The More Things Change…

from Our Story: The Realities of Working in the Literacy and Essential Skills Field; summary of survey by LESWORKFORCE.ca

from Our Story: The Realities of Working in the Literacy and Essential Skills Field; http://www.LESWORKFORCE.ca

Part-time work, insecure employment, expectations that practitioners will put in many unpaid hours, younger practitioners leaving the field, practitioners not able to earn a living, practitioners in one type of program being paid much less for the same kind of work as practitioners in another– all issues that we were agitating about when I first entered ABE/Adult Literacy in the 80′s, and still, it seems, relevant.

Three things crossed my desk recently that highlighted some of the same issues in the field today. First was the Literacy and Essential Skills Labour Market Study recently released by CLLN. Second was a blog post called Adult Educators: An Ageing Profession? by Ann Walker, Director for Education of the Workers’ Educational Association in Great Britain. Continue reading

Foot Feedback

FootprintsScenario 1: Mohan tells you he has an appointment tomorrow at the financial aid office, scheduled for the middle of your class. He adds that he is sorry that he couldn’t get the appointment at any other time. The next day, he arrives at your class on time, slips out to go to his appointment, and returns quietly half an hour later.

Scenario 2: You explain an activity, divide the class Continue reading

Tempest in the Pool

Aquafit  classI was a student today, at my aquafit class. I was a student who resisted, who didn’t participate, who went missing. You know, one of those students who makes you wonder why you ever wanted to teach.

We had a teacher who has taught our class only a few times, a lovely, enthusiastic teacher with a bounce in her step and encouragement in her voice. Continue reading

Learning Curves, Twists, and Turns

Kate Nonesuch:

So much food for thought here. I love these stories of teachers putting themselves in learners’ shoes, literally and figuratively.
And check out the rest of the blog, too–Kate

Originally posted on Adult Literacy Research Institute:

forestcurve

Photo taken by B.Gowan

Written by:  Sandi Loschnig

In 1999, I chose to leave my comfortable life on Protection Island, British Columbia, to travel to Cochabamba in Bolivia for a new job working as an educator for a women’s organization. It was a learning journey in every way.

Learning Spanish, finding an apartment, discovering the eccentric transportation systems in the city, shopping for food, being immersed in a new culture—in every moment I was preoccupied with absorbing information. I even dreamed about conjugating Spanish verbs. I was trying so hard to cram everything in that my head ached each evening from the effort.

It wasn’t until I came back to Canada nine months later that I could reflect on my experience. I realized what it meant to be learning a whole new culture, how difficult it was, and how it changes your very identity.

I arrived in Bolivia as an…

View original 1,754 more words

Learning from Our Mistakes

pencilStudents learn from their mistakes, they say.

I agree. They learn something. But often what they are learning is not what the teacher thinks she is teaching.

M. Moriarty said it well in a comment on an earlier post:

To this day I cannot bear a red pen… it signals math failure to me – and try as I might – I never did learn from my many many mistakes in grade school math – what I learned was that I wasn’t very good at math and that after a while it really wasn’t any use to try…. Continue reading

“Afraid” to Teach Numeracy

scaredA news item by the BBC has led many viewers to my blog in recent days. According to a recent report, primary teachers in Great Britain are scared of math, which results in poor math teaching.

I can’t say much about primary teachers, especially in Great Britain, but in 2006 I consulted with about 100 teachers of adult numeracy, GED and Continue reading

Adult Learner Success

http://katenonesuch.com/2013/08/06/adult-learner-success/ ‎Factors that Facilitate Adult Learner Success in the NWT starts with a review of earlier findings:

…we understand that:

  • Non-academic outcomes are qualitative, intangible, subjective, personal, and extensive.
  • Learners gain much more from ALBE programs than academic outcomes suggest. Continue reading