Teaching Work Readiness Skills in the ESOL Classroom

1. Teaching Work Readiness Skills in the ESOL Classroom English for New Bostonians IIB, Boston, MA Friday, Nov. 18, 2011 Presenter: Martha Oesch

2. Learning Objectives • Describe & relate workplace competency standards to the classroom and workplace • Identify means for teaching these through instructional strategies and classroom management techniques • Identify and explain at least one active learning strategy • Develop a plan, based on the evaluation of your classroom, to improve your effectiveness in teaching job readiness skills

3. Student Quote “Today in the class you said something important for me because I do it yesterday in my work. You’ll said is a good idea take notes when somebody explain something to you. And that’s what I did yesterday when my boss explained to me how to use the cash register. I telled her when I don’t understand I’m confused to explain me again and I repeat to her what I understand to know if it’s right or wrong. I asked her if sometimes can I see my notes to check if I’m doing it right. Her answer was yes because the notes can help you a lot in you work. Logbook excerpt by a vocational ESOL student, San Diego Community College

4. Question What do you think are the social forces influencing efforts to link language instruction to work readiness skills?

5. Social Forces • Economic shifts • Welfare reform • Accountability requirements • Learner needs

6. Who are the Stakeholders? • Learners • Community • Employer • Policy makers • Funders

7. Identifying Work Readiness Competencies • Skills for the 21st Century • Secretaries Commission on Achieving Necessary Skills (SCANS) 1990 • Equipped for the Future (EFF) 1994 • National Reporting System for Adult Education (NRS) 1998 • MA DOE Work-Based Learning Plan

8. What is the goal for instructors? To view learners the way that employers and post-secondary education instructors increasingly view successful workers and students as: • Active • Creative • Self-directed problem solvers • Able to work effectively on their own and with others

9. How does SCANS inform ABE/ESOL instruction? • Encourage active learning • Design of instructional tasks and problems • Simulate workplace situations • Teach competencies within existing curricula • Make explicit activities that teach job readiness skills

10. What are the fundamentals for success in the workplace? • Individual responsibility • Integrity • Self-management

11. Classroom routines model and help learners practice: • Organizational skills • Self-management • Appropriate attitude • Personal responsibility

12. Why are routines important? Establishing rules and routines enables learners to be systematic as they learn to operate within social, professional, and technological systems.

13. What is the purpose of classroom systems? • Set expectations for -- • Personal organization • Preparedness • Responsibility • Provide opportunities for learners to document they are meeting those expectations.

14. Classroom systems cont. • Help all students adjust to US workplace expectations. • Give teachers more time and energy to focus on facilitating learning.

15. Key to Success! Involve learners in the establishment of class rules and the definition of procedures

16. What can effective team members do? • Define and support viewpoints and needs • Consider the views and needs of other • Negotiate agreement and resolve divergent interests • Guide or teach others

17. What does Team Work do? • Creates expectations for high performance • Develops sense of participating for their own benefit and the team’s • Builds interpersonal skills • Replicates a work situation

18. Learners need to: • Have the skills they and other stakeholders are seeking • Know they have the skills • Show they have the skills

19. Learners need opportunities to: • Reflect on their learning • Demonstrate their ability to apply what they have learned • Evaluate their own progress