Comments for Making a Living (?) in Adult Education

Comment on Early Educators’ Union a Model for Adult Ed? by Jana

Jana — Mon, 23 Apr 2012 17:45:08 +0000

Hi Laura
Of course this union would include PTers! That’s the beauty of it- it’s non traditional and the issues we would bargain for wouldn’t be workplace specific- they would be directly with the state. For example, the MECEU is hoping to bargain for compensation from the state in the form of a quarterly bonus or stipend to supplement the rate (whatever it is) the each individual center pays.

Also, having a union gives us a stronger position to bargain for and lobby for increased funding for ABE. I hope you get involved in the campaign!

Comment on Early Educators’ Union a Model for Adult Ed? by Laura Landy

Laura Landy — Fri, 20 Apr 2012 15:00:22 +0000

Anything in the wind on the status of part-time workers in a future union? As a once and probably future PTer who has to work at two places to make ends meet, I’d hope that a union would include us! What I’d really like is for the industry to create more opportunities for FT employment, and perhaps a union could help with that?

Comment on GED Math and the Accuplacer: How Much Can We Reasonably Take On? by Theodora Deschepper

Theodora Deschepper — Mon, 12 Mar 2012 18:02:24 +0000

For a lot of people, the weekly paycheck is ‘take-home pay’ because home is the sole place they’re able to manage to go along with it.
Customers are never so healthy as when, like a chicken, it has to execute a certain amount of scratching around for what it gets.

Comment on GED Math and the Accuplacer: How Much Can We Reasonably Take On? by Cathy

Cathy — Thu, 22 Dec 2011 21:45:20 +0000

Thanks for contributing everyone. I haven’t checked on here in a while and so just saw these. I agree Kate with what you said about a real lack of problem solving abilities and persistence related to solving problems. We do a lot with that in my current math classes. The challenge is how to create a math class which is rich and which truly builds real understanding of important concepts and abilties like problem solving and not a crash course on how to pass the test(s) and quickly gain an “outcome.” It comes down to depth vs breadth. A long while ago, I read an article given to me as part of the SABES math trainings that had to do with math in other countries and how it’s taught. One striking difference is depth vs breadth. Other countries deal deeply with problems. I like that and try to do that in my classes.

I know we all do our best in a situtation with multiple, sometimes contradictory, goals.

Comment on Why Unions Still Matter in Adult Education by Peluang Usaha

Peluang Usaha — Tue, 29 Nov 2011 21:21:41 +0000

Peluang Usaha…

[...]Why Unions Still Matter in Adult Education « Making a Living (?) in Adult Education[...]…

Comment on Update: Hotel strike settled! by AKO Webmail

AKO Webmail — Sat, 22 Oct 2011 10:33:45 +0000

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Comment on GED Math and the Accuplacer: How Much Can We Reasonably Take On? by Kate Davini Belko

Kate Davini Belko — Mon, 19 Sep 2011 15:45:14 +0000

I run an adult education learning and training center. I work primarily with youth but Title I adults as well. Because we accept state and federal funds, we are required to document a great deal of “outcomes.” Recently (July 1, 2011) the successful outcomes were revamped to include attainment of a GED. A separate, additional outcome is entered post-secondary training, which may or may not include college. For those who are interested in college (and already have a high school diploma or GED) we offer “remediation” — to brush up on the reading and math skills that most training programs will require, and are measured by way of a placement exam. Of the students who have learned to “do” the math, I see a definite lack of 1. problem solving abilities, and/or 2. the persistence needed to solve, what they perceive as, a difficult question.

I don’t have the answer to this Adult Education dilemma, I’m merely contributing my observations. Maybe it’s time to question the role of colleges. Is it the assumption that “anyone who ‘wants’ to go to college, should be able to?” If so, I surely do not agree with that. I also don’t agree to “teaching to the test,” whether that test is MCAS, the GED test or a placement test. I do agree that motivation and problem-solving are in high demand yet low supply. But please don’t hang that statistic on adult education practitioners alone. I am in complete agreement with you on that!

Comment on GED Math and the Accuplacer: How Much Can We Reasonably Take On? by Sue

Sue — Sat, 28 May 2011 15:31:43 +0000

Hi cathy.

Nice to meet you on line. We’re doing this in computer class.

Sue

Comment on GED Math and the Accuplacer: How Much Can We Reasonably Take On? by Barbara

Barbara — Sat, 28 May 2011 15:29:51 +0000

I’m doing this as a test on learning to blog, thanks Cathy.

Comment on GED Math and the Accuplacer: How Much Can We Reasonably Take On? by Anne

Anne — Sat, 28 May 2011 15:29:34 +0000

I’m impressed that you have time to write blogs!