Online Course - Module #6:
practitioners who work in the field of adult education know that there’s a
lot more to job satisfaction and overall success besides the ability to
develop a good program and deliver effective training. There are other
important skills, knowledge and behaviours that make a difference to
achievements as a literacy practitioner and quality of life day-to-day at
work. Professional Issues for LBS Practitioners explores four
separate and distinct areas of common interest that were identified by
professionals who work in Literacy and Basic Skills programs across Ontario.
Although much of the training focuses on work within a classroom
environment, the ideas and principles are applicable for LBS practitioners
in any setting.
Practitioners have been asking about the additional skills you need for
working efficiently and effectively with groups of learners in a classroom
setting and for working effectively with other colleagues in the workplace.
They want some discussion around meeting various expectations as an employee
and some help in goal-setting as professionals who are committed to lifelong
learning. In response to those interests, this training looks at principles
of classroom management, administrative responsibilities, collaborative
relationships in the workplace and ongoing professional growth. The goal is
to give instructors insights and ideas for improving their way of working in
order to bring them greater success and satisfaction at the end of the day.
This course will give LBS instructors insights and ideas for improving their
way of working in order to bring about greater professional success and
personal sense of wellbeing at the end of the day. Practitioners can examine
their current methods of program management as well as their relationships
with colleagues at work and learn how to make their experience of work more
satisfying and more productive. Specifically, it includes: strategies that
increase efficiency and productivity in a classroom environment; strategies
for preventing and responding to difficult learner behaviour; greater
awareness of the workplace culture - i.e. written and unwritten expectations
for the job; ideas for fostering good relationships in the workplace; and a
concrete plan for personal and professional development over the next ten
The course is organized into four units of study. You will find main course
notes, links to additional readings and online resources, and opportunities
to pause for self-reflection. Guided reflection through questions and
journaling will help you focus on the impact these materials have on your
own thinking, and what implications follow for day-to-day practice.
“Effectiveness”, “Efficiency” and “Customer Satisfaction” are the key
terms used to describe quality in adult literacy programs. The assumption is
that practitioners who combine effective methods with efficient processes
provide the best programs and achieve the best results, i.e. learners who
are making progress and are happy with their experience in LBS. This course
is organized into four units of study which you can find outlined in the
Table of Contents. It looks at areas of the literacy practitioner’s work for
the purpose of bringing to light a number of skills and knowledge that
contribute to greater effectiveness and efficiency. While we will by no
means exhaust the subject, we will give some attention to four areas that
many practitioners have found difficult.
Objectives and Outcomes
Generally speaking, when LBS practitioners add efficiency to effectiveness,
they accomplish more, learners achieve more, and practitioners experience a
greater sense of satisfaction in their work. When they follow principles of
good practice when working with colleagues, they get better results. This
training will help practitioners examine their current methods of management
as well as their relationships with other people at work in order to find
ways that will make their experience of work more satisfying and more
productive. Upon completing this course, you can expect to be able to
strategies that increase efficiency and productivity in
strategies for preventing and responding to difficult
behaviour from learners
greater awareness of both written and unwritten
expectations at work
ways that promote good relationships in the workplace
a concrete plan for personal and professional
development for the next 10 months..
We are ready to begin!
Professional development can be guided by leaders, tied to standards
and learning goals, built around...improvement plans, but,
ultimately, the engine that drives it all, is each individual's
commitment to self-reflection and self-improvement.
~Journal of Staff Development Spring 2002
An important part of this training involves stopping at various points
throughout to reflect upon what you have read and to consider what
implications there may be for your work and practice. We suggest you keep a
journal for this purpose. You could either 1) keep a notebook handy or 2)
create a Word file and keep it open on your toolbar for easy access. As you
come across each Journal Reflection in the Course Notes and Readings, take
some time to respond to the prompt questions, write down any new ideas, or
pose a few questions of your own. If you are working with a mentor, your
journal entries might lead to some interesting dialogue!
Proceed to Table of Contents