 | Because under-educated adults are often uncertain of either
their abilities, the benefits of educational certification, or both, program
staff are the most important factor in helping
participants decide if adult education is right for them or not |
| Be aware that students share their experiences, good and
bad, with friends and neighbors. Satisfied students are the best marketing
tools. |
| Counsel rather than test. When assessment instruments are
necessary, provide support to the student to interpret the experience
positively. Delay academic assessment if necessary to avoid student
discomfort. |
| Where possible avoid "school-like" practices,
especially those that reduce the student's sense of personal autonomy. |
| Coordinate your program with other social services. Adult
education is often perceived in the same light as welfare reform and
workforce development; if those programs are perceived negatively, yours may
be too. |
| Learn as well as teach. Share the authority of the
classroom with your students so that they feel ownership of the learning
space. |
| Work with each student to find a goal that is relevant to
his or her life and to the local economic context. Where the economy is not
strong, students may be interested in working collaboratively to strengthen
family and community resources. |
| Do not assume that students who do not participate lack
educational values or motivation. |
| A successful program requires understanding what is
happening for the student and potential student outside the classroom as
well as inside. |
