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iour therefore by adopting a positive role model we can instil positive behaviour within our learners.

herefore they key is motivating this group with the same good practice discussed previously in the Behaviour for Learning model (Davies & Garner) and again being aware of behaviour breeding behaviour. Another interesting strategy we discussed was The Cycle of Change whereby change occurs in a cyclical pattern. These are: -

pre-contemplative - not interested in change

contemplative - thinking about change

determination - getting ready for change

action - making changes

maintaining change

lapse or relapse

It is important I feel to consider that my students are often not aware that change cannot happen without going through the initial steps first.

It is possible to argue that to teach people without looking at their needs can be partially successful. On occasions I may be lucky and provide a course that students react well to, or as has been the case often in the past, a certain proportion of students will find my teaching beneficial while another proportion won't. By assessing learners' needs the element of chance is lessened and a certain acceptance of responsibility is levied at me, providing a more balanced relationship between student and tutor. As Petty explains 'If the needs of our learners are discovered and met, the chances of success are greatly increased' (2004, p496).

Another consideration in the consideration of both learning styles and teaching strategies is the motivation and/or 'baggage' that many learners, particularly on Skill Build programme may have. Each of us is motivated by needs. Our most basic needs are inborn, having evolved over tens of thousands of years. Maslow's Hierarchy of Needs helps to explain how these needs motivate us all. He states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself. Only when the lower order needs of physical and emotional well-being are satisfied are we concerned with the higher order needs of influence and personal development. Conversely, if the things that satisfy our lower order needs are swept away, we are no longer concerned about the maintenance of our higher order needs.

According to Kolb (1984, p38) 'Learning is the process whereby knowledge is created through the transformation of experience'. The theory presents a way of structuring and sequencing the curriculum and indicates, in particular how a session, or a whole course, may be taught to improve student learning. It suggests that learning is cyclical, involving four stages, sometimes referred to as sensing/feeling, watching/reflecting, thinking, and doing. An important feature of the theory is that the different stages are associated with distinct learning styles. Individuals differ in their preferred learning styles and recognizing this is the first stage in raising students' awareness of the alternative approaches possible and helping them to become more.

By the use of a variety of different teaching techniques it becomes possible to engage the majority of students. The problem with the teaching of IT subjects is