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close this bookFunctional Adult Literacy (FAL) - Training Manual (DVV, UNICEF; 1996; 106 pages)
View the documentAcknowledgment
View the documentForeword
Open this folder and view contentsIntroduction
Open this folder and view contentsUnit One: Functional Adult Literacy and Its Implications
Open this folder and view contentsUnit Two: Facilitating Adult Learning
close this folderUnit Three: Facilitating FAL Classes
View the document3.1 Introduction to Functional Adult Literacy Materials
View the document3.2 Preparing to Teach using the Primers
View the document3.3 Conducting Classes using Functional Literacy Methods and Materials
View the document3.4 Setting Climate
Open this folder and view contentsUnit Four: Organising and Managing FAL Programmes
Open this folder and view contentsUnit Five: Integrating Functional Adult Literacy in other Development Programmes
Open this folder and view contentsUnit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
View the documentAnnex 1 - Sample Lesson Plan for Luganda Learners
View the documentAnnex 2 - Sample Lesson Plan for Runyankore/Rukiga
View the documentAnnex 3 - Sample Lesson Plan for Lusoga
 

3.4 Setting Climate

a) Introduction:

Climate setting for a learning session includes the processes that are put in place before a session begins. Therefore, instructors have to include climate setting as part of their class work.

b) Objectives:

By the end of the topic, participants should be abler to:

 

• identify the necessary arrangements required in a class before a session begins.
• analyse the importance of having a conducive learning environment.

c) Time: 1 hour.

d) Learning Aids: Newsprint, markers, blackboard, chalk, hand-outs, etc.

e) Procedure and Learning Points:

1. [10 min.] In a buzz session, ask the participants to explain what they understand by the term “climate setting”. Or, ask them, “What did you do on the first day before real training began?

Learning Points:

Climate setting involves all that is done to ensure that a planned activity goes on well at that particular moment. For example, before a training workshop begins, participants need to know each other, set their expectations, norms and do trust building.

2. [20 min.] Tell a story:

Mr. Muluti is a literacy instructor in Buwuni village. He has other commitments as a market revenue collector in the parish. Since he is one of the few “literate” members in the village, he was selected to teach literacy. Due to his many commitments, Mr. Muluti always arrives when it is just about time to teach and in other instances, he has been able to make it after participants have arrived. Mr. Muluti constantly apologises to the learners before commencing with literacy teaching.

Discussion:

 

(i) What did you hear in the story?
(ii) What is happening?
(iii) Does this problem occur in our experience?
(iv) What problems is Mr. Muluti likely to face in conducting his sessions?
(v) How will the literacy learners react after some time?

Learning Points: (Possible responses)

 

- There is little or no time for Mr. Muluti to do the necessary arrangements before a session begins.

- Mr. Muluti is likely to have a disorganised class - poor sitting arrangement, not aware of the learners’ personal problems, poor session conducted, etc.

- Learners likely to drop-out soon.

3. [15 min.] Ask participants to complete the following statement;
“Before a learning session begins, the following arrangements should be made;

 

a) _________________________
b) _________________________
c) _________________________

The complete list should be put up after participants have given their inputs.

Learning Points:

 

- A good learning environment must be created, e.g. clean and well-kept classroom, quiet and secure from unnecessary intruders, far away from drinking places, etc.

- Learning materials and lesson plans must be availed.

- If it is the first day of the literacy classes in the community opinion leaders should be invited to launch the class officially.

4. [10 min.] Brainstorming session; “Why is it important to have a conducive learning environment?”

Learning Points:

 

- Adults sacrifice a lot of their valuable time. Therefore, they need a conducive and attractive learning environment.

- A conducive learning environment eases work for the instructor.

f) Assessment:

[5 min.] Ask participants describe the problems associated with poor setting of the learning climate.

g) Follow-up:

Participants to read the hand-outs on climate setting and indicate how this will help them in literacy instruction.

 

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