Teachers-adult literacy and remedial and self-enrichment educationSelf-enrichment teachers teach courses that students take for pleasure or personal enrichment; these classes are not usually intended to lead to a particular degree or vocation. Self-enrichment teachers may instruct children or adults in a wide variety of areas, such as cooking, dancing, creative writing, photography, or personal finance. In contrast, adult literacy and remedial education teachers provide adults and out-of-school youths with the education they need to read, write, and speak English and to perform elementary mathematical calculations—basic skills that equip them to solve problems well enough to become active participants in our society, to hold a job, and to further their education. The instruction provided by these teachers can be divided into three principle categories: remedial or adult basic education (ABE), which is geared toward adults whose skills are either at or below an eighth-grade level; adult secondary education (ASE), which is geared towards students who wish to obtain their General Educational Development (GED) certificate or other high school equivalency credential; and English literacy, which provides instruction for adults with limited proficiency in English. Traditionally, the students in adult literacy and remedial (basic) education classes were made up primarily of those who did not graduate high school or who passed through school without the knowledge needed to meet their educational goals or to participate fully in today�s high-skill society. Increasingly, however, students in these classes are immigrants or other people whose native language is not English. Educators who work with adult English-language learners are usually called teachers of English as a second language (ESL) or teachers of English to speakers of other languages (ESOL). Self-enrichment teachers, due to the wide range of classes and subjects they teach, may have styles and methods of instruction that differ greatly. The majority of self-enrichment classes are relatively informal and nonintensive in terms of instructional demands. Some classes, such as pottery or sewing, may be largely hands-on, requiring students to practice doing things themselves in order to learn. In that case, teachers may demonstrate methods or techniques for their class and subsequently supervise students� progress as they attempt to carry out the same or similar tasks or actions. Other classes, such as those involving financial planning or religion and spirituality, may be somewhat more academic in nature. Teachers of these classes are likely to rely more heavily on lectures and group discussions as methods of instruction. Classes offered through religious institutions, such as marriage preparation or classes in religion for children, may also be taught by self-enrichment teachers. Many of the classes that self-enrichment educators teach are shorter in duration than classes taken for academic credit; some finish in 1 or 2 days to several weeks. These brief classes tend to be introductory in nature and generally focus on only one topic—for example, a cooking class that teaches students how to make bread. Some self-enrichment classes introduce children and youths to activities such as piano or drama, and may be designed to last anywhere from 1 week to several months. These and other self-enrichment classes may be scheduled to occur after school or during school vacations. Remedial education teachers, more commonly called adult basic education teachers, teach basic academic courses in mathematics, languages, history, reading, writing, science, and other areas, using instructional methods geared toward adult learning. They teach these subjects to students 16 years of age and older who demonstrate the need to increase their skills in one or more of the subject areas mentioned. Classes are taught to appeal to a variety of learning styles and usually include large-group, small-group, and one-on-one instruction. Because the students often are at different proficiency levels for different subjects, adult basic education teachers must make individual assessments of each student�s abilities beforehand. In many programs, the assessment is used to develop an individualized education plan for each student. Teachers are required to evaluate students periodically to determine their progress and potential for advancement to the next level. Teachers in remedial or adult basic education may have to assist students in acquiring effective study skills and the self-confidence they need to reenter an academic environment. Teachers also may encounter students with a learning or physical disability that requires additional expertise. Teachers should possess an understanding of how to help these students achieve their goals, but they also may need to have the knowledge to detect challenges their students may have and provide them with access to a broader system of additional services that are required to address their challenges. For students who wish to get a GED credential in order to get a job or qualify for postsecondary education, adult secondary education or GED teachers provide help in acquiring the necessary knowledge and skills to pass the test. The GED tests students in subject areas such as reading, writing, mathematics, science, and social studies, while at the same time measuring students� communication, information-processing, problem-solving, and critical-thinking skills. The emphasis in class is on acquiring the knowledge needed to pass the GED test, as well as preparing students for success in further educational endeavors. ESOL teachers help adults to speak, listen, read, and write in English, often in the context of real-life situations to promote learning. More advanced students may concentrate on writing and conversational skills or focus on learning more academic or job-related communication skills. ESOL teachers teach adults who possess a wide range of cultures and abilities and who speak a variety of languages. Some of their students have a college degree and many advance quickly through the program owing to a variety of factors, such as their age, previous language experience, educational background, and native language. Others may need additional time due to these same factors. Because the teacher and students often do not share a common language, creativity is an important part of fostering communication in the classroom and achieving learning goals. All adult literacy, remedial, and self-enrichment teachers must prepare lessons beforehand, do any related paperwork, and stay current in their fields. Attendance for students is mostly voluntary and course work is rarely graded. Many teachers also must learn the latest uses for computers in the classroom, as computers are increasingly being used to supplement instruction in basic skills and in teaching ESOL. 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