Realizing Strengths

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Realizing Strengths

Subject: [NIFL-AALPD:2076] realizing strengths
From: jataylor_at_utk.edu

Hi all,
A list subscriber recently posed a question off-list. She writes:

"Students should be the motivation for student leadership. In other words the projects developed should be something that interest the students and not something that students feel they have to do to merely satisfy practitioners. In the conversations I have had with my student they where quite nervous with the idea of teaching professional development. It seemed they did not know what worth they would have in teaching the teachers. How would you bring the student to the understanding of what they have to offer when it comes to training in such a way that they will be motivated to want to offer PD?"

Does anyone have suggestions for this teacher? Learner leaders and others, what is your advice?

Best,

Jackie

Subject: [NIFL-AALPD:2077] Re: realizing strengths
From: nancygray9_at_msn.com

I'd like to respond to that Jackie. We've noticed here in New Mexico that the best way to get students started on doing PD is to first have them start dialoging on topics that are more generative to them like: What makes a good ABE teacher? Or What can we do to help students reach their goals?, etc.

Once they start dialoging they start to come up with all kinds of ideas and suggestions. We don't mention at the beginning that there is a possibility of their doing PD from these dialogues; we let them come up with that idea on their own. Most won't want to get involved in actually doing PD or a presentation, but some will. Then of course there's further training for the students on presentation skills, but then we get our other student leaders involved in offering that training.

If you say to students right off the bat, "We want you to go do some professional development, any ideas?" they will all run for the hills! If you get them involved in dialogue that is meaningful to them, some will come up with the ideas, "Hey we could share this with teachers!" And you as the teacher just sit back and support when you need to, but let them take it.

One last thing: reframe your idea of motivating and start thinking of it as mobilizing. Dialogue with them, get them excited and they will mobilize on their own, you as the teacher don't have to do the motivating.

--Nancy

Subject: [NIFL-AALPD:2078] Re: realizing strengths
From: BlastGrant_at_aol.com

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:2086] Re: realizing strengths
From: <marie.cora_at_hotspurpartners.com>

Hi everyone,

What great ideas and processes! There's been a lot written this week, and pardon if I am repeating something that was already raised. But what if students were requested to teach something to the rest ('rest' meaning other students, teachers, staff, etc.) that others do not know (build a footstool, bake a cake, sew a button, sing in Arabic, French braid hair), and from there unpack the steps and what is necessary for teaching these tasks/skills?

Does anyone explore what it means to the adult student to teach something (i.e.: what do they think are effective ways to help others learn to braid hair, bake goods, etc.) - and then incorporate that info/knowledge into structures for professional development? Everyone learns and teaches things, whether they realize it or not - why not start right there?

marie

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