Adult Learner Transitions

Building Bridges to the Next Level ~ A Successful Experiment

Working with English language learning (ELL) students has always been rewarding for us. No teacher could be blessed with more eager or motivated learners. ELL students are happy to be in class for many reasons. The camaraderie of other learners, the opportunity to share their culture and lives with those who share similar experiences bonds these learners to each other and to their teachers. These attachments can have advantages and drawbacks, and breaking them always requires courage. Unfortunately, students’ attachments to their teachers and classmates became an impediment to enhanced language acquisition at our center a few years ago.

As a matter of fact, it had become quite a problem for all but the most courageous of students in our center. At the Kyle Learning Center (KLC), we provide three adult classes, Monday through Thursday mornings from 9 to 12. Students have separate instructors for each of the three classes: ELL I, ELL II, and GED. Three years ago, a change in our facility meant that each class would be more isolated from each other. One of the negative results of this was that students did not look forward to advancing or being promoted into a “foreign” classroom. Students were frightened by the idea of moving from the ELL I class to the ELL II class. Students who were tested at BEST Plus level nine or above were encouraged to move into the GED classroom, but fear held them back. So whenever students were promoted, a large percentage just quit attending or asked to stay in their initial class. We, the teachers, were unable to effectively encourage students to challenge their “comfort levels” and therefore, promotion and test score improvement came to a standstill. In order to overcome this unfavorable development and to ease the perceived pain of transitioning to the next level, we decided to experiment with a “teacher exchange” once a week. Our goal was to move students beyond their fear of the next level instructor and class, which they were afraid would surely be “too difficult” for them.

Here is how it started: for 30 minutes once a week, the GED instructor went to the ELL I class, the ELL I instructor went to the ELL II class, and the ELL II instructor went to the GED class. At our weekly staff meeting, we exchanged themes or topics we were addressing in each class and the exchange teacher spent time reviewing and practicing the current topic during the exchange time. Half way through the semester we rotated teachers again, so that every student had the opportunity to learn under each instructor.

After the first six weeks, we surveyed the students with a questionnaire administered by our assistant. To our surprise, and with great pleasure, we learned that all but two out of about 50 students not only wanted to continue, but wanted more time with the exchange teacher! Their feedback included that they were benefiting from hearing different teachers’ accents, learning from different perspectives, understanding better with additional ways of explaining things, and that they enjoyed getting to know each teacher.

For the second rotation, we increased the exchange time to 45 minutes. The end of the semester survey was equally positive and students still requested more time. In the next semester, we increased the time to an hour and they again requested more time. As we start this semester, we will move to an hour and 15 minutes.

From the instructors’ perspective, we have noticed that this exchange has enabled us to transition students more easily and successfully. We hold a combined “class meeting” each month to announce regular student-of-the-month designations for each class and any “promotions” we have. The “ceremony” acknowledges the promotion as an achievement and positively showcases students’ accomplishments. Students are now proud rather than so scared that they refuse to move to the next level. They already know their next level teacher, and it’s an incentive for others to work hard. In reflection, it is interesting to note there was a bit of instructor resistance initially. None of us wanted extra work. However, after thinking it through, we all realized we still had to plan for the time, whether it was in our classroom or another. The exchange time flies by and the rewards have surprised us all.

From an administrative point of view, this facilitates student promotions and makes more room for new students. We have had all levels of promotions: ELL I to ELL II; ELL II to GED; and, the GED students enjoy having other teaching perspectives in math, reading and writing skills that move them closer to succeeding at the GED. We would never discourage students from fully enjoying their classmates and initial teacher, but we are pleased that our teacher exchange has provided a bridge between classes and enhanced our overall program.

The comfort level at our learning center is more relaxed as we now have students from all the classes initiating greetings and conversations with all the instructors and students from other classrooms – with friendly, more confident smiles. As a testament to our success, we have even had students asking to be progress-tested so they can be “promoted,” a real behavior switch!

Jan Greening has taught adult ELL and GED classes over the past five years, public school language classes for seven years and has many years of sales and marketing experience with a software training organization. She also serves as the Adult Education Site Coordinator for the Kyle Learning Center (KLC). (jgreening@communityaction.com)

Lee Williams has taught adult ELL and GED for a total of 13 years and has also served her community as a children’s librarian and yoga instructor. Other interests have included teaching organizational skills and selling honey from her own bee hives. (lwilliams@communityaction.com)

Jan and Lee, both Community Action employees teaching at the KLC, are currently participating in the ABE/ASE Educator Academy and Master Teacher II Institute, respectively, as sponsored by the Central Region GREAT Center. They both enjoy conspiring to create experiments at KLC!