Hello All,

This may sound very "simple but not easy".....I have my goals for training 
clearly developed and present them to the participants at the beginning of 
the session.  My next step is to ask the group if they have any additional 
goals that I have not included.  Being a great believer in the collective 
nature of the classroom there invariably are participant goals and learning 
opportunities that need to be met.  My preparation and understanding of the 
participant population usually can accommodate everyone's needs.  This step 
opens the conversation.  I have found this step very necessary and inviting 
for the groups of learners.  Some may think that this is a "back to the 
basics" comment but sometimes that can be very affirming.  Be well....

peace and love,

Chris Francisco


At 01:56 PM 11/3/2005, you wrote:

>Hello everyone,

>Sometimes teachers leave professional development offerings feeling like the

>session or workshop was geared more for teachers new to the field. Teachers

>new to the field may find that the materials discussed are very challenging.

>(Can any teachers on this list attest to either of those points?) Session

>evaluations might reflect comments such as 'this was more appropriate for

>beginning teachers' or 'I feel like I've had this before, why can't the

>materials be covered in a way that affords experienced teachers new/more

>challenging information?'

>

>How do you deal with the issue of offering professional development to groups

>of teachers in attendance who have a wide range of experience teaching adult

>literacy or ESOL? What strategies do you use to ensure that the teacher 

>new to

>adult literacy or ESOL doesn't leave feeling overwhelmed or confused, while

>the experienced teacher leaves with new ideas, even feeling 're-charged'?

>

>Thanks,

>

>Jackie

>

>

>

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