Getting to Know You

Description of Learner:
Brad is a 32-year old Caucasian male. He is married and excited about the birth of his first child. Brad comes to an open entry learning lab where he scored an 8.9 grade level in reading on the TABE, (Tests of Adult Basic Education: CTB/McGraw Hill) upon entry. He is anxious about coming back to "school", because school for him had been a place where too much was going on at once, where he got lost in the crowd, and where what he was doing was boring and useless. He felt he wasn't in control or able to make his own decisions. He wants to get his General Educational Development Test (GED), so he can get a better job and provide a more stable financial situation for his family.

Challenge Faced:
How was I going to reduce Brad's anxiety about coming back to "school"? How was I going to put Brad at ease about being part of the group and help him make the initial investment in his education?

What We Did:
When Brad first came in the class, I made certain to greet him immediately, and then I introduced him to the rest of the class one by one. I shared a tidbit about each student with Brad, so he would feel as if he knew something about each one. I noticed his reactions during these introductions: a smile, a nod in agreement, and comments such as "I've been there," "I know what you're talking about," and "Me, too." Brad told me later that he felt comfortable with the group, and that he had things in common with many of them. While the rest of the class worked on their writing activity for about 10 to 15 minutes, I sat with Brad and asked him why he had come here, when and where he had last been in school, what experiences he had had in school, and how much time he would be able to spend preparing for the GED Tests. I also asked him how he felt during the preliminary testing. He said that initially he felt anxious and concerned, knowing he had not taken a test in a long time. He wondered if he remembered how to do fractions and percentages and geometry, and he wondered how much reading he would have to do. I made a note of these comments on his registration card. Then we looked at his pretest and I stressed that the purpose of the test was not a grade, but to get a picture of the areas where he needs help, and I said the results would not be shared with others in the class. Next, we spent time talking about his goals and what my role and his role would be to help him get through. I shared with him an overview of the tests and the three areas the tests focus on: formal math, writing, and reading (science, literature, social studies). He thought there was a lot of "stuff" to learn, but he felt if he could do it one part at a time that would help him succeed. He did say, "I know some of the stuff. Look at my pretest!"

Analysis:
This initial introduction and time spent are crucial. They set the stage for the relationship between the teacher and learner. Brad knows up front what I'm doing and what he is going to do to move him toward his goal. He needs to know what he is getting into. He observed, "This is not like the school I remember." He learned that he has control over how all this goes, and that he has an environment supportive of him as an individual; the teacher is not judging him but is an individual facilitating his learning. There are no A, B, C grades or report cards. His individual needs and goals are addressed.

What I Learned:
These introductory steps are part of an on-going process. Brad, a new student, was brought into the class and immediately felt comfortable with the group. He knew the plan and how this plan would meet his needs, so he was willing to make the initial investment in his education. As Brad continues to come to class, I will learn more about him through his interactions with the other students, his conversations with them and me, and the writing he does about personal topics such as family, job, pastimes, likes and dislikes. Periodically we will need to review his progress together to revise his goals and time frames as needed.

Brad, Group Discussion:

How do you get to spend so much time with the student?
I can find the time, because I give the group a writing activity with a time limit of 15 minutes to complete. This then affords me the time to talk with the new student.

Do you have to spend this much time with a student?
Each student is a unique individual. I may spend a bit more or less with the student depending on his or her openness.

How do you know whether or not the student is challenged at the right level?
I have something of a sixth sense. This is hard to put into words. I do notice the student's consistency in coming to class. Also, I ask him or her questions about the work. What is working for you? Why is this working for you? I'm constantly watching, noticing his or her body language, facial expressions, and level of engagement.

What are some questions that should be avoided so the student doesn't feel threatened or uncomfortable?
I try to avoid school type questions. These might be: Is everything OK? Was this easy or hard? Would you see me after class?

Summary:

Director's Comments:

Your approach was a good way to start with this student. Taking time to introduce Brad to each member of the group and making him feel comfortable was an effective way to reduce some of his anxiety. If you work together to break down the various parts of each test into smaller and more achievable 'bite-size pieces' or goals, Brad should feel more confident and less overwhelmed. Creating a checklist of goals can then serve as an ongoing assessment tool as Brad continues to make progress. As he checks off what he has learned he may realize that he is able to succeed in developing the necessary skills for passing the GED.