Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f55FGif12447; Tue, 5 Jun 2001 11:16:44 -0400 (EDT) Date: Tue, 5 Jun 2001 11:16:44 -0400 (EDT) Message-Id: <3B1CF781.5EF568B@ellijay.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3472] Re: FW: Humiliating Awards Ceremony at Sc 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: 1371 Lines: 41 Andrea, Virtually 100% of the adult students I've encountered over the last 13 years carries a negative self concept in relation to "school" performance. It varies in intensity. One of the more common symptoms is the "I just can't do algebra!" When in fact they can't do long division. Underneath that facade is a lot of pain related to math. It takes great effort to encourage a 35 year old construction laborer or 30 year old mother of three that they need to study the very basic of math skills before we do the infamous algebra. I've seen several very adult women sit and cry over an exercise page of basic math problems. I've watched helplessly as students in the assessment process get up and leave at the "write an essay" point. And on and on. So yes, not many feel "OK" with anything related to "school". And one can read it in their behavior as soon as they walk through the door. Now when we compare the size of our target population with the size of our classroom population, it makes one wonder what is the extent of influence on those who won't volunteer to come to class. Art AWilder106@aol.com wrote: > A question for you Art, > > Do adult students come to you feeling they are "not OK," "crazy," "damaged" > in some fundamental way? How do they explain being adult students? Does > this come out in behavior? if so, how? > > Andrea
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