The assignment was to make a graphic representation of the plot development in a novel we were reading together in class. To this end, I had assembled some supplies on a table in front of the room: various kinds of large sheets of paper, felt pens, pencil crayons, glue sticks, stickers and labels of the kind scrapbookers use, some collage materials, etc.
We talked about various possibilities, such as diagrams, time lines, and flow charts, Continue reading
I expected it to be an interesting activity. I was sure people would take part, and hoped they would enjoy it. But they didn’t seem to care.
I gathered some objects on a table in the classroom–modelling clay, bread dough, a crumpled plastic bag, rubber bands, pebbles, a plastic mug and a ceramic mug, Continue reading
Frank commented on my post “I don’t give grades” by saying “Agreed – spend more time helping students who care – and waste less time on students who don’t.”
Frank’s comment doesn’t sit well with me. I don’t sort students into those who care and those who don’t care, because I know that every student cares. Continue reading
They come because they have to.
Any of these people may have mandated students to your adult education class: the judge or their parole officer; their lawyer, hoping to make a good impression at a sentencing hearing; their social worker, financial aid worker, workers’ compensation officer, or other professional with the power to deny their request for benefits; parents who say if they want to live at home they have to go to school.
Unlike other students in your class, they are not self motivated; their motivation comes from someone outside the class, someone you have little influence on. Continue reading