Module 5 - Adult Literacy Classroom
Instructional Design
Working with Volunteers
In some adult education programs, all instructors are volunteers, unpaid and perhaps with little education background. In others, a state-certified or otherwise-experienced educator is hired to design and guide instruction for adult literacy learners. In either case, instructors may think of instruction as something done while working alone; yet they feel they need for more time to meet all students’ needs adequately. Thus many programs work to provide additional instructional assistance in the form of classroom volunteers. Like our adult learners, these volunteers often come from all walks of life, with widely varying backgrounds and reasons for wanting to work with adult literacy learners. If volunteers are available, instructors must plan for them as a part of instructional design for their learners.
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“I use volunteers in all of my classes. Some of them are retired teachers - I have one who is a retired West Point person. That way we can individualize – we do work as a whole class, ‘cause that is one of the strategies - to be connected as a group. Then you divide and try to individualize and meet their needs. Volunteers are a good way to do that.” |
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“Randall [volunteer] is great! When he’s in class I know I can go to him to get additional help – he’s patient and kind. Ms. _____ [teacher] is great too – but she has her hands full with all of us. [Having] Randall there helps a lot.” |
Take a moment to consider the pros and cons of using volunteers and the implications for instruction of adult literacy learners.
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On your worksheet, record your initial thoughts on volunteers as a resource for adult literacy instruction. |
Volunteers choose whether or not to volunteer. Thus, just like adult literacy learners, they need to feel welcome and comfortable in the classroom. They should receive an introduction to the procedures and processes of the program and classroom, as well as some training in adult learner characteristics and instruction. Some or all of these initial tasks may fall to the instructor. Tools such as this course are available online to assist instructors and volunteers in this situation – see For Further Study to the right. Instructors have their own styles in working with volunteers, as well as their own ideas about what would be most beneficial to student learning. Volunteers, in turn, come to adult education with differing expectations and strengths. Thus, sometimes, areas where you most need assistance are areas where the volunteer simply cannot or will not assist. Instructors should take time to plan instruction to take advantage of this resource.
Listed below is a real-life adult education scenario. While you are reading, consider the strengths and needs of the volunteers in the class. How has the instructor attempted to use these strengths? How do the learners benefit?
Real-Life Scenario – Robert’s Volunteer Tutors:
Robert has two regular volunteers who assist him in supporting his learners in math. One, Walter, has been a volunteer for a long time and is very familiar with the materials and methods for instructing adult learners. Walter takes a small group, all needing to learn a specific math topic, out of the class to another room for the math hour. He reports back to Robert on how the lesson went and what might next be needed. The other, Maritza, is a relatively new volunteer, who is still slightly uncomfortable working with groups of students. She remains in the class and assists those who are working independently. Robert checks in with Maritza at the beginning of each class, making suggestions as to who might most need assistance that hour. Robert then moves about the room, checking in on students’ independent math work, and providing one-on-one instruction himself on an as-needed basis.
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On your worksheet, record your thoughts on the strengths and needs of the classroom volunteers. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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I had never worked with volunteers before – I didn’t have any ‘management’ experience and I found them intimidating. Luckily I inherited folks who had been volunteering for years and were comfortable in a number of classroom roles. They were a great help to me starting out – making suggestions, and handling some small groups until I could get the instruction all organized in my head. Now I consult with my volunteers like fellow instructors – because that’s what they are. We’re all here to help the students…
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Sometimes volunteers don’t have a clear picture of the adult literacy learner. They may not have an educational background and may use techniques or approaches that alienate learners or increase frustration. It is very important that volunteers receive information and training on adult learners. Our program started a two-evening volunteer training once a month. It made a big difference!
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I’ve never had a classroom volunteer, but our program encourages students to volunteer to do administrative support-type tasks in the main office. I find it is important to give clear, explicit instructions. Don’t assume they will know you want something copied two-sided, or information alphabetized – list it clearly. Especially since they like to work hard – if your instructions aren’t clear, all their work may be wasted!
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 literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Volunteers, or extra assistance with instruction, may be available to an adult literacy instructor.
- Instructors should be aware that, like adult learners, these assistants are voluntary and have differing strengths and expectations of the learning situation.
- Instructors may need to assist volunteers to become familiar with adult literacy learner characteristics and appropriate approaches and strategies for instruction.
- Adult literacy instructors working with any volunteers should get to know them, discuss with them the learning situation, and work to match them with tasks and students that will enhance learning and success.
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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.
