So easy to make assumptions about what’s behind students’ behaviour. Often if we knew the reasons they were absent, late, inattentive, etc., we would be heartbroken, not angry. (I’m quoting someone there, but I can’t remember who!)
Jenny Horsman has just put up an interesting post about what happens when we assume students are not motivated when they annoy us by not showing up, showing up late, sitting at the back, unresponsive, with their coats on, neglecting assignments–I need not go on. You recognize the list.
Check out Jenny’s post here.
Survival Strategies Come First
If They Come, They Care
Every Student Cares
(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 are all out of date and no longer work.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!
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.
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
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
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
I told the Yahtzee story in this blog a couple of months ago, but I’ve been reading stories in other blogs about students who came back to say that they were profoundly affected by a particular classroom activity.
I especially liked this one from Agnes Tirrito: The Power to Change a Life.
So I’ll ask you the question on the post card: What activities have changed the life of one of your students? Continue reading