The first day of class is a critical one for adult learners new to a program. From the moment they enter the classroom, learners begin to decide whether or not they will return (Lieshoff, 1995). Therefore, it is important to anticipate questions or needs they may have. The checklist in Figure II-2 provides matters for program administrators and staff to consider.


Figure II-2: Orientation Checklist

  1. What do we know about th e culture of this new student? How can we learn more?
    • Check the Center for Adult English Language Acquisition (CAELA) Web site at http://cal-org.wdi.net/caela to learn more about issues in adult ESL education.
    • Check the Cultural Orientation Resource Center for profiles of different immigrant and refugee populations. http://www.culturalorientation.net/fact.html
    • Think of ways to honor and build on students' cultures in the classroom environment.
  2. How are we promoting a sense of community and friendship among students and staff?
    • Assign a peer mentor to each new student on his/her first day in class.
    • Create a welcome committee of experienced students.
    • Present the new student with a welcome basket of supplies from local businesses.
    • Assign a staff member to call the new student at home the first evening to welcome the student, discuss events of the first day, and clear up any misunderstandings.
    • Set up a student contact system so that students may call each other outside of class.
  3. How do we orient the new student to our class, building, and campus?
    • Familiarize new students with the classroom setup such as the coffee area, lounge/reading area, and the computer stations. Explain classroom rules.
    • Take the new student on a tour of the program facilities.
    • Teach the new students how to use the library, cafeteria, and bookstore.
  4. How do we make the first day of class a successful one for new students?
    • Assess new students to determine the levels of instruction they require.
    • Break tasks into manageable bits to help reduce their frustration (and throughout the year).
    • Be sure that students leave the first day of class knowing that they have learned something.
  5. How do we strive to meet new students' needs and goals (the first day and throughout the program)?
    • Conduct a needs assessment. (See Needs Assessment and Learner Self-Evaluation for examples.)
    • Offer a curriculum that is based on learners' strengths and needs.
    • Offer a challenging curriculum.
    • Begin with the students' goals in mind and the expectation that they will advance to further education and lifelong learning.