What is Teaching in the Lifelong Learning Sector?

Ann Gravells

• Publisher: Learning Matters
• Year: 2012
• Print ISBN: 9780857257291, 9780857258564
• eBook ISBN: 9780857257307
• Edition: 1
• Topic: Education
• Subtopic: Adult Education

This is a handbook for anyone considering a career in teaching adults. It offers an essential introduction to what it is like to teach in the sector. It considers the diversity of contexts, settings and students, covering all you need to know. It reviews the role of the teacher and offers advice on choosing what to teach and how to become qualified. Whether you are a skilled tradesperson, have specialist knowledge in a particular subject or are simply enthusiastic about working with adults in an education role, this is your essential guide.
*An easy-to-read and accessible guide
*Considers a diverse range of contexts, settings and students
*Written for anyone considering, approaching or beginning teaching adults
Please note: The qualifications and standards mentioned in the book have since been updated.

1	THE LIFELONG LEARNING SECTOR

Introduction

In this chapter you will learn about:

• the Lifelong Learning Sector
• teaching and learning environments
• the role of external bodies

The Lifelong Learning Sector

If you are considering becoming a teacher, this could be because you are contemplating a change of career, or feel you have valuable skills and knowledge that you would like to pass on to others. Alternatively, you might be a specialist within your own organisation and train people on the job. Teaching doesn’t only happen in schools and colleges, it can take place anywhere, for example, in community centres, prisons and the armed forces. It can also occur in the workplace with apprentices and new or existing staff. You might have shown friends, family and colleagues how to do things and feel you have the ability and skills to be a good teacher, but are not sure yet if you want to take this any further. Perhaps you might currently be teaching but have never been trained how to do it properly. Your own teaching might therefore have been based on how you were originally taught. However, people learn in different ways, some prefer theory and some prefer practice. There are lots of different ways of teaching a subject to help individuals learn. Taking a teacher training qualification will help you to pass on your skills and knowledge to others in a professional and effective way. There are different teaching qualifications which will depend upon the type of teaching role you will have; these are explained in Chapter 2.

Sue Crowley of the Institute for Learning stated:

Often new teachers teach as they were taught, then perhaps as they would like to have been taught, and finally they realise different people learn in different ways and a wider spectrum of teaching and learning approaches are needed and available.

(Centres for excellence in teacher training, 2009: 8)

The Lifelong Learning Sector (LLS) includes teaching and training which can occur in any organisation in the private, public and voluntary sectors. You might be surprised to know that in most instances you do not need to be a qualified or experienced teacher when you start, and you can teach part-time, for example, evening classes, while still working in your current profession. Indeed, it is good practice to maintain your currency of practice in the subject you will teach. What you will need is knowledge of your subject, and passion, enthusiasm and a dedication to helping others learn. There might be particular requirements to teach your subject; for example, if you want to teach welding you might need to be a qualified or experienced welder. You should also have good reading and writing skills and be prepared to use a computer. You can then commence a relevant teaching qualification and learn while you teach.

Teaching can in effect take place any time and anywhere. If someone needs to learn something, then someone else has to teach them to do it. It doesn’t always have to lead to a formal qualification at the end of the learning process.

Example

Marie has always been keen on gardening and has worked part-time in a garden centre for the past six years. She feels she has the skills and ability to pass on her knowledge and experience to others. After approaching the local college, she is offered the chance to teach one evening a week. The class does not lead to a qualification, it is a programme aimed at amateur gardeners. The college has asked Marie to enroll on a Preparing to Teach programme to help her plan and manage her sessions.

Teaching is all about helping someone reach their full potential, wherever it might take place. If you choose to teach in the Lifelong Learning Sector, you will have the opportunity to help make a difference to someone’s life and career. Teaching can be very rewarding; however, it can also be very demanding. Depending upon where and what you will teach, you might not need to be qualified in your particular subject, but be able to demonstrate appropriate experience and knowledge at a particular level. However, legislation usually requires all new teachers to be working towards an appropriate teaching qualification if they are teaching in further education or on government-funded programmes in England, for example, apprenticeships.

When you start teaching, it could be that you are able to use materials and resources which have been created by someone else. This would be a good start as you will have something to begin with. However, you might need to design all your own materials and handouts. Although this can be very time-consuming it means you are knowledgeable regarding the content of anything you have created. The teaching role involves not only the time you are with your students, but also the preparation time beforehand and the paperwork and marking afterwards.

John Hayes MP, Minister of State for Further Education, Skills and Lifelong Learning stated:

Opportunities for adults to gain new learning and skills throughout life are the portents of progress and the positive engagement of people with their communities. They are necessary for flexible, innovative and competitive businesses and the jobs they create. They are preconditions of personal growth and social mobility. They are guarantors of the values upon which our democracy is founded.

Working together, colleges, training providers, employers, voluntary organisations and community groups can make an enormous contribution to restoring this country.

(New Challenges, New Chances, 2011: 4)

You can help adult students gain the learning and skills they need to improve their chances both personally and professionally. Teaching isn’t just about delivering formally to groups in a classroom; it can take place in many different environments such as the workplace, outdoors or online via the internet. It can also take place at any time, for example during the day, evenings and/or at weekends.

Examples of organisations in the Lifelong Learning Sector include:

• adult education centres
• colleges including specialist and sixth form colleges
• community centres
• companies and organisations
• emergency services
• government-funded training centres
• immigration and detention centres
• prisons and offender centres
• private training organisations
• public services
• probation trusts
• uniformed and armed services
• voluntary organisations

Different organisations will have different expectations of their teachers. For example, if you teach in a college you might have a contract, along with a job description for your teaching role. If you teach in the workplace, you might be training colleagues and, although it might be part of your contract, you might not have a job description which outlines your teaching commitment.

You have probably shown someone how to do something, or explained something to them at some point in your life. If they were able to carry out the task and remember what you told them, then you were successful at teaching them. However, teachers need a lot of patience, and may face many challenges with particular students throughout their career.

Activity

Consider what type of organisation you would like to teach in; for example, a college or private training organisation. If possible, contact those local to you to find out what experience and qualifications you would need to teach. Perhaps you have a lot of experience at work and could train others on the job rather than leaving your current role. If so, find out how you could do this.

Types of student

Students in the Lifelong Learning Sector are aged 14 and above, for example, school groups aged 14–16, college groups aged 16–19 or groups of mixed ages. Each age group will bring with it particular challenges, whether you are teaching a small or large group, or individually on a one-to-one basis. For example, teaching a group of 30 students aged 16–19 in a college would be more challenging than teaching a mature adult individually in the workplace.

14–16 age range

The 14–16 age group are still attending compulsory education. This may bring with it issues that you will have to deal with such as challenging behaviour, truancy, peer pressure, negative attitudes, disruption and bullying. This group will want to be treated as adults but they are still children. You will need to set clear boundaries and establish routines so that a climate of respect and organisation 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, it’s best not to be on first-name terms, nor to reveal anything personal about yourself.

If you are teaching this age group, you may need to modify the delivery style and methods you would normally use with adults. You might be teaching within the school environment and have to follow their rules and regulations. Conversely the students might come to your organisation and therefore act differently in this environment from the way they normally would at school. They may behave in a more mature manner if given responsibility, or they may act overconfidently and become disruptive in front of their peers.

Ensuring your sessions are meaningful, with lots of interesting and practical tasks, will help classroom control. If you can’t use practical tasks, break your session down into lots of smaller aspects, recapping each before moving on. Younger students need lots of praise and encouragement, they appreciate you listening to them and supporting them when necessary. Try and be approachable, and listen to what they have to say. If you ask a student a question and they answer wrongly, don’t dismiss their answer, but try and relate it to a real situation which is relevant to the subject. Include all students when asking questions and make them feel their contribution is valued. If you are enthusiastic about the subject, hopefully they will be.

You may need to liaise with relevant school staff on a regular basis. Some students may have learning difficulties; others may come with a support assistant to help them. However, all students will have something positive to contribute to the sessions and you will need to ensure your delivery enables all students to participate in their learning experience.

16–19 age range

The 16–19 age group are not in compulsory education, however some students could be attending a programme as part of an apprenticeship or day-release programme. Non-attendance may affect their funding allowance and you might be required to sign records of attendance to prove they were present. Some problems that you may encounter with the 14–16 age range may also be encountered with the 16–19 age range. For example, if they have to attend as part of a work experience programme and are not attending voluntarily they might not pay as much attention. However, some students may have been (or are still) in employment and will have knowledge and experience that can be drawn on during the sessions. You might therefore have students who have recently left school who are in the same group as students who have been in employment for a while. As a result their levels of maturity will be different. Never assume or underestimate your students’ knowledge and draw on this whenever possible.

Young people and adults aged 16 and above

You might be teaching a broad spectrum of ages ranging from 16 upwards, in groups or as individuals. Some students might be apprehensive if they have not attended an educational establishment for a few years. You will therefore need to reassure them that you are there to help them. Depending upon your subject, there will be ways of integrating your students’ experiences to benefit everyone.

Example

Haani teaches a weekly two-hour computing programme which will last eight weeks. There are ten students aged 16 to 65. As part of the first session he asks them all to introduce themselves and say a little about their experience of using a computer. He soon realises the older students have very little experience; three have never switched on a computer before. The younger students are more confident and have used computers at school and home. He therefore decides to sit a younger student next to an older one so that they can help and support each other. Each student will be working individually through a series of tasks at their own pace and can ask each other questions rather than calling for help from Haani.

Depending upon your subject, you will find your own ways to reach each individual, giving them confidence to progress with their learning. Always give positive encouragement to retain motivation, and treat all questions as valid, no mat...

Table of contents

• Cover Page
• Title
• Copyright
• Contents
• Author statement
• Acknowledgements
• Introduction
• 1 The Lifelong Learning Sector
• 2 Becoming a teacher in the Lifelong Learning Sector
• 3 Teaching in the Lifelong Learning Sector
• 4 Gaining your Licence to Practise
• 5 Maintaining your Licence to Practise
• Appendices
• Index