learning group that is striving for the same general goal. Try to
find a common experience that all have had and use it to start dis-
cussions. Generally, all will have an experience where they helped
someone in trouble or an experience of insecurity when they began
their first job. From their common general experiences,the students
can be led to talk about their individual interests. Modification
of some interests and the development of new goals is a proper task
for the adult basic education teacher.

 'Busy work' should be avoided. While, unfortunately, it is
common practice to give children work just to keep them busy and 'out
of the hair' of the teacher who is busy with some paper work, this
will not do with adults. They consider their time to be valuable
and rapidly recognize when the teacher is wasting their time. Chil-
dren do too, but they cannot walk out! It is far better to give the
class a break when something comes up which interferes with teaching.
The students can understand that and will try to help by cooperating.

 Teaching units should be relatively short. This gives the
student a feeling of accomplishment because he can digest short units
faster than long ones. For many, successful formal education is an
unknown experience. Short units will demonstrate to the students
that they can succeed. In the early stage, instructional materials
are best when they are pamphlet length rather than book length.

 Adults should be aided to move along at their own learning
rate. This rate will differ from student to student and often differs
from one subject to another. Pressure to cover a lesson often results
in the lesson being 'covered' but not learned. Remember, these people
are in class to learn and not just to pass examinations.

 Examinations for the purpose of grading students should be
avoided. This is particularly true for those at the introductory levels.
They tend to see examinations as threats to their already damaged egos.
However, informal appraisals are acceptable after rapport and an esprit
de corps have developed.

 Avoid drab uncomfortable classrooms. Students who are hot, cold,
hungry, overtired, or in pain, are not attentive. When fire laws per-
mit and ventilation is adequate, smoking should be permitted. Lighting
should be adequate and should develop little glare. Noise levels
should be such that a normal conversational voice may be heard by all
students. Room furnishings should indicate that the people using them
are respected -- not castoffs who receive hand-me-downs.

 If possible, provide coffee breaks. While these are time con-
 suming, they help to build groupness and feelings of belonging. If the
 students feel that they belong, they will invite their illiterate friends.
 Your students are the principal source of other students. Moreover, these
 coffee breaks provide the best time for gaining personal understanding of
 an individual student's problem and goals.