LearnerLeadershipChallenges

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Subject: [NIFL-AALPD:2111] challenges of learner leadership
From: jataylor_at_utk.edu

Hi All, We've heard several examples of learner leadership in programs, but I'd also like to know: what are the challenges inherent in this kind of work? I think Emma touched on one from a learner leader perspective. Would other learner leaders comment? ABE/ESOL practitioners? Program directors? Professional development staff? State staff?

Thanks so much,
Jackie
(Learner Leadership discussion updates are posted here: http://wiki.literacytent.org/index.php/LearnerLeadershipFullDiscussion Just click on the title of the discussion thread for the full text.)

Subject: [NIFL-AALPD:2137] Re: challenges of learner leadership
From: <khinson_at_future-gate.com>

One of the challenges of learner leadership is not all learners in an adult ed program are "adults" in maturity or responsibility. I work in a class room with students from multi ages practically (my oldest student is 55+ and my youngest is 17) and some, not all, of my 17 year olds still come to school as if it's a social event and not an educational moment. They don't want to work, they don't want to take ownership of their own futures even after the difficulties they have faced of public education and even worse. From where I sit, trying to get my administration to even consider learner leadership options would be an uphill battle simply because of the behavior of a large percentage of the population served on the primary campus. I don't think this is as much of an issue at some of the community classes as it is for us and perhaps learner leaders might could come from that pool, but it would still be an uphill battle trying to get admin to see past the negative behavior of some.

Katrina Hinson

Subject: [NIFL-AALPD:2149] Re: challenges of learner leadership
From: <rebeccas42@yahoo.com>

Hi,

I am an ESL instructor in NM and have worked with BLAST as a staff facilitator for learner leadership. I wanted to respond to this question of challenges.

For anyone planning to implement many types of learner leadership, it really helps to have the support of your administrators. In NM, we've used a couple of selling points. One is that learner leadership is an accepted "best practice" in ABE. In ProLiteracy's accreditation standards for volunteer literacy programs, there are standards that deal with leadership opportunities for learners. This outside expert perspective may help convince some administrators that this is worthwhile. The second way we've tried to sell learner voice and leadership is by talking to administrators about what this can do for the program. For example, for about a year and a half, we focused many of our statewide leadership opportunities around the question of public awareness of ABE services. In different programs, learners took on projects like setting up an information table at Wal-Mart to recruit new students, recording radio PSAs about how to get your GED, and even bringing a state legislator to a program for a visit. This first-hand, positive PR is invaluable for administrators. However, there is one really important caveat - don't make promises to your supervisors that you can't deliver! When student voice is truly learner-led, the instructor doesn't control the direction of the final project. He or she just facilitates through some of the barriers. In other words, I can't predict at the beginning that this group of learners will want to write letters to the editor about why the GED is important or that they will want set up a info table at the store or that they will want to do any type of large-scale project at all. All I can promise my supervisor at the beginning is that if you give us a chance to try this out, you may end up with an amazing result.

I'm sorry this is a long post, but I will briefly touch on what I see as a primary challenge to learner leadership - time. Time is an issue, both for learners and for PD to teach teachers how to do this. One way we've tried to address the issue of learner time (our learners for the most part don't have time for extra activities outside of class) is to make learner leadership a part of the in-class curriculum. BALST has developed learner leadership curriculum which includes information about how leadership projects teach CASAS competencies and GED skills.

Time for teaching teachers how to do this in the classroom is what I think is the biggest obstacle. PD time, especially for part-time instructors, is so limited in the programs I have worked in. And it often seems that much of the "PD" time is actually just devoted to how to complete administrative paperwork. If we believe that learner voice is essential to good ABE teaching, then teacher training time needs to be a priority. The BLAST training that I have attended to learn how to facilitate student voice has been the best professional training I have experienced, and I wish that it had been available to more of the teachers I work with.

Rebecca Sherry
ESL Program Coordinator
Women's Intercultural Center

Subject: [NIFL-AALPD:2150] Re: challenges of learner leadership
From: <djrosen_at_comcast.net>

Rebecca,

Can you tell us what the ProLiteracy leadership opportunities for learners standards are, and/or where (e.g. on the web) we might see them?

Thanks,

David J. Rosen
djrosen@comcast.net

Subject: [NIFL-AALPD:2152] Re: challenges of learner leadership
From: jataylor_at_utk.edu

Hi Rebecca, All,
Like David, I am also very interested to learn more about the Proliteracy standards that deal with learner leadership opportunities. Actually, I (and maybe others) would be interested in anything that would help in making the case for student involvement in programs.

I'd also like to learn more about integrating learner leadership into existing program structures and professional development models. You wrote:

"BLAST has developed learner leadership curriculum >which includes information about how leadership >projects teach CASAS competencies and GED skills."

Would BLAST be interested in making part or all of this curriculum available for other states and programs? Is the resource (in parts or whole) something that we could share with this list?

Do others have ideas as to how student involvement could be integrated into some of your existing program structures or professional development models? If so, please share your reflections with us.

Thanks! Jackie

Jackie Taylor, NIFL-AALPD List Moderator, jataylor@utk.edu

Subject: [NIFL-AALPD:2155] Re: challenges of learner leadership
From: <rebeccas42_at_yahoo.com>

You can see the actual learner involvement standards on the accreditation webpage at http://www.proliteracy.org/proliteracy_america/accreditation.asp.

Standards 5-6 are specific to this topic. Unfortunately, the website doesn't give any explanation about how to actually do this in your program. ProLiteracy does provide very good examples of this to affiliate programs that are completing (and paying for) the accreditation process. However, you might try contacting Mark Cass, the Accreditation Coordinator (his info is on that website) for specfics on how to provide for learner leadership in your program.

Rebecca Sherry

Subject: [NIFL-AALPD:2159] Re: challenges of learner leadership
From: <mcass_at_proliteracy.org>

Re: ProLiteracy's accreditation standards on student involvement and support.

First, I thank this list for hosting, and generating, this terrific and important discussion.

I agree with David Rosen that we have just scratched the surface and I hope this is the beginning of an ongoing discussion - and more importantly, ongoing activities of supporting and implementing student involvement throughout our work.

Thanks to Rebecca for sharing her experience of how the accreditation standards aided her work.

This was one of the benefits we expected when explicit standards were developed that addressed student involvement and support within the accreditation system.

It is also important to note that learners played key roles in the development of these standards. Both VALUE and ProLiteracy's student advisory council helped develop these standards and reviewed the entire set of 16 accreditation standards.

What we clearly heard was:

1) student involvement isn't a "nice" option that local providers

should consider, but rather was essential to being an effective provider.

2) organizations need to communicate directly with learners - not

through the filters of instructors/tutors.

3) learners need a voice in areas beyond instruction - program design,

organizational issues, events, etc. and that learners need to be involved in the development of including learners in these areas.

4) this is about providing the opportunities for involvement - and a

variety of opportunities

5) success and failure aren't determined by the number or percent of

students involved. Many learners already have their hands full juggling work, family, and learning.

6) we need to continue to reinforce the fact that learners are adults;

have significant skills and experiences to offer; and need and want to be partners in learning.

The standards reflect these positions and we hope to continue to raise the bar in the future.

We also see the VALUE training as a primary resource to help ProLiteracy affiliates meet the accreditation expectations.

Another important feature of the accreditation system is that it identifies promising practices which can be shared throughout the field. We expect that as organizations work to meet the standards, their experiences will help others as they strive to improve their efforts to involve learners in meaningful ways.

For general information about ProLiteracy America's accreditation system, you can visit our website http://www.proliteracy.org/proliteracy_america/accreditation.asp

For detailed information on the standards, please contact me at mailto:mcass@proliteracy.org

Mark Cass
Mark F. Cass
Accreditation Coordinator
ProLiteracy America
1320 Jamesville Ave.
Syracuse, NY 13210
Phone: 315 422-9121 Extension 313
Fax: 315 422-6369
mailto:mcass@proliteracy.org

Subject: [NIFL-AALPD:2162] Re: challenges of learner leadership
From: <etorrez_at_ci.santa-clara.ca.us>

Have you try to ask other adult learner leader from others programs come and talk to your learners, about getting involved. Some just need to hear form other learners leaders

Emma Torrez
Learner Advocate
Read Santa Clara
(408) 615-2959
etorrez@ci.santa-clara.ca.us

One of the challenges of learner leadership is not all learners in an adult ed program are "adults" in maturity or responsibility. I work in a class room with students from multi ages practically (my oldest student is 55+ and my youngest is 17) and some, not all, of my 17 year olds still come to school as if it's a social event and not an educational moment. They don't want to work, they don't want to take ownership of their own futures even after the difficulties they have faced of public education and even worse. From where I sit, trying to get my administration to even consider learner leadership options would be an uphill battle simply because of the behavior of a large percentage of the population served on the primary campus. I don't think this is as much of an issue at some of the community classes as it is for us and perhaps learner leaders might could come from that pool, but it would still be an uphill battle trying to get admin to see past the negative behavior of some.

Katrina Hinson

Subject: [NIFL-AALPD:2166] Re: challenges of learner leadership
From: <khinson_at_future-gate.com>

Based on what I know of neighboring programs at other community colleges in my area, "learner leaders" is an unknown and untried concept. To do something like this would in all likelihood involve a major shift in administrative thinking and that is not always easily accomplished here.
Periodically, like at a special ceremony or something, we'll invite a former "success" story to give a short speech...but that's about the extent of it.

Katrina Hinson

Subject: [NIFL-AALPD:2167] Re: challenges of learner leadership
From: <cfranc2@ilstu.edu>

Hello Katrina,

I work the staff at Carl Sandburg Community College in Galesburg, Illinois. The have a very active student support wing called New Readers for New Life at their campus. The folks that participate are all literacy students that want to give something back. They advocate very actively for their fellow students and offer an array of services. Karen Avalos is one the staff members that works with this group. Together with her Director, Gwen Khoeler, they have built a very unique and rewarding set of program resources. One of their former students addressed our annual "Student Awareness Day" rally at the Illinois Capitol. This event is sponsored by our state association, The Illinois Adult and Continuing Educators' Association. Her passionate words really spoke to the more than eight hundred students assembled. Carl Sandburg is a student centered program that has cultivated their students as ambassadors for literacy. Together with groups like New Reader for New Life they have built a learning community throughout their very large service area. Please contact me if I can be of any help. I appreciate and understand your statement and the complexities of "administrative thinking." Be well....

peace and love,

Chris Francisco Director
Center for Adult Learning Leadership
Normal, Illinois

(309) 454-3329

Subject: [NIFL-AALPD:2171] RE: challenges of learner leadership
From: <ebest_@hotmail.com>

Challenges of Adult Learner Leadership

In the conversation of the challenges inherent in adult learner leadership, it has pretty much focused on issues adult learners were having that would inhibit their participation. Then there’s the other side of the coin, the "pink elephant" in the room that’s not being talked about.

Let me begin this discussion by saying that I believe that practitioners in the field of adult literacy are among the best people in our society bar none. Most are in the field to do the meaningful work of transforming lives. Well, they’re not in it for the money—that’s for sure. Many work with current and former adult learners as partners in the cause to increase resources to the field of adult ed at the local, state, and national levels. Then there are some, unwittingly, or maybe not so unwittingly, who are "student leadership killers." As director of a statewide organization run by current and former adult learners, Massachusetts Alliance for Adult Literacy (Mass AAL), I’ve had the opportunity that most don’t get. That is to visit ABE and ESOL programs around my state to speak with adult learners without practitioners in the room to hear what they’re really thinking and feeling.

Thanks to the progressive leadership of Bob Bickerton of the Massachusetts Department of Education (MDOE), a strong supporter of adult learner leadership, and is at the forefront of this movement in the nation among state directors, he hired Mass AAL to conduct a statewide survey (in the form of focus groups) of current students to get feedback from the consumers of adult ed programs. He then utilized that information that enhanced the learning experience for students statewide. This was done in 1999, and then again in the fall of 2004. At the beginning of the focus groups that were held in every region of the state, a warm-up period/icebreaker preceded the actual focus groups where I would ask general questions to hear what the learners were thinking and feeling.

I also had gotten the opportunity to travel to other states where I had the privilege of speaking with current and former adult learners. For example, there were was the VALUE Institute in Columbus, Ohio, to me that was a special time, because there were informal impromptu discussions happening over the course of the few days that we were there that would take place mainly in the lobby area of the hotel where we were staying. There, I began to realize that the conversations that I’ve been involved with, and were privy to in all my travels with current and former adult learners, for the most part were taking on a common theme. Most adult learners did not see themselves as the challenge to the advancement of adult learner leadership. They felt and still feel that the way they are viewed by practitioners is a major barrier to the advancement of our cause.

Often, even well-meaning practitioners view adult learners with their deficits in mind, and don’t see them for their assets. Paulo Friere in his book, "Pedagogy of the Oppressed," speaks of how educators view learners as empty vessels where knowledge is poured in, and that the learner’s role, for the most part, is a passive one—the "banking" concept of education. Here, no respect for the learner’s life experiences and role(s) in her, or his community, or family as competent and effective leaders are ever taken into consideration, totally negating the fullness of their being. Then we wonder why the persistence/retention rates nationwide have always been a problem (mainly attributed to the lack of the adult learner’s ability to adhere to her, or his educational, and life goals—a character flaw).

Adult learners do understand power, and where they stand in the student/teacher (practitioner) dynamic. So, to avoid confrontation that to them, has very little upside, they leave the program and their dream of reaching their educational and life goals behind. Not to mention adult learner leadership.

In my many conversations with adult learners, another common theme was that some practitioners say all the right things when speaking about adult learner/student leadership such as in conversations like the one taking place in this forum, yet in actual practice the walk doesn’t match the talk. Adult learners have a keen sense of this duplicity, often even before practitioners realize it. What compounds the problem, which is often hurtful and demoralizing to the learner, is that most practitioners give no indication that they realize their duplicity, and therefore carry on like business as usual, perpetuating the pain for those learners who possess the intestinal fortitude and the deep commitment to our cause to hang in there. Something must be said for the commitment and dedication of the adult learner leader overall, and for their commitment and dedication to improved working conditions for practitioners, and to increase resources to the field—this must be recognized, and acknowledged. Adult learners in Mass AAL, VALUE, and in statewide organizations around the country deal with this view, and treatment of them on a daily basis, and still hang in there none the less. They are noble individuals that demonstrate a tremendous amount of character by caring about a cause that goes beyond hedonistic interests, while dealing with the stresses of feeling undervalued—they must be commended.

Solutions

I must restate here that this is not an indictment of all practitioners; many understand, clearly, what I’ve outlined above. People like David Rosen, and Dr. Marcia Hohn who are a part of this conversation both, "talk the talk, and walk the walk." Yet, this is a problem that needs to be addressed to increase our effectiveness (practitioners, and current and former adult learners) as advocates for the field, and for our eventual success for increased resources to the field of adult ed, that will lead to improved working conditions for practitioners, and adult literacy services on demand.

The solution is in the recognition of the fact that, just like adult learners, practitioners come to adult ed out of the context of the real world. Some often bring with them preconceived notions about individuals and groups. I call them the "ism’s," based in class, gender, and race. Then there is another "ism" that has been around since our profession, but heretofore was never named—"adult-learnerism." Adult-learnerism comes from the idea of seeing current and former students of adult ed programs for their deficits as opposed to their assets, lumping them into one neat category (marginalizing them). Not seeing the whole person as a unique individual with talents and skills, as one who has the potential that could tremendously improve our noble profession and/or the world. The practitioners work should be in creating an environment that would enhance the conditions, psychologically, to bring this about. Just as adult learners open themselves up to new ways of thinking to transform their lives, practitioners must be able to do the same, and place themselves in the role of student being taught by the adult learner (trained in this work) of how to overcome their own psychological "baggage," and leave it at the program’s front door. It must be recognized by practitioners about their students, that in terms of success, the sky is truly the limit. The barriers are in the mind, and not always in the mind of the adult learner.

Stephen Hanley is a director of one of the best ABE programs in the state of Massachusetts. I am a former adult learner who has developed an Adult Basic Education program that utilizes a comprehensive and unique approach to student leadership that permeates every aspect of our program. The program was recently recognized by the Boston City Council as improving the quality of life in our city, and is recognized as the best program of its kind in the country for our designated target group. Seven locations in six states across the nation are seeking our services to develop similar programs.

Stephen Hanley and I have developed a workshop that offers solutions for practitioners in identifying within themselves barriers to student leadership and increased effectiveness within the classroom setting, and new ways of thinking conducive to removing those barriers. The workshop offers an innovative approach to incorporating student leadership within programs that leads to improved program effectiveness as a result.

Stephen and I could discuss reasonable arrangements that would allow us to travel to wherever you may be in the country should our services requested.

I hope that my long-awaited contribution was worthwhile, and useful to most. I am eager to hear the responses to my input.

Best,

Ernest

P.S. Yes, there are some adult learners that can barely read, or not at all. They should be commended for their courage to "take the bull by the horns" as it were and make a difference. They should be held up as examples for others to come forward and improve their lives.

Then there is the adult learner who needs a high school credential, as well as help with improving reading and math skills. They may need those skills for a better job, or entrance into higher education. They are good examples for their communities. We need to do everything we can to show them our respect in personal, and in more formal ways for taking the lead to improve their lives, the lives of their families, and their communities, because that’s what education does.

Then there is the adult learner we don’t hear much about, who fits the second category, but also recognizes that an Adult Basic Education program is a way up and out of poverty. She, or he clearly views these programs as being the vehicle for social-change within their respective communities, and would go on to start their own businesses or excel in a college setting and move on to do great things for our society. These learners may be affected even more by adult-learnerism, because they can more easily identify it, and are more sensitive to it because of their awarerness. Let’s not drive them off. We need more of these kinds of soldiers in our uphill battle against the proposed 65% cut to adult education.

Former adult learners can, and do achieve what anyone else can achieve.

Here are some examples of former adult learners who’ve all achieved the GED credential & more!

· Bill Cosby – Actor and Comedian

· Michael J. Fox – Actor

· Dave Thomas – Founder of "Wendy's"

· Ben Nighthorse Campbell –U.S. Senator

· Jim Florio – Former Governor of New Jersey

· Ruth Ann Minner Delaware State Senator, Governor

· Vikki Carr – Singer

· Waylon Jennings – Country Singer

· John Michael Montgomery – Country Singer

· Tommy Nunez – NBA Referee

· Mary Lou Retton -- Olympic Gold Medallist

· Wally Amos – Founder of "Famous Amos" Cookie Company

· Walter Anderson – Editor of "PARADE" Magazine

· Judge Greg Mathis, Syndicated T.V. Show – GED Student

· & More!

[edit]

====================

Ernest Best, Executive Director

Massachusetts Alliance for Adult Literacy

University of Massachusetts at Boston

100 Morrissey Boulevard

Wheatley Building, 4th Floor, Room 167

Boston, MA 02125-3393

(617) 287-4077

[edit]

=====================

Subject: [NIFL-AALPD:2184] RE: challenges of learner leadership
From: BlastGrant_at_aol.com

I'd like to pick up the thread from Ernest Best's post on May 13th. It was a challenging, thought provoking post.

Ernest wrote about one of the hardest areas of student leadership and ABE -- real equality between student leaders and educators. Ernest took the question past student leadership and raised the question of respect and condescension to students in all of ABE.

This topic gets to the center of traditional education: Teachers have knowledge, students are there to learn that knowledge. Its not equal. Participatory education and student leadership change that fundamental relationship.

This is not a black and white topic. Its not about giving all power to the students. We can't just say "We're all equal here." Because we're not. There are real differences in skills, knowledge, and access to the system. But the power does not all flow in one direction. Students bring as much to the table as educators. Students and teachers have different knowledge, different strengths, different blindspots. The question is how do we learn to communicate with each other about them.

Two weeks ago at a student leadership training here in New Mexico a teacher said "Students, you have to understand that we teachers are not trained in how to do student leadership. In teacher training, we are taught to be traditional teachers. We teach you. We are not taught how to work with you as equals. All of these topics about culture and voice and leadership are great, its why I am here. But they are new to me. I was taught how to write a curriculum and a lesson plan. I know how to make a good test. You want me to teach you as an equal, but I don't know how. I was not taught that way by my teachers, and I don't know how to teach you that way. I'm still learning how to do that."

These are learnable skills. When I first started working with student leaders, I had to learn the hard way. When would I let my ego get the better of me and start to think that I knew what the students needed to do, students left. In my mind, they were right. When I stayed true to having students' ideas and values lead, the projects worked. When a student leadership project isn't working, the first place I look is at the communication and trust between the students and the teachers. Over time, building trust and real equality with students have become the most important things I've learned as an educator.

I think that building trust and taking leadership from students are also some of the most important skills a classroom teacher can develop.

These are not just new teaching skills. For a lot of us, they are a new way to relate to people. Its a multicultural skill. To be student centered, participatory, or student led, we have to learn to share power with people from different economic classes, education levels, cultures, races and genders. And where can teachers learn these skills?

Subject: [NIFL-AALPD:2185] RE: challenges of learner leadership
From: AWilder106_at_aol.com

The first thing teachers have to know is how to learn and how difficult learning something new is. This can only be done when teachers put themselves in new learning situations themselves. Most adults, in my experience, don't do this. Learning something new is hard, you have to fail and you have to learn to get over the possible shame of failing.

So I would suggest that each teacher take a class and learn somethng new. Make it something physical, that will really up the ante. Canoeing would be good; whatever, learn something new.

Another thng is to train students to take over a class. I had to do this with apprentice tachers, they had to have the ability, coached by me, to take over a class when I was not there.

For any other skills, like leading a meeting,do the same: coach and learn.

Andrea

Subject:[NIFL-AALPD:2186] RE: challenges of learner leadership
From: jgreiner_at_proliteracy.org

Hello all,
I would like to second Andrea's remark below and share an interesting website from the Provo City Library's Project Read that included a "Tutoring Tips" article titled "Learning to Learn":

http://www.provo.lib.ut.us/projread/tips1103.html

The short article presents adult learning as something we all do in one way or another--although we may not reflect on it as adult learning--and their conclusions about adult learning are something that could help connect teachers with students in very concrete ways. It's a nice one-pager that could be shared with students, colleagues, etc.

All the best,
Jane Greiner
Training Coordinator ProLiteracy America
ProLiteracy Worldwide

Subject: [NIFL-AALPD:2187] RE: challenges of learner leadership
From: djrosen_at_comcast.net

Will, Ernest and others,

I agree that Ernest has raised an important point. Part of this is about respect for adult learners as adults, and what teachers can do -- and how they can learn how to do it -- to show respect. Respect affects the quality of teaching. Teachers who do not know _how_ to show respect for adult learners will not be able to retain them or help them as well as those who do.

Teachers of adults may need to shift their teaching paradigm to take into account areas where some of their students have more expertise than they do. An ESL/ESOL teacher may be an expert in teaching English; or a GED preparation teacher in the content of the GED tests and ideally in content needed for post-secondary preparation. But they are not necessarily experts in health (an area which requires numeracy and English language skills) or in using computers or the Internet, or in navigating the legal, welfare, or school system in their students' communities, or in many other areas in which some of their students _are_ experts. Being a good teacher requires recognizing, acknowledging, and using all the expertise in the classroom. If students have expertise which is relevant to the class, the teacher should draw on it.

Here's an example which is critical to the quality of adult education teaching. Many adult education teachers, unfortunately, are not comfortable or competent in using computers or the Internet. There are many reasons for this, some of which have to do with inadequate technology access and training. Nevertheless, every teacher I have talked with about this agrees that some students in her/his class are comfortable and competent, know how to use computers well, and in some cases are comfortable in sharing this expertise. This is a situation in which a teaching paradigm shift is essential. The teacher needs to say, "in technology I am not an expert, and yet we all need to learn more about how to use computers. Let's see who has some expertise in this area, and then let's all benefit. Let's learn together." In this case, some students become teachers (or tutors, mentors, or "subject matter experts" ). This is not a compensation for a teacher deficiency. It's a teaching-learning model shift. The teacher is not the primary source of knowledge about this subject. The teacher is a learner and a facilitator -- helping subject matter experts to learn how to share their knowledge. This is an ideal teaching learning paradigm for constructivist, project-based learning. But many teachers will need some support in making this shift. Adult learners could be involved in that training and support.

How could this happen? Here's one idea, a professional development workshop where a teacher and her tech-savvy students together learn how to offer a short computer literacy course for the students in the class or at the program or school. The savvy students and teacher all are introduced to the computer literacy curriculum together. They learn together what it will take to implement it. They all become mentors. The teacher or a student (depending on who is most comfortable and experienced in this role) facilitates the computer literacy class process where they all are available to help other students become comfortable and competent in using computers.

I wonder if anyone on this list has done this, or is interested in doing it.

David J. Rosen

Subject: [NIFL-AALPD:2188] RE: challenges of learner leadership
From: bonniesophia_at_adelphia.net

To reply to Andrea (and others) about participatory learning, and having the teacher be learner, or sharing a classroom experience: I have an article in press with The Change Agent on a family literacy class walking the labyrinth. The issue's context is peace, and I was talking about a post-9/11 experience. But a labyrinth walk would be new to just about everyone (in my case I'm a facilitator and own a canvas, but that wouldn't be true for most teachers). It's a physical activity, and a challenge in that while it's not a maze, a puzzle to solve, following the pattern can be daunting to some. It's a spiritual exercise, a kind of meditation, and I believe that in using multiple modalities it can open throught processes. There's anecdotal research on ADHD students calming after even doing a finger labyrinth, so it might help with adult learners with learning differences. It's empowering: I had a student realize it wasn't just about "relaxing," but about fodus and perseverance.. Just a thought.
Bonnie Odiorne, Ph.D.
Writing Center, Post University
Veriditas Labyrinth Facilitator

Subject: [NIFL-AALPD:2189] RE: challenges of learner leadership
From:eileeneckert_at_hotmail.com

I think the message below (sorry, there was no name attached to the email address), and the one to which it responds (Ernest's), re-direct attention to the important issues of power relationships among teachers and students, and they <can> direct our attention to power relationships in society as a whole. Who is served by current policies and decisions, who makes decisions, in whose interests?

Andrea, Jane, David, and Bonnie bring up ways teachers can come to better understand and possibly empathize with students (by becoming learners again, being in a position of vulnerability) and maybe share learning experiences as in David and Bonnie's examples. Beyond the how-to, though, is still the "why." Most people seem to believe that the way education is a change agent is through individual skill development, that those who develop knowledge and skills and earn credentials are better equipped for better-paying jobs and that education is therefore an individual path to success.

I'd argue that conditions and patterns of development in the U.S. require a major change of mind--a paradigm shift--for all of us, and that here is where students and teachers can meet as equals, because our system of education in general and of teacher education in particular do little to foster the ability to think critically about the world and our place in it.

In 1998, 20% of the people owned 98% of the wealth, and that was under Clinton. Disparities in ownership of wealth have only gotten worse since then. When 80% of the people are competing for less than 2% of the wealth, then an individual's educational endeavors and attainment cannot play that big a role in his or her advancement and success. The promise of democracy, thepromise of social and economic mobility and reward for hard work, has eroded past the point of sustainability. African-American men's life expectancy is now, I believe, under 50, and the epidemic rates of diabetes, hypertension, asthma and other diseases, and violence that kill poor people are not simply matters of individual responsibility. We have unprecedented numbers of people in prison. Many people have to work 2 or 3 jobs to make ends meet. This is not normal. It is not "just the way it is." It's not okay.

So having students teach others how to use the computer is good, all those things people have mentioned are good, but if we really want to make a difference for students and teachers and all of us, and contribute to a common good, then teachers and students can become co-investigators of the sources of some of the problems we all face, and collaborators in finding solutions.

Eileen

From: BlastGrant@aol.com
Reply-To: nifl-aalpd@nifl.gov
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:2184] RE: challenges of learner leadership
Date: Fri, 3 Jun 2005 10:03:55 -0400 (EDT)

I'd like to pick up the thread from Ernest Best's post on May 13th. It was a challenging, thought provoking post.

I think that building trust and taking leadership from students are also some of the most important skills a classroom teacher can develop.

Subject: [NIFL-AALPD:2190] RE: challenges of learner leadership
From: smilin7_at_earthlink.net

.. continuing this thread, you might want to read this article, just received in my inbox today from TESOL

http://www.tesol.org/s_tesol/sec_document.asp?CID=916&DID=3971

I find it inspiring that their are so many intentional efforts by many teachers to break the barriers, break the top-down approach.

One other simple thing, doable in most classrooms, that amazes me each time I remember to try it, is elemental, but so often powerfully changes the dynamics. Arrange seating in a circle, and be one of the circle -- not just an "almost" circle with you standing or sitting apart, but one of the circle, same as anyone else. It juices up my self-reflection of teaching and thinking about classroom dynamics every time.

Smiles,
Holly

Holly (Dilatush), also known as "Ms. D"
Visiting English Instructor
Institute of Foreign Language Education
The Catholic University of Korea
Buchon, South Korea

"Live with intention. Share inside-out smiles, inspire hope, seek awe and nurture in nature."

"Encourage, enable, enact an easing of global poverty..."

"It is not enough to be compassionate, you must act..."

Subject: [NIFL-AALPD:2191] RE: challenges of learner leadership
From: smilin7@earthlink.net

Hello all,

Re: David's query, is anyone interested?

<<<<How could this happen? Here's one idea, a professional development workshop where a teacher and her tech-savvy students together learn how to offer a short computer literacy course for the students in the class or at the program or school. The savvy students and teacher all are introduced to the computer literacy curriculum together. They learn together what it will take to implement it. They all become mentors. The teacher or a student (depending on who is most comfortable and experienced in this role) facilitates the computer literacy class process where they all are available to help other students become comfortable and competent in using computers.

I wonder if anyone on this list has done this, or is interested in doing it.>>

and Eileen's thought-provoking:

<<<<So having students teach others how to use the computer is good, all those things people have mentioned are good, but if we really want to make a difference for students and teachers and all of us, and contribute to a common good, then teachers and students can become co-investigators of the sources of some of the problems we all face, and collaborators in finding solutions.>>>>

and Andrea's

<<<The first thing teachers have to know is how to learn and how difficult learning something new is. This can only be done when teachers put themselves in new learning situations themselves. Most adults, in my experience, don't do this. Learning something new is hard, you have to fail and you have to learn to get over the possible shame of failing.>>>>

Yes, yes, yes! I agree...

At the Charlottesville City Schools Adult Learning Center, several instructors have been making concerted efforts to encourage learner leadership. Time is an enemy (nothing new there) and an ever-present challenge -- scheduling, facilities availability, etc. Funding becomes an issue -- so many of these projects become "freebies" (volunteer efforts) -- this is more of an issue for some than others, but still very much an issue, and I believe legitimately so, for many teachers.

When grant funding allowed, we had a two year free twice-weekly computer class -- but it was teacher instruction. I find myself thinking now, that grant funding to support initiatives like those suggested above might be a more successful method. Not specifically computer-related, but I think relevant recent experience being piloted and developed is described below:

One successful foray has been via our Festival of Cultures event. I've not chaired this, but have assisted. There was some grant funding to help (huge motivation!). May 14, 2005 was the second annual Festival of Cultures event. Planning begins MONTHS in advance, and includes as many learners as we can get to the meetings. The meetings are round-table, all voices welcomed, all ideas valued.
At the planning meetings, learners have been coaxed and coached to take active roles, to trust that the language complications are manageable... learners have learned more about their new communities, have shared with us so that we have all learned more about the communities they are building within the Charlottesville area.

Marketing skills, layout and flyer design, mechanics of operations, audio, stage setup, media planning, navigation of local government agencies for permits, etc. -- shared responsibilities. Computers are used during some sessions, email between sessions, attempts made to document the event on the learning center's website (or foray off into link to a blog -- this is where I see trying David's suggestions -- blogging).

At the event itself, various learners and teachers taught crafts, displayed art exhibits and taught about respective mediums and culture connects, a huge map was displayed and geography lessons shared and celebrated, origami, flower wreaths, sand art, sports/games challenges (jumps, tosses, hopscotch in different cultures, etc.) Country displays -- I remember in particular a display from Brazil -- the organizers of that table (actually, they had so much they used three tables!) shared a wealth of info and books and differences in education systems, so much!.

Carrying this over to the classroom into classroom projects is the next leap! We've tried successful health literacy and continuing education fairs (but they've been largely teacher-driven, with a few learners assisting, presenting -- most contributions by learners were in research and poster presentations).

This message is long! Anyway, I will hope to discover at least one student with a strong interest in digital photography, and at least one with comfortable computer whiz skills, and work toward integrating a classroom project (first) to create a blog (they choose focus of that blog) that grows to include contributions by EVERY student in the class, but that is NOT coordinated by me -- to LET GO of the reins and guide all class members AND MYSELF to let learners lead this project... THEN, near the end of a session, after they've all proven to each other and themselves that they CAN do it, suggest a finale project of sharing AND teaching to other classes...

Our center has been puzzling over how to successfully build mentor relations (Buddy systems) to increase retention -- I see this as a new opportunity to enhance Buddy systems --

When the finale project sessions are piloted, learner groups (two or three?) from my class would be assigned to a computer with two learners from another class -- these groups of 4 or 5 would "buddy up" and create their own small community linked to the master blog site...

This would encourage RETURN visits and sharing/outreach to others at learners homes/communities...
this is quick-scheming ideas here -- but it's on my list of MUST DOs for my return to next session's classes.
What do you think?
[I also plan to use Moodle course management system online components to my adult learner ESL classes -- but I see that as teacher-led, with projects that are student-led. But Moodle is 'controlled' to an extent by administrator -- assignments are given and grades entered only by administrator -- I've had great successes with it this semester in other ways, and some students have definitely assisted/helped other students -- but this semeseter I'm in Korea teaching EFL in a university setting -- very, very different from Adult Learning Center ESL environment! So, my brain is reflecting, pondering, evaluating, scheming...]

Hope this is reasonably coherent. Thank you for the great inspirations and mind-jolts,
Holly

Holly (Dilatush), also known as "Ms. D"
Visiting English Instructor
Institute of Foreign Language Education
The Catholic University of Korea
Buchon, South Korea

"Live with intention. Share inside-out smiles, inspire hope, seek awe and nurture in nature."

"Encourage, enable, enact an easing of global poverty..."

"It is not enough to be compassionate, you must act..."

[Korea! Photos galore and stories: www.tabulas.com/~smilin7 and www.tabulas.com/~blogblossoms]

website (under development): www.geocities.com/smilin7h

Subject: [NIFL-AALPD:2194] RE: challenges of learner leadership
From: etorrez_at_ci.santa-clara.ca.us

Will, Ernest and others,

I agree with Ernest this is an very important point. Part of this is about respect for adult learners as adults, If students have expertise which is relevant to the class, the teacher should draw on it. Teachers who do not know _how_ to show respect for adult learners will not be able to retain them or help them as well as those who do. If students have expertise which is relevant to the class, the teacher should draw on it.

Emma Torrez
Learner Advocate
Read Santa Clara
(408) 615-2959
etorrez@ci.santa-clara.ca.us

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