X had always been interested in Beauty Therapy and felt that it would be something that she could do at home whilst still being able to care for her daughter. She did also say that she felt that it would be an easier course, a comment which she now regrets!
X chose Nescot on recommendation from a friend who had attended the previous year and explained that the structure of the course, including hours of attendance were of primary importance due to childcare issues. She described being able to continue with further courses at Nescot even when her child was at school age because the hours were so ‘user friendly’ (see appendix 1) Without this provision, she said that she would not have been able to enter a programme of study for a number of years!
Recruitment and Selection Process
X had called the college for a prospectus and application form in the Spring of 2006 and once received, sent the application form back in the hope of an interview. She received a note of confirmation of application receipt a week later being told that an interview date would be set in due course meanwhile she was informed of a pending open evening at which she could talk in more depth about the course and its requirements as well as have a tour around the college campus.
In June 2006 X had received at date for a group information session which would include an interview at the end if the interviewees were still sure that it was the right course for them. X said that she thought that this was a good idea because she felt less nervous as she had had time in a room with the course lecturers and other prospective learners, being given the chance to settle and answer questions, before the individual meeting.
After her interview X was told that she would be sent a letter within the next week with the outcome of the selection process. As X is a mature student, she did not need formal qualifications but needed to demonstrate commitment and suitability to the course. Level of education would be ascertained during diagnostic testing if she were given a place on the course and she was assured that her learning difficulties were not a problem as they would be identified and she would be offered extra support where needed.
X said that she came away from the interview feeling ‘on top of the world’ and received her letter of offer of a place within the week as promised.
Section 2
Induction
Included in the information sent to X were details of the induction process. Dates were given for her to attend the college for diagnostic testing which is undertaken in the Learning resource Centre, orientation and the fresher’s’ fair. X found that this will help her feel less anxious when she arrived on her first day.
Initial assessment was also carried out by me on the first day of the course which included a variety of discussions and activities. These are designed to discover anything which may inhibit the learning process. It is the process of identifying an appropriate programme of learning for each individual helping both teacher and learner to ‘create conditions necessary for study’ (Minton 1997) although the information must be used for the process to become worthwhile!
Learner X experienced:
- Introductions
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Icebreaker activities – a paired and grouped exercise to encourage mixing (appendix 3)
- Expectations exercise – a grouped exercise to determine expectations and attitudes of all concerned
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Learning Styles Questionnaire – to determine her preferred style (appendix 4)
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Prior knowledge questionnaire - to give me an idea of any previous experience, knowledge or qualifications related to beauty and any anxieties she may have (appendix 5)
- Course Handbook – detailing timetable, syllabus, scheme of work, policies etc.
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Individual Learning Plan – filled out initially by the learner and then discussed at a set tutorial time to discuss her learning in more depth (appendix 6)
- Orientation
As a result of the induction process, I was able to make a detailed profile (see appendix 2) of the learner enabling a learning programme to be tailored to her needs. The learner was informed of the results of initial assessment by way of an organised tutorial at which time a learning plan that was achievable, challenging, appropriate and closely linked to her development was agreed. It was arranged that it would be reviewed at regular intervals both formally and informally.
Section 3
What are the institutional arrangements made for tutorial support and specialist guidance for this learner?
All learners need to be supported during their learning experience with needs ranging from the most basic to the most profound. Abraham Maslow (1954) as discussed in Petty (2004) identified these needs and how they each need to be fulfilled in order for autonomy to emerge.
As a result of the diagnostic and initial assessment I was able to facilitate further help for X who was in need of a variety of support of which all was available to her in the institution. I guided her to the relevant areas liaised with the support helpers and also asked her to keep me informed of her progress.
Tutorial Support
Institutional arrangements are that each learner is given a minimum of 1 tutorial session per term of study. It was established between myself and X that she would need more support than this so additional formal and informal meetings were agreed.
Learning Support
The institution provides a variety of learning support for learners with:
- Dyslexia
- Disabilities e.g. hearing, sight, health and behavioural problems
- Physical disabilities
- EFL
- Basic and Key skills
There are also a number of courses that are run on a regular basis in the Learning Resource Centre to help learners with study skills, computer skills and other basic skills that they may need to enhance their learning experience and so help them to succeed. As discussed by Geoff Petty (2004: 513) ‘learning support is a last ditch stand.’ It is documented that students that have been provided with learning support were more likely to achieve that those that didn’t need support in the first place! This highlights the importance of identifying any required support early in the programme and acting on it.
Learner X needed some study skills support and help with ILT.
Other Specialist Support
It is important for the tutor to be aware of the specialist support available, where they are located and the names of the key advisors to refer the learner if necessary.
There are many areas of internal and external support available to learners. Ranging from financial support to counselling services and even providing mopeds for those that cannot reach college by public transport! (see diagram 2)
Diagram 2.
Learner X was in need of financial support and childcare so I made contact with the relevant support workers and referred her to them.
Section 4
How have I responded to this learners needs?
First and most importantly I have responded to this learners needs by identifying and referring her to the relevant support specialists. I have monitored her attendance regularly and we have agreed a formal tutorial every 6 weeks with the option of informal meetings as necessary. The learner has been able to email me any concerns if unable to contact me in other ways.
As her teacher I have been able to help her in different ways. I have considered her learning style when lesson planning bearing in mind that ‘learners need to be actively involved in their own learning rather than passively watching or listening’ (Howard 1996:46). I have used coloured paper where possible for handouts, which have been limited as far as possible and provide only the ‘bare bones’ of information.
I have considered the font size and style when preparing materials, shown as much pictorially as possible and linked difficult material to the ‘real world’ when appropriate.
During class work and tutorials, I have given her small but achievable tasks and asked for clarification from her during any kind of instruction. I have ensured clear explanations and phonetic breakdown of long terminology and provided her with an ongoing glossary.
I have made sure that she is paired with as many members of the class as possible to not only help her make friends but also indirectly learn from them too.
I have brought her forward in the classroom, given her lots of encouragement and action planning.
I have adopted as many visual and kinaesthetic teaching strategies as possible to enable X to learn and so reach her potential which together with the support she is receiving from the LSA has given her a boost in confidence and is now seeing that she is in fact achieving.
I feel that it has been easier for me to support her because I am both her teacher and tutor which has enabled me to continually monitor her and whether my strategies have been successful!
We have built a trusting relationship where there is mutual respect and she feels that she is within a healthy, equal and supportive learning environment. As Minton (1997:152) aptly puts, ‘how you are is as important as what you do. Students quickly identify the people they can trust.’
Conclusion
What are my recommendations for changes and improvements to enhance the learners learning experience?
Bibliography
Chandler, B (2001) Being a Tutor in Atkinson, C and Chandler, B. Student Support: Tutoring, Guidance and Dealing with Disruption: A Reader: London: Greenwich University Press
Howard, M (1996) How to teach Adults. Plymouth: How to Books Ltd.
Minton, D. (1997) Teaching Skills in Further and Adult Education. 2nd ed. London: Macmillan Press Ltd
Petty, G. (2004) Teaching Today. 3rd ed. Cheltenham: Nelson Thornes Ltd.
