Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id gBRMH0X18785; Fri, 27 Dec 2002 17:17:00 -0500 (EST) Date: Fri, 27 Dec 2002 17:17:00 -0500 (EST) Message-Id: <7ADB45B391BF714283550310C8251A2F19BB89@exchange1.sos.state.mo.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Jones, Karen" <jonesk@sosmail.state.mo.us> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:643] Re: Response to "Trauma and Adult Learnin X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 6209 Lines: 157 The same day this thread started I read an ERIC Digest (#241) article http://ericacve.org/docgen.asp?tbl=digests&ID=126 on the importance and use of narrative and story in adult learning. The piece talks about writing and reading stories of all kinds as vehicles to facilitate transformation. To me, at least, the article seems quite connected to this thread of discussion. My experience is more limited that that of most on this list, but I did and still do find many connections between my students' achievement (or lack thereof) and their past negative experiences. It strikes me that one of the important things we are doing in our classes and tutoring sessions is helping our students rewrite the narratives of their lives and changing the way their stories (and ours) unfold. I would recommend the ERIC piece to those of you who haven't seen it. It is brief and contains some specific ideas about reading and writing as well as challenging thoughts about the narratives of our lives and what they contain. Karen Jones -----Original Message----- From: RoyceSJ@netscape.net [mailto:RoyceSJ@netscape.net] Sent: Friday, December 27, 2002 2:55 PM To: Multiple recipients of list Subject: [NIFL-FOBASICS:642] Re: Response to "Trauma and Adult Learning" Art, Anne, Laurel and colleagues: In the longitudinal study of 70 former ABLE participants I conducted, successful program graduates discussed the abuse they encountered prior to entering ABLE programs. They talked about the bond they formed with teachers who believed in them and how this belief changed their image of themselves and ultimately their lives and the lives of those around them. They had to feel worthy before they were ready to learn. All the research on the best methods of teaching reading, math, parenting or work skills don't amount to a hill of beans without the personal bond between adult tutor/teacher and adult learner. Have we as practitioners become so insecure and afraid for our funding that we let those who do not teach but set rules of accountability determine what is best for our students? In addition to our own experience, there are anecdotal accounts from adult students about the primary importance of the classroom environment and the modeling of positive attitudes. Most of all, I am tired of money being taken from programs teaching adult learners and funneled to institutions studying how to teach students and measuring whether these students are really learning? Enough is enough. Let's hear from some of the practitioners out there! Sherry Royce sjroyce@comcast.net Art LaChance <arthur@ellijay.com> wrote: >Anne, > >Have you discussed this on any other list, like the ld list? To what >degree are Laura Weisel's thoughts on this issue being received? > >Curious in Ellijay. > >art > > > >Anne Murr wrote: > >> Another prevalent trauma for adults in basic education classes is the >> emotional abuse they suffered in school because of their learning >> difficulties. These memories cause blocks to learning in their >> present setting. I'm angry because it's not their fault that they >> didn't learn. They simply were not taught in a way in which they >> could (and can now) learn. There is injustice in their experiences. >> >> Their traumas include being made fun of, being required to read aloud >> and feeling that they made fools of themselves, being made to feel >> it's their fault for not learning, being told is so many different >> ways that they are stupid, suffering the anger of the frustrated >> teacher, suffering abuse from frustrated parent, etc, etc. You've >> heard the stories too. The result is a litany of negative messages >> which must be "reprogrammed" before learning in the present can occur. >> >> Laura Weisel calls emotions the prerequisite for learning. As >> educators, we are not therapists, but we can help our students >> "reprogram" with positive messages as simple as "I can learn, I am >> learning, I will do my best now." >> >> What other ways do you address this issue? >> -- >> Anne Murr, Coordinator >> Adult Literacy Center >> School of Education >> Drake University >> 3206 University Ave. >> Des Moines, IA 50311 >> anne.murr@drake.edu >> Tel 515-271-3982 >> Fax 515-271-4544 > > Art LaChance <arthur@ellijay.com> wrote: >Anne, > >Have you discussed this on any other list, like the ld list? �To what >degree are Laura Weisel's thoughts on this issue being received? > >Curious in Ellijay. > >art > > > >Anne Murr wrote: > >> Another prevalent trauma for adults in basic education classes is the >> emotional abuse they suffered in school because of their learning >> difficulties. These memories cause blocks to learning in their >> present setting. �I'm angry because it's not their fault that they >> didn't learn. �They simply were not taught in a way in which they >> could (and can now) learn. �There is injustice in their experiences. >> >> Their traumas include being made fun of, being required to read aloud >> and feeling that they made fools of themselves, being made to feel >> it's their fault for not learning, being told is so many different >> ways that they are stupid, suffering the anger of the frustrated >> teacher, suffering abuse from frustrated parent, etc, etc. �You've >> heard the stories too. �The result is a litany of negative messages >> which must be "reprogrammed" before learning in the present can occur. >> >> Laura Weisel calls emotions the prerequisite for learning. �As >> educators, we are not therapists, but we can help our students >> "reprogram" with positive messages as simple as "I can learn, I am >> learning, I will do my best now." >> >> What other ways do you address this issue? >> -- >> Anne Murr, Coordinator >> Adult Literacy Center >> School of Education >> Drake University >> 3206 University Ave. >> Des Moines, IA 50311 >> anne.murr@drake.edu >> � �Tel 515-271-3982 >> � �Fax 515-271-4544 > > __________________________________________________________________ The NEW Netscape 7.0 browser is now available. 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