Managing the competency based, multi-level, literacy classroom: what works.

This paper examines how one particular teacher has managed the competency based, multi-level literacy classroom. The content of the paper is embedded in the theory of cognitive, affective and individual human development, and the theory of adult teaching, learning and development, It reviews how the teacher has managed to achieve a well managed and happy classroom environment for her students. When CNLO3 was introduced at the beginning of 1995 the process of managing the new curriculum, and a group of multi-level literacy students was a daunting, frustrating and stressful experience. Over a period of time areas such as routine, organisation of program, workstations, time management, resources, peer tutoring, extension program, testing and assessment have been developed and managed to achieve balance and harmony and a positive classroom learning environment. It also explores the roles of alienation, individual attention and volunteer tutoring in process. The ultimate outcome for the teacher has been a happy and rewarding teaching experience. For the students the outcomes have included increased self-esteem and self-confidence, development of independent learning techniques, increased literacy skills and the benefit of a satisfying learning experience. For all of the students this has been a first time experience, the success of which was their re-enrolment in a further ten week course and in other courses in the College.