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 i2VN6Tm17193; Wed, 31 Mar 2004 18:06:29 -0500 (EST) Date: Wed, 31 Mar 2004 18:06:29 -0500 (EST) Message-Id: <003901c41772$5f26b7a0$0302a8c0@wtrbct.adelphia.net> 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: "Bonnie Odiorne" <bonniesophia@adelphia.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10175] RE: attendence trends X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3077 Lines: 79 I'm interested that you say that this doesn't happen at those other centers. Why not? Different location, better access, different demographics? Otherwise I'd suggest all the reasons my students have dropped out: mental/physical health, child care, lack of interest (I might not have been meeting their needs, or the focus of the course didn't), transportation, perceiving the gap between how they thought they were functioning and that "higher" level they hadn't been aware of. Another possibility is that people of certain cultures don't want to say no overtly, so won't tell you why. It has not a whole lot to do with trust, I think. In terms of yourself as a teacher, ask a successful colleague with a higher retention rate to come in and observe. There might be a very simple technique or some other intangible you're not aware of. Best of luck. Been there. Warmest Regards, Bonnie Odiorne Ph.D Program Faciliator Working Smart Computers 4 Kids Silas Bronson Library Information Technology Center Waterbury, CT Integrating Technology, ABE and ESL Instruction -----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
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:46:44 EST