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
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:
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…
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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
A 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
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
A year ago today I began writing this blog, with the goal of sharing some of the things I’ve learned about teaching adult literacy and numeracy. On this anniversary, I’m re-playing my first post–still relevant, I think.
Slowly, over the years, because I was willing to learn, my students gave me a fresh take on the three R’s. I learned that to teach well, I needed to think about respect, resistance and reality. Continue reading