Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i2VJC3m02070; Wed, 31 Mar 2004 14:12:03 -0500 (EST) Date: Wed, 31 Mar 2004 14:12:03 -0500 (EST) Message-Id: <200403311909.OAA121060@f04n07.cac.psu.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Eugenio Longoria" <ezl109@psu.edu> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10163] RE: attendence trends X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2821 Lines: 70 Colleen, Why ask us? I think you should ask your students. Our responses will be the same old stereotyped responses that scientific research has acculturated us with. These questions are best answered by the students. Ask them why they stopped coming. If you've been able to establish a relationship with them thus far, then they will not be afraid to answer honestly. Also don't make them feel like they have to come back. They already stopped coming because something else has taken precedence. I do suggest that you make them feel like maybe you can help solve whatever it is that is keeping them from coming (only if there is something to be solved). Otherwise, respect their decision. Give them power over that, that decision is theirs. Maybe then, they just might come back. Eu- -----Original Message----- From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf Of Colleen Shaughnessy Sent: Wednesday, March 31, 2004 1:34 PM To: Multiple recipients of list Subject: [NIFL-ESL:10162] attendence trends Hello there- I've been teaching in a County School District's Adult Ed program since the beginning of this year. I have noticed and discovered (through conversation with fellow teachers) that attendance in the lower levels at our center (as opposed to other centers in the same county) sees a huge decline about mid-semester. Apparently this does not occur at other centers. I offered several things that I could think of and all of which were ruled to be not specific to our site...I was wondering if anyone may have any ideas as to what factors cause drop out (specifically in lower levels). The factors that I suggested (which were ruled incorrect) were: lower level students are in different positions in their work place than upper level students, they have less formal education, our promotion (to new levels) program/ceremony is not as effective, and the class size in the lower levels is often 3-4 times that of the upper levels. I am concerned about this because I am teaching literacy (the "lowest" level) and I have noticed that in the last few weeks about half of my students are not coming to class (even after I call them and leave messages in broken Spanish on their phones:)). If it is something that I can correct or help change I'd love to be able to do that because in the end I just want my students in class learning to read and write for a few hours a week. I'd be curious to hear your feedback on this issue should you have any. Thanks for your time! Colleen ===== "In the end we conserve only what we love. We will love only what we understand and we will understand only what we are taught." ~Bata Dioum~ __________________________________ Do you Yahoo!? Yahoo! Finance Tax Center - File online. File on time. http://taxes.yahoo.com/filing.html
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