Principles and Practices of Teaching and Training - Ann Gravells Further Education and Skills

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Some learners like to sit with their friends which might not help them learn from others, or work with others in the group. If you tell your learners from the start that you will move them, for example, when carrying out group activities, they will become used to it. If you suddenly decide half way through a course, they might not take it well. Moving learners around or getting them to work with others can either help or hinder their learning, depending upon the group dynamics and maturity of the learners.

      If possible, arrive early to check the layout of the room, and to prepare any materials and equipment. You might find the room hasn’t been left in a suitable condition by the previous user and you will need time to prepare it.

       Example

       Harry arrived at 9.25 a.m. ready for his session which commenced at 9.30 a.m. He found the room was untidy with rubbish on the floor, three chairs were missing, writing was on the board, and the data projector wasn’t working. He became very anxious as his learners started arriving. He therefore didn’t give a professional impression and was flustered when he commenced the session, missing out some vital information as a result.

      In this example, the previous occupant of the room had not left it in a fit state for the next person. If this occurs regularly, it might be an idea to talk to someone who can influence those using the rooms to leave them in a fit state.

      There may be instances when you have no option but to arrive at the time the session is due to commence. For example, if another group is timetabled in the room prior to your session. When this is the case, you won’t know what state the room will be in. You could ask your learners to wait outside the room for a few minutes until you check it’s acceptable. Alternatively, you could let your learners come in, but tell them you need a few minutes to set up. If this is the case, and depending upon the maturity of your learners, you could ask them to chat among themselves about the topic to be covered.

       Health and safety considerations

      Learners are entitled to learn in a healthy and safe environment. If you see a potential hazard, be proactive and do something about it or report it: don’t wait for an accident to happen. In the UK, under the Health and Safety at Work etc. Act (1974), health and safety is not only the responsibility of your employer, but that of you and your learners too. For example, if a learner sees a trailing cable, they should let you know, so that you can report it. Your learners may need to wear protective clothing or use hazardous substances for some activities; you will, therefore, need to find out what your organisation’s procedures are for these. You might be using electrical equipment which will need checking regularly by an appointed person in your organisation. You will also need to make sure that any floor surfaces are not slippery, that any trailing wires are out of the way, and any equipment your learners will be working with is safe and reliable. If you are teaching a subject that could be dangerous or hazardous, you may need to carry out risk assessments, which should be documented: for example, if you are teaching hairdressing and using chemicals. If safe to do so, you could include your learners in this process, to help them identify any issues or concerns prior to their use.

      You will need to know your organisation’s accident, fire, emergency and first aid procedures. You should inform your learners of these during their first meeting with you. If you have any learners who started after the course commenced, you should always give them this information. You could include it in a handout, or it might already be in a learner handbook or accessible electronically.

      You could have learners who have particular individual needs, such as diabetes. They might need to go somewhere private to take medication. You will need to know who they are, what you need to do, and who you need to contact in case of an emergency.

       Extension activity

       Think about the subject you would like to teach and the environment you will use. What health and safety considerations might there be? Are there any restrictions, perhaps due to age, or regarding the resources and equipment your learners can use? Are there any records or checks you will need to complete beforehand, or anyone you will need to liaise with? If so, find out what you need to do so that you are prepared when necessary.

      People who participate in further education will be of different ages: for example, learners in a school aged 14–16 or in a college aged 16 and above. The modes of attendance will also vary, for example: part time, full time, learning on-the-job, through distance learning or perhaps in a secure environment such as a prison.

       Age ranges

      The age range of the learners you will teach may bring interesting challenges, whether you are teaching in a small or a large group, or training individually on a one-to-one basis (covered in Chapter 5). This section will explore some of the age ranges you might come across such as:

      • 14–16 year olds

      • 16–19 year olds

      • adult learners

      • mixed age ranges.

       14–16 year olds

      The 14–16 age group may still be attending compulsory education and certain regulations, safeguarding and disciplinary procedures will apply. For example, you could be teaching in an academy, public, private or free school, college or other organisation. These might have different requirements to a secondary, grammar or comprehensive school. You might be teaching learners who are in residential care; for example, physically disabled youngsters who are entitled to education, but are not necessarily integrated within mainstream establishments.

      Teaching this age group might bring with it issues that you will have to deal with. For example, challenging behaviour, truancy, peer pressure, negative attitudes, disruption, bullying, and the discreet use of mobile phones. Learners might want to be treated as adults but they are still classed as children. It would be beneficial to set clear boundaries and establish routines so that a climate of respect can exist. You will need patience and understanding, and must treat everyone in the group as an individual, remaining firm but fair to all. To help maintain respect, you might not want to be on first name terms, nor reveal anything too personal about yourself.

      This age range might be used to a style of teaching different to that you might use with adults. For example, they might have been used to working through worksheets, reading handouts, and preparing for tests and exams. They might not have gained the ability to make notes, to practise skills, or to carry out research and present their findings. You will need to find out what they can and can’t do in this respect. Having a structure to your sessions, i.e. starting on time, having frequent changes of activities, recapping points regularly, and finishing on time, might help the attention and participation of your learners.

      You might be teaching within a school environment and have to follow their rules and regulations. Alternatively, the learners might come from a school to your organisation. Sometimes, a different environment may alter their behaviour, i.e. they might act more maturely, or act over confidently and become disruptive in front of their peers.

      Some learners may have learning difficulties; others may come with a support assistant to help them. However, all learners will have something positive to contribute to the session. You will need to ensure your delivery enables everyone to participate in the learning experience, and does not exclude anyone.

      Ensuring your sessions are meaningful, with lots of interesting and practical tasks, will help classroom management. You might be able to relate what you are talking about to your own and your learners’ current and past experiences. Bringing your subject to life with anecdotes, and relating it to current topics, trends, and the work place, should help your learners understand what you are talking about.

      Younger learners often need lots of praise and encouragement, they appreciate you listening to them and supporting them when necessary. Praise should be about behaviours and attitudes, as well as progress and achievements. Many younger learners like to use technology

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