During the Course

Creating an Adult-Friendly Environment

The first class can set the tone for the rest of the programme. It is important to create an atmosphere of respect where learners feel comfortable and are assured their contributions are valuable. Learning students' names is also vital and involving everyone at the first session is a good way to do this and establish contact between the facilitator and between the students themselves. Spending some time over introductions also helps alleviate tension and puts students at ease. You should aim to get as much information about the group, their interests, backgrounds and motivations as possible. This will be useful when planning content and materials.

At all times, it is necessary to be conscious of the context in which you are working. The ethos and culture of organisations may impact on how you approach your work. Many organisations will be restrained by resources or the physical environment in which they operate. It may be necessary to work in less than ideal conditions, so in these instances it is important to work with what you have rather than draw attention to the limitations of the set-up.

Physical Environment/Space

	Exhaustive preparation is key. (The more prepared you are the easier and more effective your job is).
	Set the room up in a format that includes all students, e.g. circular seating
	Is there room for break out groups if necessary?
	Prepare a teaching folder/box containing your materials, flip chart pens, chalk, etc., whatever you need to run an effective class
	Logistical considerations: Are you familiar with the catering arrangements so that you can arrange breaks?
	Don't rely overly on technology. Have back up materials in case there is a problem with a computer or projector. Plan appropriate alternatives for when things don't go as planned
	Depending on the activity, you may wish to have background music to create a relaxed atmosphere

Tutor as professional

	Time-keeping. Be punctual and endeavour to finish on time. Poor time keeping creates a poor impression
	Establish your credibility . For example, don't undermine your position by apologising for your lack of familiarity with new technology. You don't want to create an atmosphere that you are autocratic but you do need students to have confidence in your ability and knowledge
	Run through the process in your mind: Visualisation - picture yourself leading your group - What do you see?
	Establish ground rules, e.g. about break times, use of mobile phones, smoking

There are hundreds of possible icebreakers that can be used. An internet search will throw up lots of examples. Only introduce an exercise that you would feel comfortable doing yourself. The key is to ensure people don't feel uncomfortable and that some unity and harmony is achieved within the group.

Negotiating Expectations - the Learning Contract

It is important at the outset of a course to discuss everyone's expectations.

	What are students expecting from the course?
	What is their motivation?
	What do they intend to do on completion of the course?
	How will they use the knowledge they have gained?
	Is this course preparation for further study, or a future career path?

Through discussion with the group, the tutor can negotiate what can realistically be achieved in the time available. If some topic is outside the remit of the course, this should be stated clearly at the beginning so that students are not disappointed or upset at a later stage in the programme.

Each individual will have set needs and a compromise has to be found between individual needs and agendas and the progress and success of the group as a whole.

Learning contracts can be negotiated between the tutor and a student or between a tutor and a group. It involves discussing:

	Learning needs
	Learning outcomes
	How the course is to be conducted so as to achieve the anticipated outcomes
	Resources that are required
	The form the assessment is to take and when work is due
	The rights and responsibilities of both the student(s) and tutor

Learning contracts should be negotiated and agreed on together as this helps students feel involved and valued. Students are more likely to feel committed to the programme of study if they feel involved from the beginning. The negotiations of aims and outcomes can help define clearly for both tutor and students what can possibly be achieved within the existing resources. The contract should not feel one-sided with all the obligations on the student. It should be considered mutually between the tutor and student.