Profession adult literacy teacher

Adult literacy teachers instruct adult students, including recent immigrants and early school leavers, in basic reading and writing skills, usually on primary school level. Adult literacy teachers involve the students in the planning and executing of their reading activities, and assess and evaluate them individually through assignments and examinations.

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Personality Type

• Social / Artistic
• Social / Investigative
• Social / Realistic

Knowledge

• Assessment processes

  Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Adult education

  Instruction targeted at adult students, both in a recreational and in an academic context, for self-improvement purposes, or to better equip the students for the labour market.

Skills

• Employ pedagogic strategies to facilitate creative engagement

  Communicate to others on devising and facilitating creative processes through the use of a range of tasks and activities appropriate to the target group.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Provide lesson materials

  Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

• Adapt teaching to student's capabilities

  Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Assist students in their learning

  Support and coach students in their work, give learners practical support and encouragement.

• Teach reading strategies

  Instruct students in the practice of discerning and understanding written communication. Use different materials and contexts when teaching. Assist in the development of reading strategies suitable for learners’ needs and goals, including: skimming and scanning or for the general comprehension of texts, signs, symbols, prose, tables, and graphics.

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Encourage students to acknowledge their achievements

  Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Teach literacy as a social practice

  Instruct adult learners in the theory and practice of basic literacy, more specifically in reading and writing, with the aim of facilitating future learning and of improving job prospects or optimal integration. Work with adult learners to address the literacy needs arising from their employment, community, and personal goals and aspirations.

• Consult students on learning content

  Take students' opinions and preferences into consideration when determining learning content.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

• Teach basic numeracy skills

  Instruct students in the principles of mathematical literacy including basic mathematical concepts and calculations.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Teach writing

  Teach basic or advanced writing principles to varying age groups in a fixed eduction organisation setting or by running private writing workshops.

• Show consideration for student's situation

  Take students' personal backgrounds into consideration when teaching, showing empathy and respect.

• Liaise with educational support staff

  Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

• Adapt teaching to target group

  Instruct students in the most fitting manner in regards to the teaching context or the age group, such as a formal versus an informal teaching context, and teaching peers as opposed to children.

Optional knowledge and skills

Source: Sisyphus ODB