Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e7MCph802164; Tue, 22 Aug 2000 08:51:44 -0400 (EDT) Date: Tue, 22 Aug 2000 08:51:44 -0400 (EDT) Message-Id: <3.0.6.32.20000821211251.007ed670@sfsu.edu> Errors-To: rgspacone@aol.com Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Gail Weinstein <gailw@sfsu.edu> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1164] Re: Using the EFF Community Role X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Light Version 3.0.6 (32) Status: O Content-Length: 2611 Lines: 67 This is an inspiring contribution! It also illustrates that sometimes learners don't even know their own strenghts- but that identifying them often lays the groundwork for building on them. Thanks, Ellen, for sharing this account. Gai Weinstein. At 09:39 PM 8/21/00 -0400, you wrote: >I am a teacher who works with learners in substance abuse recovery >programs. Many of them feel that they do not contribute much to society and >do not belong to a community. Today I tried an activity related to >Community in one of my classes. > >I asked the participants to reflect back on their week and think of the >ways they have contributed to their community. > >The first person to respond to my request said, "We're not that kind of >people." I told her and the rest of the class that I would prove her wrong. >I gave them one example of how I had contributed to my community; I had >picked up some trash on a walk. > >One person mentioned that she was contributing to her community by staying >clean and sober. Another added that she helped an old lady get on the bus. >A third person stopped to give someone directions. Some of the things were >big; some were small. We generated a second list of things that they might >not have done, but could easily do or had done in the more distant past. > >Next we talked about what they had learned from these experiences and how >they felt doing them. One person discovered that by helping at her friend's >job, she had acquired some new job skills that were transferable not only >to a job in a similar field, but in any field. Others felt that if they >helped others, they might get some help in return some time. > >We looked at the Citizen/Community Role Map, and they draw many connections >from their list to the descriptions on the Role Map. Next they wrote about >the benefits of being an active community member. >Their homework is to track how they participate in the community over the >next few weeks. >In their daily feedback forms, most participants wrote that it is easy to >participate in a community, and it is very important. >Ellen Loebl > >The Reading Program >Santa Clara County Library >40 N. Milpitas Blvd. >Milpitas, CA 95035 >(408) 293-2326 ext. 3070 >(408) 287-9826 fax > >eloebl@readingprogram.org >www.readingprogram.org > > > _____________________________________________________________ "Serenity is not freedom from the storm; rather, it is calm within the storm". Gail Weinstein San Francisco State University English Department 123 Rivas Avenue San Francisco, CA 94132 phone: 415 334-8720 fax: 415 587-1010
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