Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g55Hc6O19511; Wed, 5 Jun 2002 13:38:06 -0400 (EDT) Date: Wed, 5 Jun 2002 13:38:06 -0400 (EDT) Message-Id: <d3.c8cd810.2a2fa5cc@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1149] Re: Issues between students X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Mac sub 39 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2181 Lines: 44 Collen writes: I have a problem with two of my students. I don't think I can put these two together! We don't have enough students at this point to allow us to have two parent groups, so how do I accommodate both of these students? Colleen, My guess is that you will hear from lots of family literacy providers who have had a similar dilemma. I once observed a program in which a woman and her daughter-in-law were enrolled. They didn't speak to each other. The instructor spent quite a lot of time helping the mother-in-law change her words from shoulds to coulds. Of course, there was much more involved, but even that seemingly small change helped their relationship. We find that in family literacy programs we speak two languages: the language of instruction and the language of relationships. For me, the first is always easier, but since I have been working with Equipped for the Future Standards for Adult Literacy and Lifelong Learning, I realize that the definition of literacy has been enlarged to include both languages, and the four areas of learning increase our opportunities to work with difficult situations such as the one you describe without assuming the role of counselor. You may want to look at the EFF Role Maps first to help your students set learning goals for Parent Time. Then, you will find components of performance within each area on the EFF Skills Wheel. Within the area of Communication Skills you might address the standards: Speak So Others Can Understand and Listen Actively as starters. Within the Decision-making area you might address the standard: Solve problems and Make decisions. Within the area of Interpersonal Skills you might address the standards: Resolve Conflict and Negotiate and Cooperate with Others. And then within the area of Lifelong Learning Skills, you might address the standards: Reflect and Evaluate. If you are not familiar with Equipped for the Future, you can find a great deal of information and helpful strategies on the National Institute for Literacy Website: http://www.nifl.gov/lincs/collections/eff/standards guide.pdf All the Best, Meta Potts Glendale, Arizona
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