[AAACE-NLA] NIFL: Teach the Parent, Reach the Child

[ttweeton at comcast.net]

 Art, I am only talking about University level traing on "Affective filters" the concept Krashen talks about  in his  ESOL text books. ESOL teachers in Florida can receive training in ESOL  via workshops but I am not sure they mention this concept  at all. Of course it would be a good idea to incorporate in any training when working with adults.
Cordially, 
Tanya Tweeton
ESOL and GED
Fort Lauderdale, Florida
> Tanya,
> 
> What your post here says is that all of FL's ESOL teachers receive formal
> training in the what's and how's of that emotional affect in order to better
> serve the interest of the adult literacy student.  If that's true then FL's
> ABE and ASE teachers should also be receiving formal training for the same
> purpose ?  However I wouldn't bet on the second part of your statement that
> the rest of the nation is receiving like training in this area.  I am
> curious if any other states offer or require their adult literacy staff to
> participate in such training ?  The training would include how to recognize,
> informally evaluate, and help to resolve the "affective screen" mentioned by
> Tanya or more than that how to recognize and effectively deal with the adult
> student's sense of impending doom, low self confidence, failure syndrome, as
> well as help to generate internal motivation for "work" in the classroom.
> 
> Art
> 
> 
> Art LaChance
> Gilmer Learning Center
> Ellijay, GA
> 
> 
> ----- Original Message ----- 
> From: <ttweeton at comcast.net>
> To: "National Literacy Advocacy List sponsored by AAACE"
> <aaace-nla at lists.literacytent.org>
> Sent: Friday, February 06, 2004 10:03 AM
> Subject: Re: [AAACE-NLA] NIFL: Teach the Parent, Reach the Child
> 
> 
> > Art, certainly in ESOL training in university courses the emotional
> "affective screen" of the ESOL students is dealt with certainly in Florida
> and I would imagine around the nation.
> > Tanya Tweeton
> > ESOL and GED
> > Fort Lauderdale,Florida
> 
> 
> > > I find it exceptionally interesting that those of us in the classroom
> > > understand these issues yet I don't remember folks like NIFL or NCSALL
> > > addressing same in proposed training for teachers / administrators.  Nor
> > > have I seen research that directly addresses the student emotional
> condition
> > > and how to deal with it.  Does this mean that one cannot 'understand'
> the
> > > concept unless they are directly involved with the day to day
> functioning of
> > > an adult literacy classroom that serves the average citizen?
> > > Might be an indicator of an area we may need to go in order to improve
> the
> > > communications between the classroom and administration and legislative
> > > processes?  I don't feel that it's appropriate to expect the classroom
> > > practitioner to adapt whatever materials and processes are being
> dictated as
> > > mandatory without some measure of understanding from the top.  We've
> been in
> > > adult literacy long enough now to have developed a comprehensive
> > > understanding of what goes on in the classroom and what is needed to
> ensure
> > > effectivity, yet I'm completely unaware of anything that might be headed
> in
> > > that direction.
> > >
> > > Art
> > >
> > >
> > > Art LaChance
> > > Gilmer Learning Center
> > > Ellijay, GA
> > >
> > http://literacytent.org
> 
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