Illustrating clearlyfrom Constructivist theory, it is maintained that learners should be in aposition to utilise language and communication to create links between what arealready learnt and whichever new experiences and concepts that may be encounteredafterwards. (Bennet and Dunne in Moon and Mayes, 1994: 54). In theserespect, my role is to construct frameworks for the students mental reasoning,a cognitive ascending-structure, which will be built by learners with myassistance.

Conversation between learners and the teachers help build thesescaffolds and discovery. In the absence of such a communicative framework, learningmay lead nowhere. (Bennet and Dunne in Moon and Mayes, 1994: 54).  In view of thematurity of the students, I tried to assume a strong responsibility as torecognize the uniqueness of every of the learners before group assignment are considered.

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 Of course, itmight take some time to individualise this type of observation, it can however bedone by means of closer scrutiny of the learners’ work, specified questioningand observation of social behaviour. (Bennet and Dunne in Moon and Mayes, 1994:54). In the firstinstance, I take lots of time to evaluate a suitable level for tasks or activitiesand thus make sure that they are as precise as possible with the view to guaranteethe development of learning. At the level therefore, the “Zone of ProximalDevelopment” will become important(Lev Vygotsky). Vygotsky held that, best form of learning takes effect whenthe leaners are required to improve the skills, which are somewhat over andabove their understanding.  In other words,without appropriately analysing the abilities of learners, my inferences on anylearner may not be as accurate as they could have been.

(Bennet and Dunne inMoon and Mayes, 1994: 54).  As soon I take decisionsin relation to content, I can then present the tasks to learners. Thispresentation is done in a way that shows my students on how the work of thatlesson fits into what they have been previously doing, and what they will go onto next. 


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