Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0GCPt026518; Wed, 16 Jan 2002 07:25:55 -0500 (EST) Date: Wed, 16 Jan 2002 07:25:55 -0500 (EST) Message-Id: <sc452ab9.064@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <barbara_garner@jsi.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:495] Re: New Topics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise Internet Agent 5.5.5.1 Status: O Content-Length: 2285 Lines: 65 I'm adding that to the list. In the meantime, take a look at Volume 3A of FOB (March 1999), the article by Wendy Quinones and Betsy Cornwell entitled '"I Can't Learn This!: An MI Route Around Resistance'. They provide some strategies you might find helpful. (It's on the ncsall web site, [http://ncsall.gse.harvard.edu]. Click on Publications, then Focus on Basics, then find Volume 3a. Barb Garner >>> anne.murr@DRAKE.EDU 01/15 5:13 PM >>> Another topic I would like to see addressed is emotional blocks to learning. A tutor just communicated this to me: "I believe that emotional barriers that learning adults bring to their tutoring sessions should be dealt with separately from the instruction itself. Tutors largely are not equipped to deal with these issues. While the way a student feels about his/her disability cannot be separated from his/her instruction, I don't believe it can be largely within the mission of a tutor to deal with the former." He's right. But literacy programs do need to find ways to address emotional blocks to learning. Replacing the "I'm dumb", "I guess I wasn't meant to read", "I'll never get this", messages and thoughts adults bring to the current learning situation is not an easy process. Most students have had emotionally damaging experiences in school because of their reading failure. Children, and sometimes teachers, can be cruel. It's not their fault they couldn't learn to read, but they believe it is. The emotional effects of learning failure does affect a student's ability to learn now. How best can we help the student make changes to support their current learning? Anne >Two issues of Focus on Basics are in the works: 1) Literacy and Health >and 2) Staff Development. > >What's next? I'm not sure. What would you like to see in upcoming >issues? > >Barb Garner >Editor > >Barbara Garner >World Education (617) 482-9485 >44 Farnsworth Street fax (617) 482-0617 >Boston, MA 02210 > >email address: Barbara_Garner@worlded.org >ncsall web site: http://ncsall.gse.harvard.edu -- Anne Murr, Coordinator Adult Literacy Center School of Education Drake University 3206 University Ave. Des Moines, IA 50311 anne.murr@drake.edu Tel 515-271-3982 Fax 515-271-4544
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