Judy Shuford – Williamson County
I think that is the most important thing that we do is to create an environment
so that they want to come back. Because virtually everybody we teach, in the
environment where we are, has had an experience where they’ve dropped
out. They did not have pleasant work experiences where they were. So our challenge,
for us everyday, every single set of students-is to create an environment where
they will be happy and they will feel supported, they will feel welcome-that
sort of thing. So that’s the very first thing that I work on and I really,
really work hard at that-that they are accepted and that they are comfortable
around the other students. So what goes with that is humor. We do a lot of humor.
A lot of laughing-not that I don’t expect them to do a lot of work and
not that I don’t have expectations for them-but at the same time I want
them to be comfortable. Environment is a big part of that. So the things that
I put up on the wall we may not read every single one of these the length of
time that the student is in here. But they see these things we even have them
in our restrooms so they read these things and they hear that.
Carole Chitwood – Lawrence
County
I really try to show each one of them that they are special and that I do care
about them but also more importantly I want them to care about each other. It’s
a building process and with each student we start new and that caring grows
as they stay. Sometimes that is what brings the student back to the classroom.
Greta Wilburn – Davidson
County
The teacher must be enthusiastic herself or himself. They must come in with
an energetic attitude. They must be positive because it radiates. How the teacher
feels and appears it will affect the classroom. So its sort like you are the
facilitator. You set an example. You’re the role model.
And you’ll share with them the importance of an education and the importance
of being independent. So if they see you and you are enthused about it and you
share ideas and then they will feel the same as well. It’s a source of
caring about individuals.
Micki Hendrix – McNairy
County
First of all, treat them like adults. That’s the number one thing for
me. Is don’t call them your kids or your girls. They are adults and they
know a lot more than children know. Maybe they are only on the fourth grade level
in a subject, but life has taught them a lot but they are adults and they deserve
the same respect as any other adults. My number one thing, students have complained
to me about certain teachers that look down on them like they were children
or talked to them like they were children and they just really don’t like
that. So that’s the number one thing. As far as the skills, you teach
people the same. You know you show them how to do it and then you help you do
it then you help them do it and then they’re on your own. So as far as
the model of instruction you don’t have to change that much you just have
to look at them as a contemporary rather than a child. So that’s my number
one advice.
Judy Shuford – Williamson
County
I-I think if there was one word in adult ed, particularly in Families First,
the word is flexible. Be flexible. Because things that you plan just sometimes
don’t work out because the people are not there that you needed to be
doing something that’s why it is difficult to have a hard, fast, plan.
Plus, things come up in the class day that maybe I need to address that lead
into a discussion that maybe I was going to do one thing but I shift to another.
So I think the main thing is to kinda know where we’re going with things.
And definitely plan and have idea of what we are going to do and notes and that
sort of thing but be ready when the opportunity comes to do something different
that could be more meaningful than what I had in mind.
That you’re willing to shift-I think that it’s important for them
to understand that it is not like the eleventh grade English class where the
same people come everyday you know where they’re going to go and they’re
going to be quiet it’s just all of that. It’s just a little bit
different.
Greta Wilburn – Davidson
County
Because they are adults, adults need choices to make. I think that it is very
important fro them to have ownership in the classroom to make the rules. They
can decide if it’s too hot or too cold and have freedom to open the windows
or close the windows or do whatever. They’ve decorated this room. They
make a lot of the decisions and you instead of me saying for the newsletter
for example that we are only going to make this a two page newsletter that’s
why I’m going to give them the choice. You have a choice either we can
cut some articles down and make it a two pages or we can make a three page.
And I try to give them as many choices as possible within the parameters of,
“this is work and this is what needs to be done.” But at the same
time they need the individualized attention and need to feel comfortable in
class so that they will stay and through the caring atmosphere. Because of the
fact that it is-in a way the door is open. They can leave at any time. We do
want them to come back. It is not like the government is telling them that they
have to be here. They to have to be here for their check but the choice is still
theirs. If any time that they say that they don’t want to be here then
the door is always open. And that is a choice of theirs as an adult. They can
make a choice to leave the classroom and that would be fine too.
Judy Shuford – Williamson
County
You are trying to develop a comfort level between the student and us as well
as amongst each other. So I would certainly find something to do even a field
trip, plan a pot luck where everybody is bringing something to eat but some
of the interactive activities where they are working together. I think that’s
extremely important. I really do.
And I think that it is important that he builds or she that rapport, with the
students where some times they will want to do something so they don’t
want to let us down. Now that’s not all of why they are doing it. They
are doing it because they need to succeed or want to succeed.
Greta Wilburn – Davidson
County
The first activity that I would recommend for a new teacher is a writing activity.
And I would do-what I would say-I would entitle it “Who Am I?” It’s
about me. Because you are a new teacher, you come to a new place, a new environment,
a new strategy and you really don’t know them and they don’t know
you. So a good activity that I would suggest is “Who Am I?” &
I would ask such questions as to what I would really want? What is important
to me? What is my name & how did I get it? What is one of my goals? What
has experience taught me? And what part of myself do I most value? Different
types of questions and you can formulate it like into a little puzzle form or
a little box form then to do it. And then what I would suggest is, I would give
them about five minutes or ten minutes to do it and then I would interact. I
would ask them to pair up and see the similarities and also the differences
they have. And also the facilitator would participate too. And that’s
a start of you knowing something about and them knowing something about you.
Micki Hendrix – McNairy
County
We want them to be able to do just add on paper or to calculate something we
want them to put into real life and real job situations, so I do a little of
both.
I have some work force math books that are available and then I have some plain
old math books that you can use just adapt them yourself. If you are a new teacher
you may want to get a workforce book because that way you don’t have to
worry am I getting they are laid out for you.
Carole Chitwood – Lawrence
County
My advice to other teachers would be don’t be afraid to try new things.
Some things may fail and some things may succeed and every day you are building.
There was a new teacher that started here and I told her, “Look, just day by day you’ll discover new things that work and just keep adding to the program as you go and don’t try to do it all the first day that you begin a job because that’s how programs are built, one piece at a time. Start with a time clock so that students are aware of the time that passes by and then the second thing would be that whatever you do try to do in groups developing a sense of caring and a sense of group work, team work because you can do that GED material or work related material but then it fits in with everything.
Judy Shuford – Williamson
County
If we get across to them that we are on a team. I will say to them a lot. “Hey,
we are a team.” You don’t have to worry about this. I will say that
to them in regard to the essay. I want you to write this essay, and they are
like “oh-ugh, they really don’t want to write the essay.”
You know they really don’t want to write the essay. I’ll say, “It’s
me. It’s just me. You don’t have to worry about me. I’m on
the same team you are.” So when you write it for me, we sit down together
you don’t have to worry about it. This is not something you have to worry
about because we are a team. We need to build that I’m a non-threat-non-threatening
person. So that they feel comfortable doing what it is that you are trying to
do. I’d say for a new teacher, you can’t just be too, too easy.
I mean you know you have to have high expectations but at the same time you
have got to have some way that you can build a rapport so that they understand
that you are on their team. You support them. You’re going to ask a lot
of them. And you’re going to expect a lot out of them. And you can even
fuss at them a little once they know that you care about them. So I think with
a new teacher they need to be thinking relationships but they need to have high
expectations too. I would not lower expectations at all either.
Greta Wilburn
And we all should understand it involves a lot of creativity. You have got to
be involved. It’s an involvement program. Ok you are trying to instill
these skills, these workforce skills and academic skills and so it means you
can’t sit behind a desk. You got to move around. You’ve got to see
what is working and what is not working. And you gotta ask for help from students.
You got to be willing to ask the students what makes you tick? What works for
you and is this working for you? Not feel that you are perfect, that you don’t
make mistakes. Because that’s one thing the students have shared with
me. Ms. Wilburn that’s one thing we like about you. You never say that
you are not perfect. If you are wrong, you will admit that you are wrong. And
that’s important.
Judy Shuford – Williamson
County
And a lot of what they have done in the past is-they are having to listen to
people to tell them what to do. If you don’t do this, this is going to
happen. If you don’t do this, this is going to happen. They are used to
being in trouble for things that are coming up. We have to empower and motivate
them to want to do this for themselves. That they want to do this because, it’s
something good for me, not for her. I’m not doing this because she’s
going to fuss at me if I don’t. They are used to be fussed at for things.
And that’s not motivating for them in my opinion. Fussing at them is not-not
what’s going to make them ultimately what to do what you want them to
do. They are going to do what they need to do because they see that there is
a need for it and they see it’s up to them and they are empowered to do
it. And that’s not easy I don’t’ think, but I think it’s
a lot easier than fussing at them and trying to force them because that didn’t
work. That’s the biggest thing that we are doing is empowering them so
everything we do has to be directed toward empowering them cause we cannot do
for them-we shouldn’t do for them what they can do for themselves. And
yet if they don’t know they can do it for themselves then it’s up
to us to let them know I can do this. You can do this.
Produced by
The University of Tennessee
Center for Literacy Studies
In Cooperation with
Department of Human Services
University of Tennessee Video and Photography Center 2001