Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f2KE2Gg07292; Tue, 20 Mar 2001 09:02:16 -0500 (EST) Date: Tue, 20 Mar 2001 09:02:16 -0500 (EST) Message-Id: <sab66f1f.090@langate.gsu.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Daphne Greenberg" <alcdgg@langate.gsu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1302] asking questions X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 5.5.3.1 Status: O Content-Length: 2411 Lines: 38 Kathleen, You are so correct! Even when we try to ask questions, which we think won't be difficult or intrusive-without realizing it we can be causing great pain for someone. For example, asking learners to write about seemingly innocent topics such as how they spent the holidays, can be very difficult and painful for those who are recently divorced, come from abusive families, grew up in various foster homes, etc., etc., etc. Has anyone else experienced something like this? Daphne >>> KathleenBombach@aol.com 03/15/01 17:27 PM >>> Daphne: Too often. I remember a graduate class in counseling where each of us had to describe our most painful experience in life. I objected strenuously as a violation of what counseling should be. I lost the battle, so I identified a very painful experience in my family. I felt very violated by the experience. I think in literacy classrooms, the experiential and class divide between students and the instructor can result in teachers asking for information which may be very emotionally loaded for students, but not for the teacher. An example is asking "tell us what happened the last time you applied for a job". This sounds like a good opener to discussing job applications, interviewing, career awareness, etc. Many low income people who are poorly educated have a pattern of applying for one job and going home and waiting for a call from the employer--sometimes for months. If the employer doesn't call, the individual feels devastated at the rejection, and questions his or her own self-worth. It takes a long time to screw up the confidence to apply at another employer, and then the cycle of depression when that employer doesn't call starts again. When I interviewed adults in JTPA programs, I was surprised a how common this syndrome is, and how painful it was for some to discuss it. A teacher, because of his or her competence with the economic system, will apply at all nine school districts in the county, knowing that the odds are that at least one will call. He or she does not feel personally rejected if district 7 never calls him or her. And if none call, he or she will apply at the private schools, adult ed programs, substitute teaching. When a student is asked to reveal something in class, teachers might be wise to view the request for self-revelation through the student's prism first. Kathleen Bombach
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