[AAACE-NLA] RE: AAACE-NLA Digest, Vol 9, Issue 23/ Teach the Parent, Reach the child

Tue Feb 17 10:33:32 EST 2004

Anthony,

Where is your reference material coming from?  I'd be interested in knowing
what you're using.  I like your "Emotional Literacy" terminology !

thanks

art

Art LaChance
Gilmer Learning Center
Ellijay, GA

----- Original Message ----- 
From: "ANTHONY GABRIEL" <meteach1 at msn.com>
To: <aaace-nla at lists.literacytent.org>
Sent: Monday, February 16, 2004 3:02 PM
Subject: [AAACE-NLA] RE: AAACE-NLA Digest, Vol 9, Issue 23/ Teach the
Parent,Reach the child

>
> from Anthony Gabriel/Goodwill Industries ofSELA /Literacy Alliance of
> Greater New Orleans
>
> The issue of  teaching the parent is  a matter of great interest to me .
> Here in New Orleans , I'm spearheading efforts to recognize Emotional
> Literacy  as a essential piece in instructing adult learners.
> I'm currently teaching GED classes and I recognize the need to reach  the
> emotional maturity of a client before I can get that client to really
focus
> on academics.  As far as I know, there is no state wide push to deal with
> the emotional side of adult learner experiences. It is good to know there
> are others who feel strongly about  the Emotional Literacy of adult
> learners.
>
> Anthony Gabriel
> Meteach1 at msn.com
>
> >From: aaace-nla-request at lists.literacytent.org
> >Reply-To: aaace-nla at lists.literacytent.org
> >To: aaace-nla at lists.literacytent.org
> >Subject: AAACE-NLA Digest, Vol 9, Issue 23
> >Date: 13 Feb 2004 09:00:16 -0800
> >
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> >
> >Today's Topics:
> >
> >    1. Re:  NIFL Advisory Board (Debbie Yoho)
> >    2. Re:  NIFL:  Teach the Parent, Reach the Child
> >       (ttweeton at comcast.net)
> >
> >
> >----------------------------------------------------------------------
> >
> >Message: 1
> >Date: Fri, 13 Feb 2004 11:29:26 -0500
> >From: "Debbie Yoho" <dwyoho at earthlink.net>
> >Subject: Re: [AAACE-NLA] NIFL Advisory Board
> >To: "aaace-nla" <aaace-nla at lists.literacytent.org>
> >Message-ID: <410-220042513162926421 at earthlink.net>
> >Content-Type: text/plain; charset="us-ascii"
> >
> > >From Daphne, In regard to a lack of response to influencing who is on
the
> >NIFL Board, :
> >
> >"Is it because there are too many fights going on and people are tired?
Or
> >have people given up on our ability as a field to influence who is on the
> >Board?"
> >
> >I think both statements are true. But thank you Daphne, for pricking our
> >consciences.
> >
> >Deborah W. Yoho
> >Co-moderator, NIFL-Health Listserv
> >President, SC Adult Literacy Educators
> >Executive Director, Greater Columbia Literacy Council
> >2728 Devine Street, Columbia, SC 29205
> >803-765-2555 Fax 803-779-8417 dwyoho at earthlink.net
> >-------------- next part --------------
> >An HTML attachment was scrubbed...
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>
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> >
> >------------------------------
> >
> >Message: 2
> >Date: Fri, 13 Feb 2004 16:17:16 +0000
> >From: ttweeton at comcast.net
> >Subject: Re: [AAACE-NLA] NIFL:  Teach the Parent, Reach the Child
> >To: National Literacy Advocacy List sponsored by AAACE
> > <aaace-nla at lists.literacytent.org>
> >Message-ID: <021320041617.17387.4f28 at comcast.net>
> >
> >  Art says" What we're saying here is that to become fully aware and
> >effective in your
> >teaching you must independently seek out the knowledge, that which you
> >don't
> >understand, and take a college course that specializes in such
information.
> >On your own time.  Makes perfect sense.
> >
> >I agree with you Art. There seems to be no standardization particulary at
> >the Adult level in our state.Grades 1-12 is a different story. Those
> >teachers MUST take University courses. I speak for myself of course but
> >without a doubt, knowing how they are taught(by taking  videos  home in
> >some cases) and what the substance of the  the workshops are about, ( I
> >have asked my friends) the workshops for Adult Education Teachers are
never
> >as rigorous as University level courses, yet  Adult ED. teachers are
> >allowed to be come certified at the state level thru these workshops as
> >well. The level of preparation  for state  certification is therefore
not
> >uniform.
> >  Yet the other side of the coin is that it is not easy to find teachers
to
> >teach ESOL,  especially those willing to teach at night.Our sub list is
> >very short. And we are IMPLORED to be absent as little as possible. So
any
> >and all who sign on to do so are welcomed.There is no obligation to
become
> >state certified, altho all are urged to do so.
> >Tanya Tweeton
> >GED and ESOL
> >Fort Lauderdale, Florida
> > > And therein, I believe, lies a problem that affects most adult
literacy
> > > programs' effectiveness and ultimately funding since the funding
formula
> > > contains factors like number of students and time spent in studies as
> >well
> > > as level completions.  If the field received formal training in the
> >student
> > > referenced emotional issues we might find our recruitment and
retention
> > > factors improve.
> > >
> > > Since there is no official "certification" of adult literacy teachers
or
> > > assistants/aides we are able to employ all comers.  And that isn't a
bad
> > > thing, but what takes away from what credibility we do have is that
many
> >who
> > > become adult literacy teachers have never been in a position to
evaluate
> >or
> > > teach the academic skills.  Especially to an adult student who is
pretty
> > > much overwhelmed with anxiety and fear of failure when confronted with
> >the
> > > issue of "testing" and subsequent acceptance of their not being
"ready"
> >to
> > > take the GED test.  And no I don't believe this capability to be a
> >"common
> > > sense" factor on the part of the teacher.
> > >
> > > I fail to understand why, when "training" of adult literacy teachers
is
> >a
> > > requirement, do we as a field continue to train our teachers in those
> > > teaching methodologies that didn't work the first time our students
were
> > > exposed to them, and additionally totally ignore the students
emotional
> > > response issues.
> > > What we're saying here is that to become fully aware and effective in
> >your
> > > teaching you must independently seek out the knowledge, that which you
> >don't
> > > understand, and take a college course that specializes in such
> >information.
> > > On your own time.  Makes perfect sense.
> > >
> > > 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: Wednesday, February 11, 2004 11:57 AM
> > > Subject: Re: [AAACE-NLA] NIFL: Teach the Parent, Reach the Child
> > >
> > >
> > > > 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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> >------------------------------
> >
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> >
> >End of AAACE-NLA Digest, Vol 9, Issue 23
> >****************************************
>
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