| The list of outcomes that incarcerated youth need to
acquire probably appears as formidable to education providers as it does to
students. Teachers should not be overwhelmed by this list, however, because
there are many ways to facilitate learning. The most effective teachers are
able to:
- adapt to the unique characteristics of teaching in a correctional facility;
- assess students’ interests, skills, and goals;
- apply marketing techniques to engage students in learning;
- create a learning community;
- contextualize learning; and
- apply instructional planning techniques.
Adapt to Environment
Many teachers considered effective in traditional adult education programs
are probably described as “creative” and “flexible.” These
traits are vital for educators of incarcerated youth, too, because of the
special circumstances involved with teaching in a correctional facility. They
not only handle all of the traditional aspects of teaching, but they also
address a myriad of issues unique to their teaching environment. While teachers
bring with them certain educational ideas and practices, they must also be
prepared to learn about:
- security issues that can directly impact their style or methods of
teaching. For example, working with large groups of students will probably
be considered a security risk. Teachers should be aware of such matters to
prevent possible crises.
- the “games students play.” Any teacher must anticipate a
certain amount of attempted manipulation by their students. However, in a
controlled setting such as a correctional facility, the degree of this
manipulation may be exacerbated. Teachers must be able to recognize and defuse
aggressive behavior.
- the needs of incarcerated youth. Matters taken for granted by
teachers in a traditional classroom, such as students’ good hygiene,
appropriate clothing, or health, may require attention by education providers
to incarcerated youth. Transition options are another basic need of
incarcerated youth of which teachers must be aware. Instructional planning
should incorporate goals feasible for incarcerated youth, as well as adopt
techniques that work with incarcerated youth. Teachers may have to help
students redefine success if they are operating out of past negative schooling
experiences.
- enlisting support for educational programs. Teachers may need to
garner support from corrections officers and administrators. In many cases,
teachers must simultaneously address the concerns expressed by administrators
of both the correctional facility and the school district.
Clearly, educational programming in an incarcerated facility is as much a
learning experience for teachers as it is for students. This is an important
concept for new teachers who may become frustrated to keep in mind. They may
find it helpful to note what initially attracted them to working with
incarcerated youth or to post the positive aspects of their jobs as a reminder
during moments of frustration.
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