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 hB9KUQm10043; Tue, 9 Dec 2003 15:30:26 -0500 (EST) Date: Tue, 9 Dec 2003 15:30:26 -0500 (EST) Message-Id: <000001c3be93$70346de0$1a01a8c0@cccchs.org> 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: "Sylvan Rainwater" <sylvan@cccchs.org> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1724] RE: homevisits X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Outlook, Build 10.0.4510 Content-Type: text/plain; Status: O Content-Length: 3090 Lines: 57 People from many cultures can't really say "no" directly. It's not polite. I've learned a few strategies over the years to ask indirectly. One good one is an either/or question (would you rather do this or that?). A variation on that is to ask them to set goals and then prioritize them -- many will check every possible box on the form and say they want everything you could ever offer. When I explain they probably can't do everything at once, and we need to decide which is the most important to work on first (I ask what is your #1 goal, what's #2, what's #3?), sometimes that gets at what their real interests are (this is always assuming you aren't giving signals consciously or unconsciously about what *you* think their first interest should be). Yet another variation might be to ask which part of the program they like the best, or which is the most valuable to them and why. If you are still getting GED signals, then discuss realistically what that involves. As Irene pointed out, sometimes it makes more sense to break this goal down a bit to smaller chunks. And sometimes attendance at a GED class is more difficult than we realize -- are there child care or transportation issues? How will those be addressed? What about food (if the class happens around dinner time, women probably won't be able to attend because they have to get food ready for their families)? Is the class on a night when much of your population attends church activities (for example)? Is there a way to begin a process during home visits? Or to hook a parent up to a tutor? Sometimes a bit of schmoozing with the parent about what a day when they would go to a GED class would look like can reveal obstacles we aren't aware of. Sometimes their level is so low that a GED class isn't even feasible -- you're looking at basic literacy. Ask their experiences in school (was it easy or hard, did you like it or dislike it, etc.) to see if you can uncover information about that, because that may influence people in their willingness to attend an actual class. If they didn't go to very much school, and their experience was that it was too difficult or that they were beaten if they got something wrong, they won't be eager to put themselves into that situation again. ------- Sylvan Rainwater mailto:sylvan@cccchs.org Program Manager Family Literacy Clackamas Co. Children's Commission / Head Start Oregon City, OR USA -----Original Message----- From: nifl-family@nifl.gov [mailto:nifl-family@nifl.gov] On Behalf Of Marcia Swain Sent: Monday, December 08, 2003 11:33 AM To: Multiple recipients of list Subject: [NIFL-FAMILY:1721] homevisits I am in a new program aimed specifically at parents without their GED. I am seeking ideas to use homevisits more effectively. In the parent home I find these gracious people are prone to agree with me in their need to get their GED. I have received many promises but not as many participants appear. What can I do to effect more than just a promise of attending a GED program? Marcia Swain Family Literacy Coordinator Central Elementary School
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