There are generic components of teaching that are fundamental to achieving LNL outcomes, as indicated in the Adult Learning Inspectorate (2003) report from Britain. We therefore gave due consideration to these components in our observations, although none of the three observation studies reviewed in the beginning of this report appear to have done so.
Irrespective of the physical environments, all of the teachers we observed appeared to have created positive, inclusive learning environments for their learners, which was reflected in learners’ body language and interactions with the teachers. Most of the teachers stressed the importance of the affective domain for many of their students, given their low self-confidence. They see that helping address personal issues and crises is an essential pre-requisite (or at least a co-requisite) to being able to address their cognitive development.34
While this study has focused primarily on literacy, numeracy and language teachers, it is important to make a brief comment about the learners they work with. Educationally, students with literacy, numeracy and language needs are a very challenging group to teach. While not all literacy, numeracy and language learners lack self-confidence or skills across the board, many do, and most lack self-efficacy, at least initially. Most have experienced only sporadic success as learners previously,35 despite being part of the schooling system for at least a decade. Even when highly motivated, they still require skilled tuition to make any impact, especially given the limited time they are able to attend in many cases.
Most of these aspects of the learning environment closely match the findings of the literature review. Close, supportive relationships with learners within a positive learning environment (a learning community) are closely linked to positive LNL gains.
Generic teaching skills (i.e. not specific to literacy, numeracy and language) are an important and prominent part of what goes on in LNL classrooms. Probably the most important generic teaching skill we observed was questioning. Questions, whether teacher --> learner, learner --> teacher or learner <--> learner, are used for range of purposes and are probably the most fundamental teaching tool that tutors use. While we did not record every detail about questioning in our observations, we are still able to make some general comments about the nature of the questions we heard.
34 This is not to imply that LNL learners have constant crises in their lives;
however even occasional ones for a single learner can still have implications
for the whole group.
35 Self-efficacy is a belief in one’s ability to carry out the actions necessary
to manage particular situations. It is more specific to learning than either
self-confidence or self-esteem. For further information see http://www.emory.edu/EDUCATION/mfp/efficacy.html