kiến sẽ. Nếu khoảng thời gian dài là không thể tránh khỏi, giám sát là cần thiết. Hãy xem xét đàm phán một hợp đồng học tập, như mô tả trong Chương 41. | The teacher s toolkit Strategies Make sure the goals negotiated are achievable not too long-term available in writing to the learner and to you and have a date when achievement might be expected. If long timescales are unavoidable monitoring will be necessary. Consider negotiating a learning contract as described in Chapter 41. Action planning This process often occurs immediately after goal setting. The aim of the action plan is to think of concrete activities which will help achieve the learner s goals and so devise ways of closing the gap between where the learner is now and where they want to be. Action plans should be in writing and should be available to you and the learner. But how should activities be decided Strategies As ever with self-directed learning it is best to ask first. The student will be much more committed to their own ideas than to yours and will also develop their action-planning skills. However you may need to negotiate changes to the plan. Action Learners may find it difficult to work alone and there is a danger that bad practice will be consolidated rather than corrected without a teacher to check and correct. If you can remain available to monitor the learner s progress this will help. Alternatively arrange for peers to support each other. The next self-evaluation should include an evaluation of the learner s working methods how did they find working alone What was most difficult about it The teacher as facilitator In self-directed learning the facilitating role of the teacher is crucial and not well understood. Too many teachers simply pass over full responsibility to students who are not yet ready. The role of the teacher is to be ready to help the student towards independence but not to help where there is no need. A useful facilitation strategy for any stage in the cycle is to ask the student first then to use question and answer to lead the student to make good any deficiencies in their suggestions. Only when this fails should you .
