sickie

Sorry, gentle reader, to be so long between posts but I have been quite under the weather this week. The cursed ailment comes and goes like allergies but feels like a head cold with all attendant nasties.

Back in writing form next week.

Until then, check out this job description for
Teacher Adult Literacy

"Many adult literacy and remedial education teachers work part time and receive no benefits; unpaid volunteers also teach these subjects."

Sound familiar? What about this?

Working Conditions

A large number of adult literacy and remedial education teachers work part time. Some have several part-time teaching assignments or work full time in addition to their part-time teaching job. Classes for adults are held on days and at times that best accommodate students who may have a job or family responsibilities.

Because many of these teachers work with adult students, they do not encounter some of the behavioral or social problems sometimes found with younger students. Adults attend by choice, are highly motivated, and bring years of experience to the classroom—attributes that can make teaching these students rewarding and satisfying. However, many adult education programs are located in cramped facilities that lack modern amenities, which can be frustrating for teachers.

Isn't it nice that the authors are so right about adult students?

working in literacy

Our forum blog is ready. The discussion does not start until October 22 but you can visit the pages and get ready. The articles are on the Literacies site. Here is something to get us in the mood for the forum:

The face of adult literacy has changed dramatically over the past 10 years. In addition to literacy/upgrading, programs are being called upon to offer employment development skills, family literacy, life skills training and various short courses. Practitioners are also expected to offer expanded needs assessments as well as counseling supports. Literacy has expanded to include the workplace and the family as well as the individual. Clearly the roles of literacy practitioners have changed.

When asked why they stay in the field, practitioners consistently report that they enjoy teaching, feel gratified to see learner progress, enjoy the challenges of adult education and feel they are making a positive contribution in an area of great importance to society. It appears that one of the greatest strengths of the programs is this base of committed experienced practitioners. Learners consistently report that one thing that keeps them coming to class is the relationships they have established with the instructor, and the supportive atmosphere that a skilled instructor can create in the classroom. The commitment and skills of the instructor and the relationships he or she nurtures in the classroom lie at the heart of the successes of all literacy programs, whether adult literacy, family literacy, or workplace education.

From the Millennium Project Final Document. October, 2000.
Stevenson-Britannia Adult Literacy Program (Manitoba).
Janet Regehr, Project Consultant