Guest post written by: Mac-Z Zurawski

This will be a four-part series on community teaching

This week: differences between community and college classrooms

Martin Luther King Jr. inspired a vision of possibility that still motivates many of us today. Inspiration can come from a public figure, a moment with your child, or the day a small business first opened its doors. For teachers, that memory is often the first day of class and the long effort between imagining a goal and achieving it. I wanted to be a plank in the bridge for motivated learners—an instructor who finds a student’s niche, stays after class to offer support, and helps transform a dream into reality.

The community classroom: where my teaching mission began

I teach a range of classes in community center settings so motivated volunteers can bridge the gap between aspiration and accomplishment. Whether we meet in a community room of a repurposed hotel or a renovated former school, our students come together to learn about life, work, and personal growth. Below are practical tips based on my experience that can help new and seasoned instructors in community education. Remember: adult learners who volunteer in community programs are not the same as students in college classrooms. They are adults, but they attend for different reasons.

Volunteerism: inspiring committed participation

Community classrooms thrive on volunteerism. Instructors and students often come straight from work or family duties, giving their time freely. This means maintaining inspiration and approachable, engaging activities is essential to encourage repeat attendance. Community students return not for grades but for connection, skills, and confidence. For many, community classes are a first step toward returning to formal education.

Use welcoming language that acknowledges life’s demands and celebrates progress: “I know we’re all busy, and I appreciate you being here. This class is for all of us to progress together.” Invite students back to the next meeting and emphasize that absence is not a failure; participation itself is the measure of success. Your tone, gestures, and facial expressions should be calm and inviting to create a safe, motivating environment.

Activated learning: keep adults engaged

Adults coming from long workdays need activities that keep them mentally energized. Long lectures are ineffective for volunteer adult learners; interactive exercises and games work far better. For example, adapting popular formats like quiz games can turn a dry grammar or math lesson into an active experience. Creative engagement is especially important for ESL and basic skills classes. Active learning techniques help adults connect coursework to real-life goals and sustain their motivation for continued learning.

Design lessons that are practical, hands-on, and relevant. Use role plays, small-group problem solving, and community-centered projects. These approaches promote retention and empower students to apply new skills immediately.

Non-profits and resource challenges: creativity overcomes scarcity

Community programs often operate with limited budgets and materials. Many students lack resources beyond what the program provides. Instructors must be resourceful and select adult-appropriate materials—worksheets and visuals should reflect adult interests and contexts rather than child-oriented themes. Websites and open educational resources can provide adult-level ESL, GED, and basic math practice; seek worksheets and practice problems that use real-world scenarios like budgeting, workplace forms, or civic topics.

Textbooks and standardized-test guides can be mined for sample exercises and lesson ideas. Local thrift shops, library collections, and donated materials are also useful sources. Collaboration with colleagues and community partners can help stretch scarce resources and introduce new opportunities for learners.

Above all, remember that the community classroom is its own kind of college—the college of everyday learners pursuing change. Our role is to support adults as they bridge dreams into reality with dignity and practical skills. I and many others value the daily work community instructors do to empower learners.

About the author:

Mac-Z Zurawski teaches adult ESL and GED support in Chicago. She leads a Current Events ESL class at an adult literacy center and tutors GED and US citizenship preparation through volunteer organizations. She combines andragogy and technology to design active learning environments. Inspired by her son’s early speech and learning challenges, she advocates for stronger adult support systems. Mac-Z serves on professional committees focused on women in the academy and on projects that raise awareness of women’s history. Her academic background includes political science, social justice studies, women and gender studies, sociology, and criminal justice. She believes education is a lifelong process that helps adults “bridge the gap between dreams and reality.” Contact: [email protected]