My goal–to share everything I know about teaching before I retire. Have I reached my goal? What more do I want to say? I’m looking back at old posts, sorting, highlighting and making new connections.
(NOTE: the links, names of ministers and Prime Ministers, government departments, etc. are all out of date and no longer work. Alas, the protests about the loss of Copian were fruitless. However, the holdings of its sizeable library are now being held by the CDEACF and may be downloaded there. May 2020)
In the midst of my despair at the closing of Copian, I was glad to find this post from the Literacy Enquirer: Bring Back Copian. Tracy Defoe gives some great strategies for working to get funding restored. I especially like her idea of showing the demand for Copian material by asking OLES (Office of literacy and Essential Skills) for what we need, all day, everyday. I’ll use the online form she suggests, and I’ll tweet my requests to @SocDevSoc and @ as well, using the hashtag #BringbackCopian.
Here are Tracy’s suggestions. Pick some you can have fun with, and can keep up over the long haul!
- Connect with Copian – leave a message on the message board.
- Join the #bringbackcopian conversation on Twitter.
- Connect with your local literacy program or provincial coalition to find out what advocacy is happening locally.
- Write to your M.P. (We have written to Peggy Nash.)
- Write to Employment and Social Development Minister Jason Kenney M.P.
- Write to Prime Minister Stephen Harper.
- Or write, as Tom Sticht did, to
Education Programme Officer,
The Canadian Commission for UNESCO
- And when you are looking for a resource that you used to be able to find on Copian, contact the Office of Literacy and Essential Skills (OLES). Use this online contact form: http://www.esdc.gc.ca/cgi-bin/edsc-esdc/contact/contact_us.asp?section=lek or this mailing address:
Employment and Social Development Canada
140 Promenade du Portage, Phase IV
They won’t know we miss it if they don’t hear that we are looking for resources and publications. – Tracy Defoe.
Get the full text of Tracy’s post here.
My friend and colleague, Jenny Horsman, is applying to give a talk at TEDx Toronto.
June 30 is the deadline for nominations from the community. Get yours in today. TEDx Toronto
A student working on a piece of writing asks, “What should I do? I don’t know if I should explain that Tom is my boss and my uncle right here at the start, or if I should leave it out until closer to the end.”
Or maybe it’s a more mundane question Continue reading
She had come to class with a project from home (the best kind of adult literacy work, generated by personal need and totally student driven).
She was asking for my advice, which put me in a very gratifying position: there I was, with someone tacitly acknowledging my expertise, and waiting to be told what to do. She had my ego right where it wanted to be!
“Always better to be polite when you’re asking people to do something…” The words were almost out of my mouth when my imagination was caught by the brevity and wit of “Butt Out.”
Suddenly I was sharing her dilemma–I couldn’t decide either.
It was the dilemma Marie presented, the dilemma of not knowing what advice to give, Continue reading
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
Scenario 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
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
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 experienced educator in my…
View original post 1,750 more words
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