One of the learning barriers is previous
educational experience.
Most people who have Functional Skills problems experienced some sort of barrier to learning whether it has been from teachers or the left down of the formal educational system.
To overcome this barrier, first we need to be aware of it. As a centre manager and tutor I build relationships with the learners that they could work with a person they trust, in a relaxed atmosphere and informal environment. I also explain and show them that adult education in not like school; they learn privately, on their own, spending as much time as they need. I am also aware of different learning styles such as: visual, kinaesthetic and auditory, and try to use different learning methods when supporting and helping learners with explanation and additional exercises and activities.
I make sure that learners feel they have ownership of their learning plan and program. I discuss with them their goals and targets and break work into achievable chunks of learning that will motivate them. I also remember about reviewing progress regularly and giving positive feedback build on strengths.
The second learning barrier is
socio-economic status.
Learners who have literacy or language needs often are worried about the cost they need to bear for the
BasicComputer courses, learning materials, travelling, or childcare.
As a tutor offering online Basic Computer courses, I make sure that learners are aware that basic computer course and learning materials are offered for free. I also informed them about the opportunity of learning from home if they have a computer and access to the Internet. Learners, who do not have computers at home, are advised to attend the centre. These ways help them to cut off the travelling cost, coffee and lunch breaks.
Learners who need help with the childcare are given full information about institutions that help participate in the cost of childcare. I also help learners to contact them if they have difficulties and offer help with form filling.
When supporting learners I also need to be aware of professional boundaries in adult learning support that include: length of a session, time of session, personal disclosure, limits of my knowledge about supporting learners with different learning difficulties such as severe dyslexia or mental health problem.
