b. Physical Program Space: A discussion of physical space may seem irrelevant to the topic of classroom management. In discussions with both practitioners and learners, however, the issue of physical space invariably arose with respect to the process and speed of achieving course and program outcomes. LBS budgets are, of course, the most significant factor in determining not only the location of the program, but also the amount of physical space available to the program. It is, however, the program people themselves, along with the learners, who determine how that available space is used. More on this topic will be covered in the next two sections. In this section a best practice around the quantity of space that should be available to an LBS program is appropriate.

A best practice with respect to physical program space:

Every LBS class should be allocated enough physical space to enable a variety of functions from lecture, to group discussion, to learning circles, to quiet individual study and confidential consultation to take place.

Approach: At the advent of an LBS class in a new location, it is vital that those who will be affected, the practitioners and the learners, along with the program administrator(s) be consulted around physical space.

2. Procedures

a. Intake Pattern: Because it is generally accepted that block intakes maximize participant learning the college should make every effort to effect the block intake pattern. Beder and Medina, in Classroom Dynamics in Adult Literacy Education, found that continuous intake classes made slower progress and had a higher drop-out rate than did block intake classes.

A best practice with respect to intake:

College LBS programs should recognize the block intake as ideal and move towards this where possible by adding new learners to the class as infrequently as possible.