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 gBIENGX00354; Wed, 18 Dec 2002 09:23:16 -0500 (EST) Date: Wed, 18 Dec 2002 09:23:16 -0500 (EST) Message-Id: <3E0083E5.998D4602@ellijay.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: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:632] Re: Response to "Trauma and Adult Learning" X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 3009 Lines: 69 Anne, NIFL, NCSALL, etc, I'm further curious as to what, if any, current or future projects might be planning on looking back in the adult learner's history in an effort to identify some of the causal factors for the 'drop-out' condition. I personally have strong feelings in this direction that is supported by many years of playing 20 questions with adult students. It appears to me the emotional factors generated by children who experience early life situations that are difficult for them to resolve create a scenario wherein they are unable to focus on school-work for a time and from that point on it appears to be a downhill run culminating in drop-out. This can and often does include the issues mentioned in Anne's statements below, and can include family crises, personal crisis, embarrassments, or some other experience that diverts attention away from 'school' for a long enough time that they miss integrating some of the critical issues of math, or reading, or language, etc. It also appears that this is most prevalent in the K-6th grade range which would coincide with the 6-11 year old range of development. I would think that NIFL and or NCSALL might look closer into this area. It could be easily accomplished by recruiting practitioners nationwide and provide them with a standard question bank for their students. It wouldn't have to be very formal just to get an idea as to the reality and depth of the issue and then develop a more thorough investigation. Does anybody else have thoughts in this direction? Art Art LaChance Gilmer Learning Center Ellijay, GA Anne Murr wrote: > Another prevalent trauma for adults in basic education classes is the > emotional abuse they suffered in school because of their learning > difficulties. These memories cause blocks to learning in their > present setting. I'm angry because it's not their fault that they > didn't learn. They simply were not taught in a way in which they > could (and can now) learn. There is injustice in their experiences. > > Their traumas include being made fun of, being required to read aloud > and feeling that they made fools of themselves, being made to feel > it's their fault for not learning, being told is so many different > ways that they are stupid, suffering the anger of the frustrated > teacher, suffering abuse from frustrated parent, etc, etc. You've > heard the stories too. The result is a litany of negative messages > which must be "reprogrammed" before learning in the present can occur. > > Laura Weisel calls emotions the prerequisite for learning. As > educators, we are not therapists, but we can help our students > "reprogram" with positive messages as simple as "I can learn, I am > learning, I will do my best now." > > What other ways do you address this issue? > -- > 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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