Adult literacy and remedial education teachers instruct adults and out-of-school youths in reading, writing, speaking English, and performing elementary mathematical calculations—basic skills that equip them to solve problems well enough to become active participants in our society, to hold a job, and to further their education. The instruction provided by these teachers can be divided into three principle categories: remedial or adult basic education (ABE) is geared toward adults whose skills are either at or below an eighth-grade level; adult secondary education (ASE) is geared towards students who wish to obtain their General Educational Development (GED) certificate or other high school equivalency credential; and English literacy instruction for adults with limited proficiency in English. For the most part, students in these adult education classes traditionally have been those who did not graduate from high school or who passed through school without acquiring the knowledge needed to meet their education goals or to participate fully in today's high-skill society. Increasingly, however, students in these classes are immigrants or other people whose native language is not English. Educators who work with adult English-language learners are usually called teachers of English as a second language (ESL) or teachers of English to speakers of other languages (ESOL).
Remedial education teachers, more commonly called adult basic education teachers, teach basic academic courses in mathematics, languages, history, reading, writing, science, and other areas, using instructional methods geared toward adult learning. They teach these subjects to students 16 years of age and older who demonstrate the need to increase their skills in one or more of the subject areas mentioned. Classes are taught to appeal to a variety of learning styles and usually include large-group, small-group, and one-on-one instruction. Because the students often are at different proficiency levels for different subjects, adult basic education teachers must make individual assessments of each student's abilities beforehand. In many programs, the assessment is used to develop an individualized education plan for each student. Teachers are required to evaluate students periodically to determine their progress and potential for advancement to the next level.
Teachers in remedial or adult basic education may have to assist students in acquiring effective study skills and the self-confidence they need to reenter an academic environment. Teachers also may encounter students with learning or physical disabilities that require additional expertise. Teachers should possess an understanding of how to help these students achieve their goals, but they also may need to have the knowledge to detect challenges their students may have and provide them with access to a broader system of additional services that are required to address their challenges.
For students who wish to get a GED credential in order to get a job or qualify for postsecondary education, adult secondary education, or GED, teachers provide help in acquiring the necessary knowledge and skills to pass the test. Earning a GED requires passing a series of five tests in reading, writing, mathematics, science, and social studies; most teachers instruct students in all subject areas. To help students pass the tests and succeed later in life, teachers not only provide subject matter instruction but also focus on improving the communication, information-processing, problem-solving, and critical-thinking skills necessary for further education and successful careers.
ESOL teachers help adults to speak, listen, read, and write in English, often in the context of real-life situations to promote learning. More advanced students may concentrate on writing and conversational skills or focus on learning more academic or job-related communication skills. ESOL teachers work with adults from a wide range of backgrounds. They must be prepared to work with students of all ages and from many different language backgrounds. Some students may have extensive educational experiences in their native language, while others may have very little. As a result, some students may progress faster than others, so teachers must be able to tailor their instruction to the needs and abilities of their students. Because the teacher and students often do not share a common language, creativity is an important part of fostering communication in the classroom and achieving learning goals.
All adult literacy and remedial teachers must prepare lessons beforehand, do any related paperwork, and stay current in their fields. Attendance for students is mostly voluntary and course work is rarely graded. Because computers are increasingly being used to supplement instruction in basic skills and in teaching ESOL, many teachers also must learn the latest applications for computers in the classroom.
Work environment. Because many adult literacy and remedial education teachers work with adult students, they do not encounter some of the behavioral or social problems sometimes found with younger students. Adults attend by choice, are highly motivated, and bring years of experience to the classroom—attributes that can make teaching these students rewarding and satisfying. However, many adult education programs are located in cramped facilities that lack modern amenities, which can be frustrating for teachers.
A large number of these teachers work part time. Some have several part-time teaching assignments or work full time in addition to their part-time teaching job. Classes for adults are held on days and at times that best accommodate students who may have a job or family responsibilities, so evening and weekend work is common.
| 1. | Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests. |
| 2. | Observe and evaluate students' work to determine progress and make suggestions for improvement. |
| 3. | Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
| 4. | Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations. |
| 5. | Maintain accurate and complete student records as required by laws or administrative policies. |
| 6. | Prepare materials and classrooms for class activities. |
| 7. | Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. |
| 8. | Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects such as basic English language skills, life skills, and workforce entry skills. |
| 9. | Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
| 10. | Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. |
| 11. | Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. |
| 12. | Assign and grade class work and homework. |
| 13. | Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. |
| 14. | Register, orient, and assess new students according to standards and procedures. |
| 15. | Prepare and implement remedial programs for students requiring extra help. |
| 16. | Prepare and administer written, oral, and performance tests, and issue grades in accordance with performance. |
| 17. | Use computers, audiovisual aids, and other equipment and materials to supplement presentations. |
| 18. | Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. |
| 19. | Guide and counsel students with adjustment and/or academic problems, or special academic interests. |
| 20. | Enforce administration policies and rules governing students. |
| 21. | Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. |
| 22. | Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula. |
| 23. | Meet with other professionals to discuss individual students' needs and progress. |
| 24. | Attend professional meetings, conferences, and workshops in order to maintain and improve professional competence. |
| 25. | Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. |
| 26. | Prepare reports on students and activities as required by administration. |
| 27. | Select, order, and issue books, materials, and supplies for courses or projects. |
| 28. | Collaborate with other teachers and professionals in the development of instructional programs. |
| 29. | Participate in publicity planning, community awareness efforts, and student recruitment. |
| 30. | Attend staff meetings, and serve on committees as required. |
| 31. | Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. |
| 32. | Advise students on internships, prospective employers, and job placement services. |
| 33. | Select and schedule class times to ensure maximum attendance. |
| 34. | Write grants to obtain program funding. |
| 35. | Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. |
| 36. | Train and assist tutors and community literacy volunteers. |
| 37. | Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements. |
| 38. | Observe and evaluate the performance of other instructors. |
| 39. | Write instructional articles on designated subjects. |
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