Module 2 - Orientation and Assessment
Orientation
Program Procedures
Common to almost all orientations is a review of information about the physical location, rules and procedures, schedules, and answers to common questions. In a new setting, we may be uncomfortable until we know a bit about where to find things and what will be expected of us. It is important for instructors in adult programs to deliver this valuable information during the first few instructional sessions.
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“They took us on a tour of the building – and that’s good because I always get lost in new places. It’s one of the reasons I don’t go anywhere new, much.” |
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“We used to just hand them a sheet with the program rules, along with a bunch of other stuff, when they came to the first day of class. We found they weren’t reading it – some couldn’t read it – so we take time now to go over them as a group.” |
Take a moment to consider the importance of reviewing program rules and procedures in instruction for adult learners.
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On your worksheet, record your initial thoughts about the review of program rules and procedures with students. |
Be sure to discuss the general policies and expectations of the program and the consequences of noncompliance. Be consistent in seeing that the expectations are met.
Click here for a sample list of the types of policies and expectations that may need to be covered. | [?] |
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Policies on smoking, drinking, drugs, and sexual harassment.
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Regulations specific to your site, such as parking or use of the computer lab.
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Classroom behavior regarding attendance, children in the classroom, dress codes, and food and drink in the classroom or computer lab.
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Issues with electronics - cell phones, music players, etc.
Attaining a GED is a common goal for many adult learners. Information on different subject tests, the length of the tests, the location of testing centers, the cost of the test, the requirements for test registration, and the estimated length of time to get the test results from your state’s education agency could be included in the orientation.
Listed below is a real-life adult education scenario. While you are reading, consider the feelings and needs of the students. Consider the instructor’s ideas for solving her problem. Will her plan meet their needs?
Real-Life Scenario - Cedric's New Idea:
Cedric is frustrated. He thinks he spends a lot of time repeating the program’s procedures and rules and answering the same questions about the GED to individual students. He decides that, as a part of his writing instruction, he will have his class design an “orientation to the program” session for his incoming students and develop a handbook making explicit the expectations of the program. He knows he will need to include the basic information about GED tests and testing procedures himself, but the experiences of his current students will be important in deciding what concerns new students might have. Cedric hopes that as the adults now in his class develop and write down this information, the process will also help to reinforce class expectations for them.
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On your worksheet, record your thoughts on the feelings and needs of both the students and the instructor. |
| Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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Walk new students around program facilities, using this time as an opportunity to chat informally, encouraging them to ask questions, laugh, and generally get to know one another.
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Be sure to include important details such as the location of the meeting room or classroom, where the bathroom is, names of the teachers, how to get help if it is needed, telephone numbers, emergencies, what to do in case of fire, etc., Q&A period, [in general] what to expect.
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Have a plan for how program information will be conveyed to new students entering the classroom throughout the year. Consider creating student mentors to review the rules and procedures and “show them the ropes.” Have a checklist for these mentors.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Any orientation to adult literacy programs should include information on the physical environment, program expectations and procedures, and classroom-specific policies and procedures.
- Review of all information should be accomplished in a non-threatening, friendly manner, designed to make students feel more comfortable in their surroundings.
- It is very important that adult learners be made aware of support services available via the program, community, or local human services agencies (e.g., child care, transportation, health care, employment) that may assist in overcoming barriers to learning.
- Be sure to include information about specific learning support services offered by the program - the different types of classes, computer training, writing or math clinics, support groups, student leadership teams, tutors, web sites or discussion lists, etc.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
