B. Practitioner

Note: This term refers to the individual whose responsibility it is to assist the learners in the completion of the outcomes outlined in their individual training plans. This individual could be a college professor, a technologist, a support services officer or other employee who takes on this function.

1. Learning Approaches

a. Managing learning: The function of the practitioner is to manage the learning in the classroom. This function is central to the concept of ‘classroom management’. Good classroom management relies more on the approach the practitioner takes to managing learning than on the sum of all the other considerations in classroom management. There are many aspects to managing learning, not all of which are the responsibility of the practitioner. Some, such as the outcomes associated with selfmanagement and self-direction which begin as the responsibility of the practitioner move to the learner. Others, such as goal identification, may largely take place outside the LBS classroom altogether.

Among the multitude of ‘best practices’ referring to the managing of learning there are two which stand over all others and of which all others should be a part:

The management of learning should lead to the development and reinforcement of the learner’s control of his/her own learning.

The management of learning should strive to build a shared power relationship in the classroom that contributes to selfesteem and self-confidence.

To assist the learner in gaining control of his/her own learning it is essential that the practitioner assist the learner in determining how learning takes place most effectively for that individual. Miller and Joy in Learning and Talking Together: Research Investigating Persistence and Retention in Adult Literacy Programs find learning style identification as the primary need for effective learning strategy development. This ‘learning style identification’ leads to a best practice:

Because taking control of learning depends on each individual’s understanding of his/her learning style, the practitioner should assist the individual in identifying that style and utilizing it in managing the learning of that individual.