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 NAA17834; Sun, 19 Dec 1999 13:47:48 -0500 (EST) Date: Sun, 19 Dec 1999 13:47:48 -0500 (EST) Message-Id: <19991219184305.48104.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:200] Re: Who's responsible for what? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: OR Betsy makes an interesting point. Do we run the danger of leaving a rather heavy footprint on the lives of our learners, when we emphasize EFF performance standards? May we be imposing a class based framework on them, and could that have the tendency to drive them away? How about turning the situation around? Suppose you wanted to take a course in some subject, maybe a graduate level course. The teacher, in introducing the course says, "We here at Humongous University want to help you learn this subject, and beyoud that, we want to help you be better citizens, workers, and family members." How would YOU react to that? rs >From: "The Cornwell's" <cornwell@megalink.net> >Reply-To: nifl-fobasics@literacy.nifl.gov >To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> >Subject: [NIFL-FOBASICS:199] Who's responsible for what? >Date: Mon, 13 Dec 1999 07:19:18 -0500 (EST) > > I would leave out performance standards. I never thought I'd hear myself >saying that but lately I've been thinking a lot about the consequences of >education. It alters power structures in personal and professional >relationships and it can be downright dangerous. Unlike school children, >our adult students have to work out the consequences of their new-found >knowledge in ongoing real-life critical situations. How many of us have >seen a long-term relationship break up because one partner suddenly >realizes that the other isn't doing a very good job of managing the >family's finances? How many jobs have been lost because an employee's >education makes him or her seem like a threat to co-workers or bosses? > Because of that, I've decided that I really don't want to be held >responsible for what my students do with their newly acquired knowledge. >They have enough to deal with without having the success of my program >riding on their decisions regarding employment, welfare, children's >schooling etc. Performance standards might tempt me to interfere in my >students' life decisions and I don't think either one of us needs that, >either. > The thing that got me started on this was an article by John Comings in >"the Change Agent." (Sept. 1999) His proposal for assessment seemed to be >very sane and accessible. > Now I feel like I've put myself way out on a limb. Am I making sense to >anyone? > >Betsy Cornwell >Northern Oxford County Even Start >627 Waldo St. >Rumford ME 04276 >(207) 364-2012 >cornwell@megalink.net ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com
This archive was generated by hypermail 2b29 : Thu Sep 21 2000 - 11:03:59 EDT