Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j53EZSG06254; Fri, 3 Jun 2005 10:35:28 -0400 (EDT) Date: Fri, 3 Jun 2005 10:35:28 -0400 (EDT) Message-Id: <4B70D081.6C868A0E.0A349A3F@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2185] RE: challenges of learner leadership X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 827 Lines: 9 The first thing teachers have to know is how to learn and how difficult learning something new is. This can only be done when teachers put themselves in new learning situations themselves. Most adults, in my experience, don't do this. Learning something new is hard, you have to fail and you have to learn to get over the possible shame of failing. So I would suggest that each teacher take a class and learn somethng new. Make it something physical, that will really up the ante. Canoeing would be good; whatever, learn something new. Another thng is to train students to take over a class. I had to do this with apprentice tachers, they had to have the ability, coached by me, to take over a class when I was not there. For any other skills, like leading a meeting,do the same: coach and learn. Andrea
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