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From: Lora Zangari <lora_zangari@iu13.org>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:1981] Re: EFF and GED classrooms
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Reply to: RE: [NIFL-4EFF:1979] Re: EFF and GED classrooms
Please believe me, I wasn't proposing to trick students into doing anything. The point of a transparent approach is quite the contrary. In fact, that was my point. I guess I didn't make that clear. I'm sure that some learners, just as some instructors, are very reluctant to try something new, or what might be contrary to their expectations of student/teacher roles. And I've had learners who came in, took the OPT and then the GED and that was that. However, most of the learners I meet are interested in learning and developing skills, not just studying. I believe that I must allow for choice.
Lora Zangari
Lancaster-Lebanon IU13
Adult & Family Literacy Education
International English Training Program
238 N. George St.
Millersville, PA 17551
Ph/fax: 717-871-0911
lora_zangari@iu13.org
MWPotts2001 wrote:
>Re: How do you get GED students to buy into EFF?
>
>Trick the learners? You're kidding, right? >
>In the past several weeks, I have been interviewing adult learners, and most >of the time they say, off hand, --I'm here to get my GED--.
>
>Here is a text from a discussion:
>
>Man, I just wanna get my GED.
>
>Why?
>
>Cuz I need it, that's why. (This answer accompanied by a look of disgust at >my stupidity)
>
>Why?
>
>Cuz I can’t get a good job. (This answer accompanied by a sneer at my >blatant ignorance)
>
>What kind of job are you looking for?
>
>Somethin’ that pays lots of money and is fun.
>
>What do you like to do?
>
>Mostly hang out, listen to music, drive my truck.
>
>I saw an ad on Dominos’ window that says they are hiring delivery people.
>
>Man, I ain’t gonna work at Dominos.
>
>Why not? They get to drive around, probably can listen to music, too.
>
>It’s dangerous man. Don’t you know about the guy who got shot deliverin’ >pizza? Besides, it’s boring.
>
>So, you think you might be interested in looking at job possibilities in whic
>h you could use your talents and skills?
>
>Sure, man.
>
>End of text. >
>OK, now I can approach this student with the EFF Worker Role Map, especially >the Broad Area of Responsibility—Plan and Direct Personal and Professional >Growth, more specifically, the Key Activity-Pursue work activities that >provide personal satisfaction and meaning. I can lead into a look at the >Skills Wheel where we can look at the Decision-making Skill—Plan. We can look >at the Standard to see what one has to do to accomplish the Components of >Performance. We are after, all, on a mission.
>
>I am going to go with him to the computer, and show him how to locate survey >documents and job descriptions. He will be using the Common Activity—Gather, >Analyze and Use Information, and he will be preparing for the GED skills of >reading and comprehending written materials. He will be analyzing and >evaluating what he finds, also GED skills.
>
>It is not my job to fool him into acceptance of EFF. It is, however, my >responsibility to point out to him that while he is studying for his GED, he >is also acquiring skills that will last a lifetime—Equipping him for the >Future, so to speak.
>
>
>Meta Potts
>Glendale, Arizona
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