Flexibility and pastoral care for Office Administration learners
TAFE NSW VET Pedagogy Project 2005 managed by Lynne Stallard, ICVET
We used to test each student to find out their preferred learning styles. But we don't do that now. We changed because the results we got [from catering to each person's learning style] were not as good as when we just said 'This is the way this module is being delivered! Get used to it!
Susan Carter
Summary
main meaning of 'learning style' = 'how you go about learning something' eg online, using hard-copy resources, getting one-to-one help + confidence
we should help learners understand their own preferred learning style(s) AND to develop new styles
for unconfident students with no positive educational experience:
- First priority = nurturing
- TAFE teachers may need to be advocates eg with employers
supporting flexible learning requires:
- teachers who are flexible and broadly knowledgeable
- flexible TAFE systems such as admissions and student records
Teacher stance
Mindfulness, supportiveness and patience, to help students 'bridge the gap' to positive learning experience.
Background
I run a section for TAFE trainees studying office administration in the Sydney metropolitan area. My students work full time and also come to TAFE. They can study in various ways—by coming regularly one day each week; by dropping in to a flexible learning centre when they need attention from a teacher; or by workplace learning with the help of TAFE learning material and a six-weekly visit from a teacher.
So there are basically three ways they can study, or any combination—we're as rubbery or as flexible as you like!
Understanding and accommodating needs
When the students first arrive for enrolment, which can happen on any day of the year, I typically spend two hours with each student. You find out a lot in that time. Quite a few of them are from abusive situations. Perhaps they're single mums; we have a large number of aboriginal students who come from a variety of situations; we have students who have left school early, worked in terrible jobs and now want to do something worthwhile. The traineeship is the bridge into other studies, and to a whole different lifestyle where they can support themselves.
When a student first arrives to study with us, we always ask them about their learning priorities. They can choose whatever they want to do first. So, for example, if they want to improve in word processing, that's where we'd start.
Dealing with competing needs and priorities
Because of the kind of flexibility we offer, the whole framework meets both employer and learner needs. Of course, sometimes, the needs of employers and learners are in conflict. For example, a learner might want to come to TAFE and the employer doesn't want them to. When that happens, the employer has the final say—he's the one paying. But we get involved on behalf of the student—we negotiate, we cajole and we plead to make sure the learner's need is heard as well.
Let me give you an example. An employer might want the trainee to only come to TAFE fortnightly rather than each week. That would mean the student has to do extra work at home or while they're at work. Generally, workplace learning is less effective because the needs of the workplace take priority. It would mean that the trainee doesn't get much uninterrupted time to spend on the learning material. So we try to negotiate on the trainee's behalf. A compromise might be that the trainee goes to work and does the mail, then comes to TAFE for a few hours, then goes back to work to do things like messages.
At our end, we can handle this kind of variety because we have good systems for monitoring participation and attendance. Also, I've got the best staff in the world. They keep their records accurate and up-to-date, and they're skilled across a huge range of modules. They are also able to operate in a variety of modes. For example, right at the moment, I've got a teacher with four students doing spreadsheets, I've got another teacher with a group of seven students doing OH&S, and I've got five or six doing self-paced material (some text-based, the rest internet-based).
Students as people
Students tell us they're thrilled with the level of pastoral care. Really, we're providing a pastoral ministry as well as a teaching situation. We take a real interest in them as people. We bend over backwards to accommodate them, and give extra time if they need it. In my case, I often work back one night a week, so if the students are running out of time to finish a module, they can come in, catch up, get help from me.
For the TAFE qualification to be worth something, we have to make sure we don't 'bend over backwards' in terms of the standards and just let them through. They do the same validated assessment as other students studying in a more teacher-directed way.
Challenges
There are a number of challenges we face. Sometimes, we have to deal with the issue of shared work. We have to make sure the work students submit is their own. If a teacher recognises someone else's work, or it seems out of sync with their ability, then we'll question them or get them to do another exercise.
We also have to contend with the 12 month timeframe imposed by the traineeship scheme. If they don't finish in that time, there is a cut-off point. But inside that cut-off point, we'll do whatever they need, whether it's workplace visits, one-to-one, or whatever.
Each learner guide has things they have to do—reading, looking up on the internet, or whatever. They can do the work anywhere. The learner guides are great (we've produced them ourselves) and really support flexibility.
An important feature of our approach is that students can nominate when they'll be submitting their work. It can take into account people who can't do much during school holidays, when they've got a household full of kids and heavy work demands. So they can choose how they organise their work.
We use a points system—an easy module might be given one point, something very complex like word processing might get 12 points. They have to achieve 12 points each month. If they do, they'll finish the course. If they don't, we try to help them. If necessary, we'd apply pressure. For example, I can phone the employer and ask for his help. That kind of pressure can often solve the situation.
Another challenge is dealing with TAFE systems like admissions and student records. That can be a nightmare! I spend perhaps 80% of my time battling these systems to make them work. TAFE is certainly working on improving things, and they're very open to user input. But it all takes time, partly because TAFE systems have to cater to so many requirements, and they're all somewhat different.
To be effective, we also need teachers with the right attitudes. I select staff very carefully and train them thoroughly. Once they're settled in, they're the best teachers in the world. But because my numbers fluctuate, I sometimes can't afford to keep them on and, despite having put enormous effort in to train them, we lose them (to other RTOs).
Relevance of Learning styles
We used to test each student to find out their preferred learning styles. But we don't do that now. We changed because the results we got [from catering to each person's learning style] were not as good as when we just said 'This is the way this module is being delivered! Get used to it!'
We moved away from trying to cater to individual learning styles when we realized that the traineeship is not the end of their career learning, it's only a bridge to whatever comes next. While it's good for them to become aware of the learning style they prefer, they really have to be able to apply different styles, to use what's around. For example, we want everyone to learn online, so a few modules are ONLY available online. Similarly, some are ONLY available in print, or on sound tape.
Final comments
Sometimes we have to deal with students who are fairly demanding, but there is a reason for it—it results from their backgrounds, from the damage they've experienced. Peer reactions can help to put a brake on students who are too demanding. For example, if a student is demanding too much of a teacher's time, other group members will help even things out.
We really encourage a group environment—we try to get them to work together, we remind them that they're one another's best resources, we even provide a common area for them to chat and have lunch.
When we started, about half of those who enrolled would make it through. Gradually we've improved and now our success rate is around 80%. We're getting better at what we do. It's all a learning process for us too, and we keep discovering things we can do better.
If I compare the approach we take with what happens in typical university courses, I'd say it is very different. I'd sum it up this way: they lecture, whereas we teach, and we do it in a way that provides lots of pastoral care.
Footnote
Susan's section teaches TAFE modules, which are mapped one-to-one
to competencies in the Training Package. So if a student passes the TAFE
module, they have achieved the competency. The Training Package gets more
emphasis when dealing with employers or students on the job. The TAFE Certificate
they get says they've passed certain specific modules. That, coupled with
their workplace practical experience, adds up to full competency.