Observations during Formal Classes

Of great importance for this study was to observe how teaching and learning sessions were conducted. The researcher observed the interaction between facilitators and students during the lesson, such as what teaching methods were used by the educators, and the students’ responses including the non-verbal cues that could be deduced. From the 12 facilitators that were observed in class ranging from ABET level 1 – 4 in different subjects, the interaction methods used differed. For instance, during Mathematics class at the male centre, the facilitator enthusiastically engaged with his learners, 80% of which were adult male from ages 25 – 45 years. The facilitator asked questions and the learners had to come to the board to write the solutions to the homework that was assigned a day before. There were 23 learners in class and by any standards; the class was not too large.

At the youth centre, there were only 10 learners and the facilitator did most of the talking. Seven of the learners kept quiet, while only three responded to the teacher/educationist. At some point the educator got frustrated that only three learners seemed to be familiar with the content. She ended up asking the three to tell others what the content was all about (peer-teaching). The researcher expected such a reaction because when they do not understand some Mathematics concepts, learners usually keep to themselves for fear of not making mistakes and sometimes being laughed at or ridiculed. Juveniles are also young learners, and the pedagogical principle where learners expect educators to provide solutions to their learning problems was expected. At this centre, a peer-teaching technique was considered valuable for young learners, and the researcher noted with interest how the other learners reacted to their peer-educators. This could be an effective method of teaching in this setting. More details will be provided in the next chapter.

At the female centre a Business Economics class was observed. It had only five adult learners who were learning how to write a business plan. The facilitator was an inmate engaged in her methods of teaching. She asked probing questions as she went through some assignments that she

had marked previously. In those assignments, apparently all students had passed, but she emphasised issues where she felt students had not paid sufficient attention. Because it was a small class, the discussions were highly participatory and the participants asked questions, sometimes even talking amongst themselves while the facilitator was only listening and watching.

Teaching methods such as lecturing, mostly done at the beginning of teaching and learning encounter to introduce the topic of the day, and discussions were noted. Small group discussions were few because classes themselves were quite small and interaction amongst adult learners and the facilitators were generally easy. It was also observed that class periods ranged from 30 to 40 minutes, and the shorter the session, the better the concentration. A study by De Koning and Striedinger (2009: 299) in eight African countries found a correlation between a number of factors that affect motivation and interest in offenders’ participation in educational programmes, stating that “a lack of appropriate diet and facilities may limit offenders’ learning abilities”. In the three correctional centres, from various classes observed, the offenders looked healthy and clean. On further interviews on the next chapter, this issue is further explored.

5.3.2.2 Teaching materials

The six principles of andragogic epistemology were borne in mind as observations were made. These included whether:

• Students demonstrated self-concept characteristics (esteem, confidence levels);

• They were motivated to learn – those familiar with subject-content were more motivated than those struggling to cope with the content. This was picked up in analysing their body posture (those active and motivated had an upright sitting posture; others demotivated seemed a bit bored, with their bodies leaning against the desks); and

• There was anything depicting positive or negative orientation to learning – the fact that they came to class meant there was positive orientation to learning. They had a choice not to come, but if they came it meant they had a positive motive to learning.

While some of the principles of andragogy are somewhat abstract and could not be easily quantified, the researcher provided some analysis based on her own understanding and also based on the interviews that were conducted later with both the educators/facilitators and students.

Examples are:

• The use of previous experience as a repository of knowledge for adult learners. This was observable at male and female centres where there were adult learners. At the male centre, one inmate had a correct answer to a solution, but did not use the same method or formula that the facilitator used.

He said, “Mr Mahlangu (not his real name), I have my answer right but did not use your formula.

Mr Mahlangu: How did you get your answer? Can you explain to class how you did it? (He moved to the board to work out the solution.)

Mr Mahlangu: Wow, this is excellent and much easier; where did you get that from? The inmate: At my school. You know with us we used arithmetic and it was much easier to understand than maths.

• Adults’ readiness to learn. This was not easy to observe, except to conclude that for adult learners to take an interest in being in class on regular basis that demonstrated their readiness. • Immediacy of their learning. This was said during the interviews, and it is elaborated on the

next chapter.