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 hA6JkBV01486; Thu, 6 Nov 2003 14:46:11 -0500 (EST) Date: Thu, 6 Nov 2003 14:46:11 -0500 (EST) Message-Id: <D74DDBFF74F65945B233D80D11E52C090135E9DB@cccmail.chemeketa.network> 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: "Virginia Tardaewether" <tarv@chemeketa.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:852] RE: Teacher's Resources Exchange X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 3871 Lines: 85 Jennifer What I have noticed in 30 + years of instruction is: if the students are learning how to think, their test scores improve; if they have practice with basic skills tied to life/career/work/children their test scores improve. If the standardized test you are using is a life skills or work skills based test (such as CASAS), it will link to what your students are interested in and/or goals they have for themselves. When the measurement tool is linked to the lives of our students, the scores improve as the students gain confidence and improve skills. va -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov] On Behalf Of Jennifer Morrow Sent: Tuesday, October 28, 2003 10:40 To: Multiple recipients of list Subject: [NIFL-FOBASICS:842] RE: Teacher's Resources Exchange Nixon, Like many adult educators, I have two jobs in the field. My day job is being the assistant program coordinator for a small one-on-one volunteer adult literacy program. I work 30 hours a week for this library based program. Me and my solitary co-worker train tutors, assess ABE and ESL students, teach a life skills class at the jail, publish a seasonal newsletter, keep track of data for over 40 pairs, and try to keep the paperwork from piling up too high. My second job is as an adult ESL teacher for the local vocational school. I teach two nights a week and have beginning-low intermediate students. I enjoy reading FOB when I have time and have found the articles useful in both jobs. I enjoy both the postings on this list as well as on the NIFL-ESL list. I always struggle with using traditional teaching methods such as workbooks and worksheets. I enjoy getting to know my students and teaching them what they want and need to know. We do more authentic things like conver! sations, language experience, and games. However, it is difficult for me to justify using these means when scores on standardized tests are so tied to funds. Any ideas here would be good. I am still new at teaching so maybe I will feel better after my students take the standardized test. If they score well, some of the pressure I put on myself may be lifted. Thanks for all the posts! Jennifer Morrow Johnson County Public Library Adult Learning Center (317) 738-4677 jmorrow@jcplin.org -----Original Message----- From: Nixon S. Griffis [mailto:ngriffis@bellsouth.net] Sent: Tuesday, October 28, 2003 9:00 AM To: Multiple recipients of list Subject: [NIFL-FOBASICS:834] RE: Teacher's Resources Exchange List Members, I am curious just how many active Adult Ed. teachers are on this list. I run a daily, three hour, night class for adults who want to get their GED or for people who need a certain high score on an assessment test. Could you send in a short message of who you are and what kind of environment you work in. What are your needs? What have you developed to solve some of your needs that other teachers might utilize. I am hoping that this list can expand to be a place where teachers can exchange resources, not just ideas. Teachers are working in isolation. Everyone has to be inventing their own wheel. It makes for a lot of wasted work, not to mention the morale killer of working outside of a group support system that regular school teachers have access to, in albeit a small way. I see the biggest demand in Adult Ed as a need for a structure made up of effective templates that automates the daily administration of a teacher's classroom. Teacher's can no longer teach enough because administration takes so much time and effort. This is especially true in Adult Ed due to its' special characteristics. I would be interested in hearing from actual teachers who would like to developed this strand of dialog further. Are you out there? Nick Griffis Adult Education Inlet Grove H.S. Riviera Beach, FL 561-882-9967
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