It is important to structure the class, particularly if it is long. Divide the time between different subjects. Begin with an activity to focus the class. This may be a journal entry to discuss upon completion. Teacher-directed instruction should follow, to introduce the day's topic, then allow students to work individually or within groups to complete the lessons. Provide students with a short 15-minute break about halfway through. After the break, begin working in a different subject area. End the class with silent reading or reflections where students can revise what was learned.
Most GED classes have an open enrollment where students are continuously enrolling throughout the course. Set up an order for your curriculum during the year. As a student enters the course, provide materials for him to study independently to catch up with the rest of the class. Present a variety of instructional methods to suit the needs and learning styles of the adult learners. Design lessons that incorporate group collaboration as well as independent study.
Test taking skills are not innate, but must be learned and practiced. Since the information on the GED test is broad, students need to learn how to read actively, take pertinent notes and eliminate answer choices. Model these skills throughout the course to prepare the student for the GED test and college courses that he may later pursue.
Model the type of learner you want the student to be. Facilitate open discussions about the content and encourage the student to expand on his answers. Include your own viewpoint, but make it clear that all viewpoints are respected. Develop lessons that get the student out of his seat to explore a concept or participate in a role-play exercise. This participation helps make the content more memorable for the student.
A student who signs up for GED courses may have been unmotivated to complete the traditional high school curriculum or may have experienced life-changing situations that forced him to drop out. The student could feel overwhelmed with the course material and need to know that help is available. Make yourself approachable to a student who has questions about the material or just needs someone to listen to him. Let the student know you are on "his side." When possible, develop lessons based on student interest to motivate them to participate.