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Chapter 8

jeff_clutter
Wed, 09 Nov 2016 20:32:48 GMT

Chapter 8 talks about The Prep Stage and Bridge Programs of an Adult Career Pathway Program. The authors list four characteristics students should be able to demonstrate in order to be successful in an Adult Career Pathway: 1. Ability to communicate orally in English 2. Limited need for remediation 3. Determination to succeed in college 4. Willingness to commit to full-time college enrollment for one semester The authors advocate for the use of Bridge Programs to help students build these characteristics if they don't have them. Please discuss what you currently do or could do to address these four characteristics in your adult education program/classroom.

ted_pearson1
Wed, 16 Nov 2016 18:49:42 GMT

Currently, our programs are in the early stages of setting the stage to bridge programs. One thing, we are exploring options for career interest inventories to determine the correct pathways. We have found that many students, with an HSE, need a brush up in core academic areas to progress in chosen Adult Career Pathways. Integrating communication and soft skills during direct teacher instruction and utilizing the WIN Soft skills are integrated in classes.

sbostic
Thu, 17 Nov 2016 17:54:35 GMT

Our program offers several ESL classes to help students with their ability to communicate orally in English. If needed, the students can transition to HSE class to also help limit any remediation. Class attendance can be an indicator of college success. If the student is not willing to attend class, he/she may continue that behavior in college. I know for our teachers, we call if a student is absent. Colleges are not going to do that. I think having the students take the Indiana Career Explorer assessment may help to open their eyes to opportunities they may have not thought about before. We have also been addressing soft skills in our classes as well.

jspiegel
Fri, 09 Dec 2016 19:04:52 GMT

First Characteristic: Levels of Language Proficiency Description Implications For Using Oral Reading Level 1: Starting Students are in a silent period in which they listen, but do not speak in English. They may respond using nonverbal cues in attempt to communicate basic needs. The teacher and other more advanced students should model oral reading. Students in the silent period should not be forced to speak, but should be given the opportunity to participate in a group activity where they won't be singled out. Level 2: Emerging Students are beginning to understand more oral language. They respond using one- or two-word phrases and start to produce simple sentences for basic social interactions and to meet basic needs. Teacher and students should continue to model oral reading. Students should be encouraged to begin taking risks with simple, rehearsed oral reading in non-threatening situations. Second Characteristics: We can divide the student body into two groups. The first group is the successful students—those whose temperaments and backgrounds make school their cup of tea. Nothing out of the ordinary needs to be done for these children. The second group is the underachievers. They may underachieve in all areas or in a particular area, but they have one thing in common: They do inferior work in school. If educators assume that a child is at fault for her lack of achievement (she is lazy, for example), then there is nothing they can do. However, if the school professionals believe that a child is doing her best, then they can devise strategies that may not only help the child but also significantly increase their own control over the situation. The only hope the child has is for school professionals to be adept enough to bail her out of the painful situation that limits her options and diminishes her academic performance. Every person wants to be a success, and the underachiever wants desperately to be part of the educational mainstream. The teacher, encouraged by enlightened administrators, must use techniques to help each and every reluctant learner succeed. Of course, teachers have an awesome burden, but they are the last line of defense for their students. Teachers, therefore, must be willing to change and make their classrooms more student-friendly. After all, what is the main function of a teacher? Is it to teach only the students who don't need special help? Differentiating is the key to equal and fair educational environments which in turn limits the need for remediation. Third Characteristic: This one is easy. Share my testimony of how I did poorly in school not because I was a low learner, but, because I made bad choices. I set my goals in front of me thinking only of the future tense. Mapping out my plan and put it to action. Took my 1.9 gpa in high school to a 3.4 at the end of my college years. Fourth Characteristic: Encourage your students with positive re-enforcement. Examples would be tours of college campus. If they qualify get them enrolled in State programs like "Upward Bound". This is great especially for those who will be the first to go to college in their family. Help the student figure out what they want to do for a career for the rest of their lives and put together a plan to get them there.