Module 2 - Orientation and Assessment
Orientation
Welcome
When students arrive at the classroom door, it is critical for them to feel welcome and have the sense of a safe learning environment. Adult learners may be vulnerable, self-doubting, and concerned with how others see them—remember, many learners who leave make the decision to do so after the first few meetings. As an instructor, you are one of the first points of contact for the adult learner. A welcoming and positive first experience can increase student comfort levels, reduce anxiety, and fortify their decision to continue with an education.
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“We try not to push. We try to be friendly and nice...and we always have a little conversation. [We’re] all friends here, friends who help friends...We say, ‘How was your weekend...what did you do?’” |
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“No, I was not [comfortable] at first. I was very shy that I didn’t know anything, all the fractions and stuff.” |
Take a moment to consider the implications a positive initial welcome can have on the instruction of adult learners.
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On your worksheet, record your initial thoughts about the need to provide a welcoming environment to new students. If you or your program already have specific processes or procedures to create a welcoming environment for new students, be sure to include a few notes about what you already do. Note any insights or ideas you may have at this point. |
A positive learning environment requires attention to several classroom elements. The classroom itself should be welcoming, a place the student will want to stay for a few hours at a time. Posters, charts, labeled cabinets, plants, etc., all contribute to a comfortable atmosphere. Placing students’ names where they can be seen by those in the class helps create ownership and a sense of belonging. If you have several students or a large class, group students around tables rather than in rows of desks. Your attitude and behavior as an instructor are especially important. Work to foster a cheerful, upbeat atmosphere by modeling supportive behaviors. Be firm, fair, predictable, and let students know you expect them to succeed.
Below is a real-life adult education scenario. While you are reading, consider the feelings of both the instructor and the students. What are the needs of each group? How might they be met?
Real-Life Scenario -- Rhonda’s First Night:
Rhonda is a new adult instructor working with beginning readers. She herself is very nervous about her first evening. She has six students due to attend, almost all of whom are older than she. She has tried to make the class friendly with flowers, several posters showing a diversity of students, and tables arranged in groups. She plans to have them share their reasons for coming to class and a bit of their life situation as the first warm-up activity. Privately, she worries, “What if they don’t respect me? If they don’t like the class, they won’t come back…How can I make this work?”
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On your worksheet, record your thoughts on the feelings and needs of both the instructor and the students. Then record any ideas you have for the instructor. What might she do to calm her worries, gain respect, and meet the needs of her new students? |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. |
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I make it a point to learn students’ names as quickly as possible and then to greet them by name when they walk in the door. I try to remember that just showing up is an important step to success, and to celebrate it each day with a smile just for them.
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Beginning a new class with an icebreaker or a simple mini-lesson that has students working together gets students more comfortable with each other and the learning environment. Students should be allowed to participate as much or as little as they desire.
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I find that hearing from current or former students helps new students feel more comfortable. I think we all like to hear from our peer groups in a new situation, so I invite former students in to talk with my new class or show a short video produced by former classes.
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:
- The instructor is instrumental in creating a welcoming, safe learning environment.
- Adopting a facilitative instructional role --supportive, informative, and positive-- is one simple, inexpensive, and easily implemented way of creating such an atmosphere.
- Instructors should encourage students in a class to talk to and learn about one another, as well as to support one another as another way of creating a safe learning environment.
- Positive relationships with the instructor and with peers in class have been cited by students as key to why they stayed in class and to their success in a literacy program.
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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.
