“Don't come back, management is a shitting cunt. Aye this horse is all up on example, reward has been removed, they showed behaviour and sanctions in discrimination and my placement reward had to be this due to my own new chair from Participation and for them to refer to their inclusion bastards! Opinions about rug sense of action to remove learners with teeth. Your rectum chair, my placement material these things need praise. The most important thing being that a lot of them won't stop my inclusion.” Said Worker Drone U-56 to his uninterested colleges.
“Is Eyebrow issuing any forms about taking something to show? As it should stick a slop with you and barriers of rewards are acknowledged.” Replied Worker Drone U-59 who did not seem to care about their predicament.
“It gives an achievement and creates procedures when shown; it is back to the shit learning or certificates policies and reading. These are my thoughts, experiences within an eyelid you fuck. No reward and that eliminates screwdrivers in ideas you filthy such and such and stickers using verbal promotes equality.” Said Work Drone U-56 bitterly.
“Why did you go a bit cockney at the end there?” Asked A passing Fly Boss.
Work Drone U-56 ignored this.
“For example, if a person is acting according to congruent sex roles and rate of development.”
“Is that the sequence of development such as how many months or years it takes each person?” Asked Worked Drone U-59 becoming ever more entranced by the speech that could make or break his people, U-56 continued.
“Our children develop at earlier stages than others, the way they look and popularity with peers such as a floor or chair. Children at this age begin to down out on their legs when their feet are on a firm surface. When Learners start to go through puberty, their bodies begin to in. People they have a lot of social interaction with others. Also the time or the speed in which development happens is important as they form strong relationships with the sequence of development and the rate of development is developed.”
“They grow body hair?”Asked the Fly Boss.
“At these ages they come?” Asked U-57 who had perked up his ear to the convocation
“Example?” Asked Work Drone U-59.
“Walking and talking.” Replied U-56 Unfazed by their questions, he looked at the Fly Boss and spat at his long eggshell blue feet in disgust.
“During periods of people’s feelings. People at this age tend to have a lot of important things to understand. The difference between people and Learners is they can accept their feelings and have respects for others playing games which are age appropriate.”
Another Work Drone digging bellow the others started to ramble.
“My daughter improved a lot since she started school, hungry or tired they will try. Short term plans allow me to do differently. As well as providing learning support practitioners. The Learner he struggles and does not do intrapersonal learning.
“You were to put this learner with support strategy being able to will help to build them with support strategies.”U-56 shouted down to the pit.
“Will they encourage, help and encourage?” The unknown voice shouted back.
“This could be a vital for carrying out relevant risk gradual participation and also their learning. You can become uninterested in her English. Have they always put their hand up?” Asked U-56, but he did not wait for an answer.
“Evaluating and feeding examples, if a Learner is praised for the sequence of development and there is a group of people willing to participate in the delivery of learning from those Learners, it may help. To read over them, this real sequence of development is the confidence.
“Has Sen heard?” Asked U-59, fear racing through his eyes like dark clouds of void.
“With a person it’s good as a prompt to remind the learner into its place by not seating them in order. They do this, do not push them to complete.”
“Those steps being in themselves?” Asked a wandering Worker Drone who was now seated at U-56’s feet.
“Even after carrying money, working, digging. Planning to us is not available or developed.” Said U-56, he could fell the gaze of the Fly Boss it was like a tongue on skin.
“It is a learning support” Said U-56
“And what should have been done?” Asked U-59
“Objectives set, highlights for the good points about what their strategies are.” Replied U-56
“Her first planning for the time, how long is the lesson with the rest of the abilities in learners?” Shouted out the unknown voice.
“It can affect differentiation, we’re adaptable so it needs extra support or needs the learn form.” Replied U-56, the Fly Boss was looking angry as it marched forward, its spanner limbs grasping at all around it.
“You’re example? When? Spoken as example? If the Planning Feedback heard about the planning process you could be developed. Aye walking or talking, it encourages hold up socks Mighty Cunt is here. As these things go you can remind the learners, they may not understand, to them you are us and using this works well together.”
“If one legislation is another way of help.” Replied U-56 ever more confident in himself.
“To measure their own progress will be difficult, their talking to the learners as paper cups holding dreams.” Said U-56 this statement was followed by a soft round of applause.
“Learners by model correct us and how long the people will have. Other things, the difference between the information required for help to engaging what they feel.” Said the Fly Boss as he swept back his ink black tentacle hair.
“Another side to this may affect the learning process, he can sit alone he’d be appropriate for that.” Said U-56, the gathering crowd of Work Drone laughed aloud without fear.
“The learning activity was too easy for your understanding, if you notice the learning activities have support and does the work! Practitioners may contribute with work as well!” Cried the Fly Boss in horror.
“Identify and obtain the group or 1:1 with a feeding will! Feel valued! There are activities included! People won’t stand for this drug organisation! Relationships help sometimes, expect certain social expectations!” U-56 shouted from beneath a roar of support.
“And carry out back any problems, all relevant health and safety is not health and safety, they do not know how. You can ask a supporting learner, as it questions and checks!”The Roar over powered U-56 and all were clapping and stomping. The Fly Boss was trampled. The unknown pit voice rose up and spat on the dying Fly Boss.
“Every time she learns a new word of language and vocabulary, a modify or adapt activities, all the better. Ages and Learners are slower; they are more together if you know they don’t adapt, if some may find Learners, be kinaesthetic child. Develop as the same being.
“Enthusiastic.” Muttered the Fly Boss as it faded from the world. U-56 patted the now known voice on the shoulder.
“Being able is a vital part of falling behind. Also feedback in a big group.” Said U-56 with a smile on his face, they marched arm in arm up through the tunnel with the rest of the Work Drones. The Known Voice laughed.
“Often a child’s term.”
“I would ensure the planning of activities, to the Learners it is often disruptive in general, you can support or at least ensure there is extra work at home.”Said U-56 desperately.
“If their example does not read?”Said The Voice in a sullen tone.
“All the learners’ needs were met. I think my contribution to the review of the learning outcomes gives earlier stages than others.”Said U-56 now thinking it had all been for nothing.
“For that to focus on the learners, meaning they enjoy questions, ask others and carry that out to the utmost. Certain support strategies may not be provided. This ensures that questions are asked correctly and making sure that they have been set. ‘S’ has given one learner questions about what the lesson is. For example if a strategy is prompting shy, prompt them. For one girl in the year it takes each learner two in the correct order. While the rate original plan doesn’t work out, the learning process has a personal enough resource to go around. Said the Voice.
“Is it important to understand the meaning?”Asked U-56 realising the task ahead was much great than he had first anticipated.
“It helps to know what styles of learning to use by providing autism, part of the Learners condition is working alongside us.”
“And given responsibility of two?” Interrupted U-56
“Do not feel overwhelmed, the learner is a fast worker, you’ll need others, you need to sit them apart working alone, it may mean using speed. Development members direct the work in a simpler form than extra support to the group. Or develop the rate without being worried about being different.”
“Which include?” Said U-56 before the Voice could finish. The Voice stopped in his tracks and sat on a nearby dirt hill, he mopped his brow.
“When the practitioner is making sure the activity is told to them at the start, not using slang words when talking, using behaviour issues, future learning activities. Also during periods of transition use the first language.” Said the Voice, he put his hand out to shake on the arrangement but U-56 did not agree, all this work all this effort and he was left with no reward.
“In my placement send large groups of young people.” He told the Voice but the Voice just chuckled and carried on.
“Use picture cards it helps to translate or you’re working with a laughing shout gun. Never give them money, run to make the learning activity computers tell you they cannot do it as the Support will miss their main focus.” U-56 interrupted once more.
“Strategies such as managing may not speak as if they are interactive white boards.
“The difference between the sequence of soul?” Replied the Voice still calm yet sweaty.
“Enough to share. They won’t work well together.” Said U-56 as he started to walk away.
“If the rate of development…” Said the voice.
“It does not work.” Said U-56as here-joined the group.
“Dancing and singing and learn happens, many months to them they may fall behind in a number of developments.” sighed the Voice. U-59 leaped from behind the dirt hill carrying the body of the Fly Boss.
“Time or the preparing is not deemed important, support practitioner feedback to contribute to planning and planning and preparing of learning is?” He said and dropped the body in front of the Voice.
“If that is what you know, doing this will task and distracts the others. Together this can be done a little quicker. The learning appropriate helps the rate of contributing to the delivery. They are able to focus on questions specifically towards effect of positive relationships through physical activity” Said the Voice
“Walking and talking. Which causes a distraction.” Replied the Voice
“If the development is not the needs of the learners as a starting point I will suggest ideas for the group.” Said U-59 shaking with anticipation.
“Success against the learners rate of development needs extra help. The learners feel challenged; this will help to rate and develop.” The Voice Smiled atU-59 and removed a small scrap of paper fromits pocket.
“You are being asked and not over looked. Take it home and learn it, by using long term, medium term and choose which words to say.” The Voice handed U-59 the scrap of paper and stood up and marched back towards his pit.
“Back to the example this is that, that is this. Support reluctant learners ask a learner to meet points made by time in order to encourage and provide resources.” Said the Voice as he once again became unknown.
“May?” Asked U-59.
“She asked for it to be in steps that are expected.” Said the Voice, it slowly began to sob.
“Offer certain support in the activity, if they have needs that need to be improved make sure the learner is listening.” Said U-59 as he ran off to re-join the crowd.