Very nice. Now can you share teaching strategies? Stroking, space,
solicitude for  learning must be supported by a structured systematic method
to teach the language.  Are the tutors totally prepared?  Lucille Cuttler

-----Original Message-----
From: focusonbasics-bounces at nifl.gov
[mailto:focusonbasics-bounces at nifl.gov]On Behalf Of e s
Sent: Wednesday, June 14, 2006 8:59 AM
To: The Focus on Basics Discussion List
Subject: [FocusOnBasics 340] Re: reading outside of class


Everyone,
I concur with Ujwala that learners are eager and motivated to read if what
they are reading is connected to their lives in a meaningful way. (And we as
instructors learn quickly that learners get to define what is meaningful).

On another note, I have been working with John for the past two years.  He
graduated from a high school in New Jersey in 1972 through the special
education department. When we met, John could not read.  Not at any level.
He lacked the concept of phoneme awareness, so we needed to start from the
beginning. What was striking to me about John was the way he perceived
himself as a learner.  He felt he couldn't do anything related to reading on
his own.  As a way to uncover some "hidden" patterns at work for him we
decided to write his "learner biography".  The story was incredible, very
emotional.  Year after year in school his experience would be the same.
Because of his quiet nature, he would very often be ignored by teachers who
were clearly overwhelmed by the needier students in the class.
Unfortunately the same pattern persisted at home.  He was one of nine
children in his family.  He rarely came home with his books and almost never
was given homework.  He said he never g
 ot the help he needed at home,, so he never did his homework. The teachers
relented and stopped giving him take home work.   Two important themes
emerged from this writing.  THe first was the need for John to create the
space and time to ask questions and express concerns regarding his learning.
The second was for John to have more independence in his work at home.  Sort
of an equilibrium if you will, between asking for help and learning
strategies to work on your own. These two discoveries have enabled John to
be more active in his own learning.  We are still a long way from the goals
he has set for himself, but reflecting on his past experiences as a learner
has allowed him to see more clearly alternative ways to approach learning as
an adult.
Esther

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