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!
M. Elisabeth Barot,
Education Programme Officer,
The Canadian Commission for UNESCO
Office of Literacy and Essential Skills
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.
- Jenny Horsman
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
I have often referred to her work on the impacts of violence on learning, and wrote a post about her website which is full of information and resources on the Continue reading
The opportunity for joy often comes disguised as a request for advice. When I refuse to give advice, when I take a moment to ask a question instead, a space opens up to let the joy of teaching in.
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
“I can’t decide,” Maria said. “I don’t want people to smoke in my apartment any more, so I’m making a sign for the door. Should I say, “Please don’t smoke here” or “Butt Out”?
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
I 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
Students 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
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 Adult Basic Education math classes (whole numbers through algebra) about bringing their teaching practices into line with research findings. I didn’t find them scared of math, but I did find specific barriers that prevented them from improving their teaching practice. (You will find a fuller description of my study in the introduction to Changing the Way We Teach Math.)
As a basis for discussion with these math instructors, I used principles from “Instructional Strategies for Teaching Adult Numeracy Skills” by Lynda Ginsburg and Iddo Gal. They include strategies such as determining what learners know before beginning instruction on a topic; looking at learners’ attitudes about math; using manipulatives; developing skills in estimation and Continue reading