Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3FL1CG26766; Fri, 15 Apr 2005 17:01:12 -0400 (EDT) Date: Fri, 15 Apr 2005 17:01:12 -0400 (EDT) Message-Id: <s25ff2ec.013@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Andy Nash" <andy_nash@worlded.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2968] Re: Shared Priorities? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2824 Lines: 78 Andrea, I second Donna's comments. The idea is for the teacher to be prepared to teach that (expanded) set of skills, but be guided by the students in terms of when to work on those skills. If the student has difficult family problems but "resolving conflict" feels impossible, the student may still want to "Learn through Research" about community support systems or "Reflect and Evaluate" about their options. I probably don't need to note this, but we're not trying to expand the role of teachers to become social workers, only to support the development of the interpersonal and decision-making skills that life demands. I think that, ultimately, the most effective route will be for teachers to weave more of those skills into the regular curriculum, so that "Resolve Conflict," for example, doesn't only get addressed when there's a crisis (just the way it's helpful to have talked about racism or homophobia before someone lays an offensive remark out there). I think that it's wise to discuss the interpersonal skills as part of the integrated skill sets we put together to get real things done every day. Andy >>> donnac@gwi.net 04/15 4:29 PM >>> That's a tough question, Andrea. I was talking to an English teacher once who was adamant that she should not be teaching such things as "advocate and influence". I asked her whether she took time to teach her students how to write for purposes other than to inform or entertain. One of the main purposes for writing is to advocate and influence. As a teacher, I want to focus on the skills that are needed in order for students to address what's critical in their lives. I can't solve their problems for them (nor should I), but I can help them learn the skill of how to solve problems and make decisions for themselves. I can't resolve their conflicts for them, but I may be able to help them learn how to negotiate, or how to speak and listen effectively, or how to do research about what help might be available in the community for the family. Donna Curry ----- Original Message ----- From: <AWilder106@aol.com> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Friday, April 15, 2005 3:53 PM Subject: [NIFL-4EFF:2965] Shared Priorities? > Colleagues: > > I've been thinking this over: as the student's role has been expanded to > include a host of values, as: "resolve conflict and negotiate," so the > teacher's role must also expand. The two roles are synergistic. The > teacher has a lot more responsibility. > > Suppose there is drug use in the family (not so unusual these days), or > the student has really major family problems where "resolving conflict" > is impossible and attempts to do so would be contraindicated, how is the > teacher's role conceptualized within the EFF framework? > > Andrea > >
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