Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id VAA26287; Sun, 4 Jun 2000 21:52:25 -0400 (EDT) Date: Sun, 4 Jun 2000 21:52:25 -0400 (EDT) Message-Id: <20000605014722.81499.qmail@hotmail.com> 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: "ralph silva" <silva_ralph@hotmail.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:256] supporting persistence X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 1089 Lines: 16 The Literacy-Now posting made me think of another aspect of learner persistence; the supporting structure of the learning centers themselves. At our center here in Vermont, I can see that continuity and quality of service directly affect learner persistence. The center is located in a town neighborhood, provides regular services at posted times. We do get local funding from area towns, Rotary club, and the United Way. Those funds are of a general type. They allow us to take care of unexpected circumstances as they occur; things like down computers, book purchases, learner transportation. The way I see it, my job as a teacher involves being at the center, providing steady, reliable services, to aid in my learners' persistence. Methodology is important. Continuity of service is also important. I want to be there when my student has the "aha" moment. The unrestricted funding we have helps make those moments possible.RS ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com
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