READY Teacher's Guide-April 2026 - Flipbook - Page 17
tools serve as a basis for the Pupil-Teacher Conference.
f.
The Pupil-Teacher Conference
During the first week or two after a unit has been completed, the teacher meets individually with
pupils (this can be done while the class is working in their Workbooks). During the conference, the
teacher discusses the pupil’s progress and together they decide on what can be done to improve
learning. During the meeting, the teacher should, together with the pupil, review work in the Course
Book and Workbook, and ask the pupil specific questions about what s/he is learning in class. Pupils’
self-assessment responses may be related to a general sense of low self-esteem or confidence in
English. The teacher can use the opportunity to provide support and enhance the pupil’s confidence
by pointing out areas in which s/he is doing very well.
g. Rethinking as a Result of Assessment
Much can be learned from the information that is gathered with the assessment tools provided in
this program. Assessment helps summarize the class progress and guide instruction. By looking at
the assessments, the teacher will get a full picture of the can-dos that have been achieved by the
class and those that the majority of the class have not mastered yet. In such a case, reviewing those
objectives would be in order. If the objectives have not yet been achieved, a conscious effort should
be made to re-enter these teaching items systematically in subsequent lessons so that everyone will
acquire them. This will avoid gaps in knowledge later.
In addition to guiding instruction, the assessment tools allow the teacher to monitor each pupil’s
achievements and to identify difficulties. By looking across each pupil’s performance on the
checklists, it is easy to see what the child knows or does well, and what s/he still has not yet
mastered. To help the pupil improve on these objectives, extra help and practice should be
provided.
Finally, the assessment tools provide insight into the pupils’ affective needs and self-concept. If a
pupil’s self-assessments are particularly low or if s/he indicates no enjoyment in participating in class
activities, this should be taken very seriously and addressed. Opportunities for showing the pupil
his/her strengths and providing encouragement and praise should be created by:
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Calling on the pupil when s/he raises his/her hand to volunteer or offer a response.
Praising the pupil for his/her effort, willingness, response, etc. during class activities.
Having a dialogue during the Pupil-Teacher Conference.
h. Recommendations for Report Cards
When writing comments on report cards, the teacher should remember that progress is
individual and therefore not everyone will learn the same things at the same pace, or to the
same degree as others. More important is that the acquisition process is moving forward, and
the pupil develops a positive attitude toward himself as a learner, as well as towards English.
17. Digital Resources and Extramural Projects
a. Information and Communications Technologies (ICT)
Twenty-first century pedagogy demands that pupils are enabled and challenged to use an array
of digital tools in their language learning. Incorporated throughout READY are a variety of online
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