Barriers to Learner Involvement
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Barriers to Learner Involvement
Subject: [NIFL-AALPD:2078] Re: realizing strengths
From: Will Grant
Re-reading the posts from the week, almost everything written has been in support of involving students in teacher training. But I've also gotten the sense that its not done very often.
I'd like to ask the list what you see as the barriers to involving students in teacher training.
Why don't more programs involve students in PD?
Including student leaders in PD is not always easy, always appropriate, or always feasible.
What do you see as the problems with including students in your PD? What issues will arise as you include students?
Will Grant
Subject: [NIFL-AALPD:2095] Re: barriers
From: Holly Dilatush
Hello again, I've tried to keep up with the posts, and hope I'm not repeating anyone here. The variety of approaches and challenges discussed has been intriguing and useful -- thanks to all!
Barriers: One has been mentioned and addressed already, attitude of teachers... another I beleive is that ever-present dilemma of "time" ("the clock"). The additional time involved in scheming, organizing, delegating, meeting (Aarrrggh! Meshing schedules!), funding issues and documentation (I don't know about other programs, but for our learning center, affiliated with city schools, paperwork is a nightmare), and a lack of funds to pay for a PD coordinator (many times professional development is an 'add-on' or 'con someone into it' job -- not a paid endeavor -- and so motivation and TIME and LACK of money are often unfortunate obstacles.
As students are included, there is the need for more time to explain, review, explain, review -- -- not just the issue at hand, but often the dynamics of committee meetings' expectations and format -- -- there is frustration because "jargon" has to be avoided or explained, often repeatedly -- -- this frustration is often mutual -- the learner may feel "stupid" and unwelcomed, the teachers 'out of synche' and as if their valuable time is not being spent wisely (or at least not at what they perceive to be "PD") -- -- there is often the joy of "the lightbulb" (watching those exhilirating "aha" moments as learners gain confidence, see their contribution as valuable, animate their involvement -- and as teachers see the connection and worthwhile contribution/implication to their positions, too)
Sorry this is late, and probably redundant -- Holly
Holly (Dilatush), also known as "Ms. D"
Visiting English Instructor
Institute of Foreign Language Education
The Catholic University of Korea
Buchon, South Korea
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