|
|
Experiences with Adult Education Programs
Because a number of study respondents had formerly
attended adult education classes, they provided extensive comments about these
experiences and their interpretations of them. Other respondents had no
experience with adult education but held strong opinions about what it might be
like. The purpose of including
these comments and interpretations is to demonstrate that current students and
students who have left programs contribute to what is known about adult
education and that their assumptions about what adult education programs entail
can become the common knowledge that influences potential students’
educational decision-making. I didn’t “fit” in/I won’t “fit” in
A number of study participants indicated they didn’t
feel like they “fit in” with the rest of the class.
When they believed their skills were substantially lower than those of
other students or that they were not qualified for the program offered,
respondents were often self-conscious about the amount of time and attention
they required of teachers, even though they realized this extra help was needed. I was comin’ in kind of late in the middle of the class. As far as actually bein’ part of the class, they took me out of the place and put me back here in the corner by myself. I wudn’t even sittin’ with them ‘cause they was so far ahead of me. And I just lost interest after that. While this male respondent was aware that he needed extra
teacher attention, he was uncomfortable being isolated from the rest of the
class on the basis of his needs. From
his perspective, this separation accentuated his lower abilities.
Another respondent reported she was uncomfortable
attending GED classes because her reading skills were extremely poor.
She believed that students like herself with limited reading skills would
be more appropriately served by literacy classes rather than GED classes. It would help
if we could get a program in just for adults ‘cause some people don’t wanna
admit they can’t read. A lot of
people went over to the adult ed. classes to learn how to read.
They don’t come back no more. And
it’s just hard for ‘em. ‘Cause
they’s a lot of people can’t read. People just don’t know how many.
These comments demonstrate the importance of accurately
assessing and placing clients in classes where they can succeed and see adequate
progress. The comments above
also further question the feasibility of the GED as the ultimate goal for all
adult education students. By
focusing exclusively on the GED, adult education programs run the risk of
neglecting students with limited literacy skills. There are too many people/I’d need to work one-on-one
Study participants described a wide variety of
adult education programs they had formerly attended.
These ranged from classroom settings with several students of varying
ability levels to individual tutoring sessions.
A few respondents reported they were distracted by other students in a
classroom setting and found it difficult to concentrate on their work. It’s like when you’re sittin’ in a classroom with a bunch of people and you’re supposed to be doing something and your teacher is sittin’ over here with the others trying to tell them something and you’re not focusing on what you’re doing because you’re listening to them. I cannot concentrate when there’s a bunch of stuff going on. Similarly, another respondent reported: My attention span ain’t too good so I’d be better off workin’ somewheres by myself on a test or somethin’ than I would be with a group of people. ‘Cause anything gets my attention. If I’m doin’ somethin’ and there’s somethin’ goin’ on over here, I can’t hardly concentrate. These comments suggest the need for private instruction
opportunities and work areas even within a classroom setting.
For example, several respondents suggested the potential benefits of
smaller classes that could provide more individual attention from teachers. There’s quite a few students up there. I believe that’s the problem because I know this one girl, she went to the eleventh grade and it still look her three years to get her GED . . . and it’s all because the teacher didn’t have time to sit down with her, she had to wait. This study participant clearly believed that large classes
meant less attention for each student, a sentiment shared by other respondents
as well. Respondents frequently
suggested their need for more individual attention.
It is beyond the scope of this research to judge whether or not programs
do or do not offer enough individualized attention. A number of respondents indicated they felt one-on-one
tutoring would provide them with the best possible learning situation.
Working directly with an instructor can furnish students with ample
teacher attention while enabling them to work at their own pace. One-on-one
instruction can also reduce the embarrassment of whole class competition or
comparisons.
While several respondents indicated that working individually was highly
desirable, they also wanted to receive frequent and appropriate feedback from
instructors. Nobody really worked with me. They just give me a workbook and put me in this room to work on it. I don’t like that. I want somebody to talk to me, to help me with it. I want them to tell me what I done, let me tell them what I thought of it, what I learned. These comments suggest that providing adult education
students with materials and a place to work is insufficient.
Self-guided instruction can easily be misinterpreted as “seatwork” if
the instructor does not stay with the student. They also need interaction with
instructors and the opportunity to ask questions and receive direct instruction. It was boring/It wouldn’t be interesting to me
A few respondents described the adult education
classes they had formerly attended as boring.
In some cases, this was a general assessment of the program as indicated
by the student who reported, “The center itself, you know, its just dull” Other students referred specifically to instructional materials
and methods. I went one time up in Indiana. And they was this older woman, she come in there and, I don’t know, she just sort of bored me out. She was talkin’ about “dog” and “cat” and all that stuff. I mean, I already know all that stuff. . . She had me writin’ letters, and I told her, “I know all of this.” I thought, “Well, we’ll start here today and keep goin’,” but it just stayed there and stayed and stayed. This student was frustrated by work that did not address
his current ability level and his educational goals.
Importantly, we asked all of our interview respondents if they thought adult education classes would be interesting. When asked directly in an interview setting, most responded that they thought it would be. Experiences such as that of the student above, however, may reveal more accurate perceptions of adult education settings and are likely to be passed along. In this way, negative experiences become part of the common knowledge on which individuals base their decisions about whether or not to attend. Former students who found the work to be too hard or too easy and who did not see adequate improvement were frequently discouraged and were thus more likely to drop out of adult education programs. Transportation, Childcare and Scheduling
Access to classes includes overcoming constraints
such as a lack of childcare and/or transportation.
In addition, classes must be available when potential students are able
to attend. A study conducted in
Western Kentucky (Freeman et. al., 1997) indicated that transportation and
childcare were often listed as barriers to adult education class attendance.
It is important to realize, however, that providing childcare and/or
transportation will not automatically increase participation.
Many parents prefer not to take young children out in the evening, even
when childcare is provided.
Respondents also made suggestions about the
availability and location of adult education services.
Study participants frequently mentioned the desirability of programs that
were nearby rather than a long distance from their homes or workplaces. I’m interested in going now, I just can’t get it set up and everything. I don’t want to drive. You know, when you get off work sometimes, you just don’t feel like doin’ stuff like that. You just don’t want to drive all the way across the county. I wish it was closer. This respondent was employed full-time and also did mechanical work out of his home. Time and distance were both critical factors for him. Another respondent reported, ”If it wasn’t too far away, where I could get there and get back pretty quick, that wouldn’t bother me.”
Most respondents indicated the need for frequent
and regular interactions with instructors.
One respondent who attended tutoring sessions each Friday through a
welfare-to-work program reported: The teacher don’t give me enough time. But, it’s not her fault. To learn, and what I need to learn to pass the test, I feel like I’m really just wastin’ her two hours. I [need to] have a teacher who will teach more than two hours, at least three times a week, or four times a week, you know. Students like this one who were unable to attend classes
more than once or twice weekly often judged this schedule as inadequate for
their needs. They were likely to
lose interest and drop out of these programs.
While many study participants discussed time
constraints in the context of both work and family obligations, this assumption
suggests that alleviating scheduling conflicts would immediately make it
possible for clients to attend classes. In
fact, the work and family commitments of potential clients are typically very
complex; simply offering a wider choice of class times is unlikely to solve
these problems. Certainly the availability of adult education classes is an
important consideration. Many study
respondents suggested the need for hours that would better fit their schedules.
Oftentimes, however, time constraints were reflective of complex family
obligations and priorities as well as work schedules.
It’s not easy, it’s tough to make the time. That’s the main thing. But, really, you lose time with your children doin’ all that. And you don’t like the things that are goin’ on. You’re too tired. ‘Cause I know when I was in construction, I was like, “Gosh, I never see my kids. That’s terrible.” I thought, “Doggone, I’m the worst Mommy.” But I was out here workin’. You know, I wasn’t a bad Mommy, I just didn’t get to spend no time with them. Thus, while respondents need classes to be offered at a
variety of times, it is unrealistic to think that broader and more flexible
class offerings will automatically enable potential clients to attend classes.
Overall, study respondents made numerous suggestions for ways their adult
education needs might be better met.
Participants indicated the need for classes where they felt comfortable
and a part of the group. Many
respondents stated the need for classes specifically for students “like me”
in a variety of ways, suggesting the appropriateness of grouping students with
similar ability levels and backgrounds when possible.
Although few respondents indicated that having to take a “test” would
deter them from participating, stories describing test-taking experiences
indicate that test or performance anxiety may be a barrier to enrollment.
Respondents also wanted classes where they could see reasonable progress.
Few respondents were able to discuss how long it would take to reach a
goal; such ambiguity can easily lead to discouragement.
They also were easily frustrated by and likely to drop out of programs
they described as boring and that did not result in sufficient progress.
In addition, for many geographically large Kentucky counties, distance
dictates that adult education programs should be offered at multiple sites to
accommodate the needs of rural students.
Finally, this study demonstrates the critical role service providers play
in adult education programs. This
role goes far beyond individual and classroom instruction.
In fact, in cases where we were able to share our findings with local
adult education providers they were amazed to hear how their programs had been
perceived. That these respondents
did not receive the instruction they wanted or did not have access to a program
they needed does not necessarily mean that those services were not offered.
Unfortunately, miscommunication and misunderstandings often interfered
with successful learning experiences. The
need for effective communication, adequate placement, and appropriate counseling
early in the educational process is clearly indicated.
|
|
|
