Barriers to learning

Adult learners may need to overcome barriers to learning when they first come back into education. These might be, for example, previous negative experiences of school or college, health issues or worrying problems in their everyday life. Adults often have job and family responsibilities which may mean they have not much time to study outside class. Some learners may be speakers of other languages or have difficulties with written English . Some barriers could be related to specific learning difficulties such as dyslexia, a physical disability such as hearing loss, or mental health issues.

Task

Consider one or two of the barriers to learning below. Jot down some ideas on what a tutor might do to help overcome the barrier.

Then click on the arrow to get more ideas.

Barrier: Student is hard of hearing and needs to lipread.

Make sure the learner can see your face all times
Talk at a natural pace. Don’t shout or talk slowly. Use facial expression and body language.
Encourage the learner to choose a seat that works for them eg where they can see the other students
Send handouts or powerpoints beforehand if learner finds it useful.
Put main points of talks, instructions etc on a powerpoint that the learner can use to check understanding
Reduce external noise as much as possible.

Barrier: Student is older and feels they are not as good as the younger students.

Use praise, encouragement and constructive comments.
Look for natural opportunities where the learner can draw on their knowledge/skills and encourage them to contribute
Give ideas for extra practice at home and suggestions for memorising if needed. Offer this to the whole group.
Look out for ageism amongst other learners
Make sure you vary groups so all students mix well.
If needed, arrange a 1:1 to explore their concerns and reassure.

Barrier: student is bilingual and has some difficulty with oral English.

Make sure terms are explained clearly (benefits everyone)
Keep language non colloquial and plain.
Send handouts or powerpoints beforehand if learner finds it useful.
Put main points of talks, instructions etc on a powerpoint that the learner can use to check understanding.
If you think they may not understand, ask ‘checking questions’ eg ‘So what comes next?’ not ‘Do you understand?’ (the learner is likely to say ‘yes’ even if they don’t.)
If needed, arrange a 1:1 to explore their concerns and reassure.

Barrier: student has had poor previous experiences of learning.

Be sure to use praise, encouragement and constructive comments.
Stage learning carefully to make sure learner succeeds.
Give the learner natural opportunities to build on their knowledge and life experience.
If needed, arrange a 1:1 to explore their concerns and reassure

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