Looking for a way to teach writing that never fails? Come to the free LINCS event on the Never Fail Writing Writing Method! Learn how adult education legend Kate Nonesuch teaches appreciative writing feedback to her students, who in turn learn to give positive feedback to others. December 6 at Noon ET Continue reading
A surprise envelope reaveals what kids think about Times Tables Make Sense! Continue reading
Now in hard copy! Look inside. Continue reading
“We have to have curiosity, or we are lost – lost in judgment of ourselves or others, entangled in shame or blame.” Jenny Horsman Continue reading
Resistance is what you get when you introduce a new learning strategy to adult basic education students. You have to overcome that resistane or it will kill your chances of success. Continue reading
CHARACTERS PLOT, CONFLICT AND A QUEST! As you would expect, the characters find more than they bargained for. They learn about themselves and each other; they develop strength from bravely confronting obstacles, and come home again more confident to take on whatever life holds for them. Continue reading
I learned a lot about teaching and story telling as I made the series Times Tables Make Sense. A comicbook … Continue reading
I wrote a series of comics for kids about learning the times tables. WHY? Because of my experience teaching remdial math to adults.
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How to mark so students want to write more, do more math, attack new problems? Marking for confidence is my strategy. Continue reading
Getting learners on the teaching team is my first order of business at the beginning of a new class. I like to put them on notice that my class is a little different, that I ask for unexpected things from students, that I expect them to participate in shaping the class. Continue reading
Teaching: The Basics
Of course I listen sometimes. But my strategy is to get myself out of the role of caring ear. Continue reading
Could you deal with some of the issues your students are facing? And if you were, would you not want a caring ear to listen to you? Continue reading
Whenever we talk about safety in the classroom, the question always comes up: How much can or should an instructor … Continue reading
In a recent post I told the story of Naomi, who said “I pass” for more than three months in … Continue reading
The “Just say Pass!” rule implies an expectation that most people will participate most of the time. Continue reading
When someone says, “I pass!” I move the spotlight quickly on to someone or something else. Continue reading
I know you’ve done it before—but you didn’t do it well, or you wouldn’t be here doing it again! Continue reading
I don’t have many rules in my classroom, but the most important one is “Refuse to be bored.” Continue reading
Often what students are learning is not what the teacher thinks she is teaching. Continue reading
Our students need help to see themselves as acting like successful students, even when they are not learning quickly. Continue reading
When I help students see and articulate what they do know, they may notice areas where they have trouble. For example, … Continue reading
I remember the moment that I began to mark for confidence. It was Bernice who got me started. The class … Continue reading
However hard people’s lives are, you don’t make them easier by ignoring them or leaving their stories out. Reading material that never reflects students’ own situations perpetrates a lie. Continue reading
Here’s a recent trigger warning from my personal life, that’s relevant to the discussion of trigger warnings in the classroom. Continue reading
Did I think everyone would be comfortable talking about menstruation in an ABE class? Or did I bury any misgivings because I wanted to right an imbalance my feminist soul had noticed and railed against? Continue reading
After my success with asking First Nations students to decide whether or not to use a video about one reserve’s struggle against alcoholism, I began to use the same procedure with other content that I thought might be problematic. Continue reading
I don’t want any student to lose in a power struggle with me. If he loses, I cannot teach him. Continue reading
I was just one of the crowd of people on the trip—old and young, fat and thin, First Nations and … Continue reading
Pete was in my class that term, a student who described himself with pride as a “recovering asshole.” Most days … Continue reading
So easy to make assumptions about what’s behind students’ behaviour. Often if we knew the reasons they were absent, late, inattentive, etc., we would be heartbroken, not angry. Continue reading
The assignment was to make a graphic representation of the plot development in a novel we were reading together in class. To … Continue reading
I expected it to be an interesting activity. I was sure people would take part, and hoped they would enjoy … Continue reading
Frank commented on my post “I don’t give grades” by saying “Agreed – spend more time helping students who care – … Continue reading
Attending to Resistance: An Ethnographic Study of Resistance and Attendance in an Adult Basic Education Classroom. Every teacher who tries … Continue reading
Two people commented on my last post, about how working with Bernice got me started on marking for confidence. First, … Continue reading
The opportunity for joy often comes disguised as a request for advice. When I refuse to give advice, when I take a moment to ask a question instead, a space opens up to let the joy of teaching in. Continue reading
“I can’t decide,” Maria said. “I don’t want people to smoke in my apartment any more, so I’m making a … Continue reading
If you’re trying to have a more equal relationship with students, refusing to give advice is the best policy. Continue reading
If you’re a kid who can’t sit still, you get into a lot of trouble in elementary school. Kids like … Continue reading
Scenario 1: Mohan tells you he has an appointment tomorrow at the financial aid office, scheduled for the middle of your class. He adds … Continue reading
Ken was restless. His legs and feet moved under the table so much that the whole table shook. Other students complained. Continue reading
Five strategies for developing stronger relationships with learners: Listen, Yes Means Yes, Make Your Teaching Transparent, Say How You Feel, Refuse to Give Advice.
Like most of us I can’t hide my feelings. They show on my face, or in the set of my … Continue reading
I learned a lot about how to give learning a physical component from the late Christina Patterson. I had always been … Continue reading
I was a student today, at my aquafit class. I was a student who resisted, who didn’t participate, who went missing. … Continue reading
I had a taste, once, of someone using grammar to do a hatchet job on something that was full of meaning for me. Continue reading
The first time I failed at school I was over 30. Don’t get me wrong. I have failed at many things–relationships, … Continue reading
The last time I had my teaching evaluated by my administration, I was disappointed. Although I was happy to get a … Continue reading
They grumble at me: “Teachers are supposed to give us marks.” “How can we know how we did, if you don’t give marks?” Continue reading
I once made an appointment with a counsellor provided by my employee benefit package for people having difficulties with situations at … Continue reading
“I’m surprised I’m still here. Usually I drop out of these things after the first morning.” Continue reading
“EXPLAIN HOW YOU WOULD TEACH YOUR LEARNERS PLACE VALUE” and “Explain in detail how you teach ABET level 1 learners fractions” are two recent requests from readers of this blog. Continue reading
According to a recent report, primary teachers in Great Britain are scared of math, which results in poor math teaching. Continue reading
When students can match 1/4 with 25% with .25, you know they have some understanding of the value of each. When … Continue reading
“Pick a digit. Pick your favorite digit–any one you want, from the pile on the table.” That’s how the “human … Continue reading
Adult literacy and GED students have enormous respect for text–too much respect, I think. Continue reading
“What reading materials are appropriate for adult literacy students?” Kat posted this question on my blog the other day, and … Continue reading
The other day I talked about Human Digits, and today I’ll talk about a similar kind of activity for reading … Continue reading
Some moments just stick with you–the flash of insight that marks a big change. A pivotal moment. I am teaching … Continue reading
When I’m looking for something to do on Monday, I don’t want to see something that says, “Teach ‘to,’ ‘too,’ and ‘two’ by examining meaning and pronunciation, and find kinesthetic and auditory hooks… Continue reading
Giving students a blog provides an instant audience, and a shift in identity for the blogger. Continue reading
Students’ writing improves when they write for an audience. When you find them an audience that is close to home … Continue reading
The launch is a big day in the life of any book. It is the day when the art made … Continue reading
In her comment on The Grammar Hatchet Joyce used the phrase, “a constant reminder to consider people before grammar.” The … Continue reading
Working in Adult Literacy 