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The first 36 hours


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The importance of the starting a GED class correctly to reduce attrition.

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The first 36 hours

  4. 4. NEGATIVE FORCES Life demands Relationships Sense of self
  5. 5. WHAT THE RESEARCH SAYS NCSALL Persistence study Helping Students Stay
  6. 6. FORMING A BOND Research suggests that the first three weeks are key in terms of forming bonds between students and their learning programs (Quigley, 1987).
  8. 8. MAIN TOPICS 1. Getting to know your student 2. Relationships 3. Goals 4. Relevance of instruction
  9. 9. GETTING TO KNOW YOUR STUDENT Interview  Questions  Immediately (One 0n one) Information Sheets (getting to know you) Learning style questionnaire
  10. 10. SAMPLE INTERVIEW QUESTIONS 1. What is your name? 2. Why did you leave school? 3. Where were you born? 4. How long have you lived in …? 5. What are your plans AFTER you get your GED? 6. What is your best subject? 7. Parents? Siblings?Hobbies?
  11. 11. LEARNING STYLE I feel the best way to learn something is to picture it in my head I follow oral directions better than written ones I usually prefer to stand while working I am excellent at finding my way around even in unfamiliar surroundings I frequently use musical jingles to learn things.
  12. 12. BUILDING RELATIONSHIPS Cooperative learning  Small group  Discuss goals Biography News Writing component Bring a family picture Humanize the teacher Recognition: certificate, awards, birthdays
  13. 13. GETTING TO KNOW YOU 1. Full name, Your “nickname” 2. Best advise ever given? 3. Any pets? 4. Dream car? 5. Coolest experience? 6. Scariest moment? 7. Jobs you’ve had? 8. What do you like to do in your free time? If you had a choice to come to school, would you come? Why or why not? 9. What classes do you love and hate most in school? Why? Do you get good grades in school? Do you think you could do better? Explain. 10. Describe your favorite teacher. What types of things did you do in that class? 11. Are you an organized person? Are you 12. If school could be about any one thing, and it would be my job to design all the subjects around that one thing, what would you want it to be and why? 13. What sports or activities have you participated in in the past? What do you plan to join in this school? 14. What are your greatest talents? If I needed your help to do something, what would it be? 15. Do you like group work or individual work?
  14. 14. GOALS Choices Essays short term, long term goals Talk about it listening Reinforcing  Phone calls; can also use case managers*  Online: text =) email edmodo Research job  Presentation about career
  15. 15. RELEVANCE OF INSTRUCTION No busy work! Explain TABE, CASAS, GED exam Real world experience Use student reference Base on students interest Age appropriate Build on Life skills Make it personal
  16. 16. CAREER INTEREST 1. Conduct a search of various careers 2. After your research, select one that interest you. 3. Prepare a VISUAL list which will include: a. Occupational title b. Average income c. Requirements for job d. Companies that you could work for ______________ e. School they will attend 4. Prepare a 5 minute presentation
  17. 17. CONCLUSION Show you care  Ask about family  Establish a Personal connection Care Humanizing Recognition: certificate, awards, birthdays
  21. 21. YOU DON’T KNOW ME You don’t know me. You watched me come to your class just like any other student. You greeted me with a warm smile and caring eyes. You asked me to have a seat in your inviting classroom. I watched you speak words I didn’t understand. I watched as the other students raised their hands to question your words. I sat in the cold seat as the minutes went by like hours. I heard you call my name, and I waited for you to ask me, who I was. You don’t know the painstaking ordeal it took for me to get here this morning. You don’t know how it feels to wake up in the dark or the fear in my heart when I have to wait for the bus. You don’t know that I have no umbrella, or why my clothes are wet and unkempt when I enter your class. You think I can’t feel your disappointment in me. You don’t know I am grateful that I have an opportunity to learn. You don’t know that despite my appearance, my color, my imperfections, I choose to look beyond your quizzical gaze. You don’t know that last night’s cold dinner was from the dumpster outside that fancy restaurant, the one near the bridge where we sleep. You probably wonder why I stare at you as you eat in front of the class. You don’t know the noise in my stomach is because I didn’t have enough change in my pocket for breakfast this morning.
  22. 22. YOU DON’T KNOW ME You don’t know why I come to your class half-asleep. You don’t know how uncomfortable it is for three people to sleep in a car, to sleep with one eye open, just in case. You don’t know how lucky I feel that, at least, we have a car. You don’t know I am listening, I do care, and I do want to learn. You don’t know the tremendous courage it takes to raise my hand to answer your questions. You don’t know the last time I was in a classroom and how they ridiculed me for not pronouncing the words correctly. You don’t know that in your classroom, I am the luckiest person in the world. You don’t know that I am your student.
  23. 23. RESOURCES • Florida Literacy Coalition Training • Continue the discussion: twitter @lamugs • Documents available on Scribd • • Getting To Know Students Starts With Asking The Right Questions •
  24. 24. MORE INFORMATION Dr. Armando Gutierrez 305.324.6070 ext::8053 Twitter : @lamugs m/