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 j53JqoG12674; Fri, 3 Jun 2005 15:52:50 -0400 (EDT) Date: Fri, 3 Jun 2005 15:52:50 -0400 (EDT) Message-Id: <004301c56874$91d9eb00$0302a8c0@domainnotset.invalid> 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: "Bonnie Odiorne" <bonniesophia@adelphia.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2188] RE: challenges of learner leadership 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: 2167 Lines: 45 To reply to Andrea (and others) about participatory learning, and having the teacher be learner, or sharing a classroom experience: I have an article in press with The Change Agent on a family literacy class walking the labyrinth. The issue's context is peace, and I was talking about a post-9/11 experience. But a labyrinth walk would be new to just about everyone (in my case I'm a facilitator and own a canvas, but that wouldn't be true for most teachers). It's a physical activity, and a challenge in that while it's not a maze, a puzzle to solve, following the pattern can be daunting to some. It's a spiritual exercise, a kind of meditation, and I believe that in using multiple modalities it can open throught processes. There's anecdotal research on ADHD students calming after even doing a finger labyrinth, so it might help with adult learners with learning differences. It's empowering: I had a student realize it wasn't just about "relaxing," but about fodus and perseverance.. Just a thought. Bonnie Odiorne, Ph.D. Writing Center, Post University Veriditas Labyrinth Facilitator -----Original Message----- From: nifl-aalpd@nifl.gov [mailto:nifl-aalpd@nifl.gov]On Behalf Of AWilder106@aol.com Sent: Friday, June 03, 2005 10:35 AM To: Multiple recipients of list Subject: [NIFL-AALPD:2185] RE: challenges of learner leadership 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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