The roads from Green Bay to Oconto Falls this morning were passable for the patient. I'm glad I didn't have to drive much farther though. Hwy 141 was closed north of Crivitz for part of the morning. That's a hazard of being a Regional Center instructor during the winter months in Wisconsin. Most of the time winter driving is not a problem, but once or twice a winter, getting to work can be a challenge.
The worst drive was a few years ago when I taught the 2 p.m. to 7 p.m. shift at the Shawano Basic Education lab. A storm was predicted for later in the day, but the initial drive was clear. Maybe the storm would pass south or north of us, I thought. By 4 p.m. the lab and most of the other classrooms had cleared out leaving me and a few front office staff members still at the center. Green Bay central offices officially closed the college at 5 p.m. releasing us. I thought of staying put, but decided to try my luck in the storm.
The road conditions, the closing dark, and the blowing snow almost forced me into a hotel/restaurant at the Hwy 29 interchange even before I left the city. But I pushed on driving down the on ramp onto the east-west highway. Most of the time, I could see tracks left by cars along the way. The plows had been pulled off by that time. Sometimes I was able to follow the lights of a car or truck in the distance, but I wasn't sure if the vehicle was on the highway or an access road. Most of the time all I saw was the suggestion of a road and the diagonal streaks of blowing snow. My speed was down to 20-15 mph at times as I kept track of the road by following the waist-high reflectors posted along the right side of the road way.
After creeping along for more than an hour, a car came up behind and passed me on the roadway. I sped up sticking to its tail lights, twisting and turning. I thought Hwy. 29 was a relatively straight road, but I kept behind those twin tail lights. When the car pulled off into a private driveway, I realized that I had followed it off the highway, onto an access ramp and north onto a crossing country road. I wasn't sure where I was headed, but I had three-quarters of a tank of gas and the road was a little clearer than before. I just kept driving.
I ended up in the city of Pulaski, a few miles north of Hwy. 29. Again, I was tempted to pull into an inviting restaurant to wait out the storm, but I didn't know how long the wait would be, so I turned south and rejoined 29. By this time the worst of the story had passed and the driving was just difficult, not impossible. I pulled into Green Bay's city limits, pulled off the side of the road and called Nan to tell her that I was safe and still on my way. The time was 7:30. A 45-minute commute from Shawano had taken more than two hours. I probably should not have been out, but now I was home.
Wednesday, February 29, 2012
Sunday, February 26, 2012
Comparing Beginners and Enders
"Wha'cha writing?"
My writing projects begin with a vague idea of a direction and then move through twists and turns of vocabulary choices and sentence construction until the work develops its own rhythm and sense of purpose. This may seem to be an odd way to write, and often relies on a heavy finger on the delete key, but I find, talking with fellow writers, that my method is not uncommon. Writers write to find out what we think, more than we think of what we ought to write.
I mention this after reading a quote from the book, Art & Fear: Observations and Perils (and Rewards) of Artmaking, by David Bayles and Ted Orland: "Art is like beginning a sentence before you know its ending." I can understand that about writing single sentences as well as on applying that strategy to other non-writing projects. One begins a task with a literal or metaphorical blank piece of paper. We are bound by the limitations of the paper, but can, within limitations of time, space, and talent, sketch out wonderful ideas and produce creative work.
I believe those who are productive and most successful are not worried about the results. This is in contrast to those who are stuck on the process and feel the need to see the ending whole and complete, before they start typing a single word. I suppose that strategy has its advocates and has its place, but I truly wonder if the "enders" get as much done as the "beginners." Most of what we do does not have a prescribed ending -- Good Lord, it sometimes does not even have a beginning. But if we wait to puzzle out all the details before we start something new, we spend all our time puzzling and not much time producing.
"Wha'cha writing?" I don't know. All I can promise is it will be better than what I have done before.
My writing projects begin with a vague idea of a direction and then move through twists and turns of vocabulary choices and sentence construction until the work develops its own rhythm and sense of purpose. This may seem to be an odd way to write, and often relies on a heavy finger on the delete key, but I find, talking with fellow writers, that my method is not uncommon. Writers write to find out what we think, more than we think of what we ought to write.
I mention this after reading a quote from the book, Art & Fear: Observations and Perils (and Rewards) of Artmaking, by David Bayles and Ted Orland: "Art is like beginning a sentence before you know its ending." I can understand that about writing single sentences as well as on applying that strategy to other non-writing projects. One begins a task with a literal or metaphorical blank piece of paper. We are bound by the limitations of the paper, but can, within limitations of time, space, and talent, sketch out wonderful ideas and produce creative work.
I believe those who are productive and most successful are not worried about the results. This is in contrast to those who are stuck on the process and feel the need to see the ending whole and complete, before they start typing a single word. I suppose that strategy has its advocates and has its place, but I truly wonder if the "enders" get as much done as the "beginners." Most of what we do does not have a prescribed ending -- Good Lord, it sometimes does not even have a beginning. But if we wait to puzzle out all the details before we start something new, we spend all our time puzzling and not much time producing.
"Wha'cha writing?" I don't know. All I can promise is it will be better than what I have done before.
Thursday, February 23, 2012
Math is Only Scary When You Fear It
Ohio State University researchers have discovered that if you suffer from an irrational fear of spiders, spiders will seem much larger than they actually are. That bit from today's ABC News website reminds me of the basic ed students who have been working on math lately in the lab and the FastTrack course.
Kris Simonson and I have been team teaching a pilot GED FastTrack course at the Shawano Regional Center for the past couple of weeks. This week we began a three-week, six-class review of GED level math. I started out with basic math on Tuesday: addition, subtraction, multiplication, and division. Kris moved it up a notch today with work on fractions and decimals. We have been trying to make one single point with students: math problems aren't nearly as indecipherable and unsolvable as they first appear. Math is only scary when you fear it.
Math moves consistently, logically, progressively from basic applications all the way to algebra and beyond. Most math problems can be solved by baby steps by considering single numbers, rather than trying to imagine a solution in one all-reaching inspiration. One digit at a time, one place value at a time will move a student through the most complicated series of equations. Learn the rules, start with the basics, develop confidence in your calculations, and math-phobia fades away.
Kris Simonson and I have been team teaching a pilot GED FastTrack course at the Shawano Regional Center for the past couple of weeks. This week we began a three-week, six-class review of GED level math. I started out with basic math on Tuesday: addition, subtraction, multiplication, and division. Kris moved it up a notch today with work on fractions and decimals. We have been trying to make one single point with students: math problems aren't nearly as indecipherable and unsolvable as they first appear. Math is only scary when you fear it.
Math moves consistently, logically, progressively from basic applications all the way to algebra and beyond. Most math problems can be solved by baby steps by considering single numbers, rather than trying to imagine a solution in one all-reaching inspiration. One digit at a time, one place value at a time will move a student through the most complicated series of equations. Learn the rules, start with the basics, develop confidence in your calculations, and math-phobia fades away.
Monday, February 20, 2012
How far can a GED take you?
NPR posted a story on Saturday, Feb. 18, titled, "In Today's Economy, How Far Can a GED Take You?" On first glance the story seems discouraging to students who are pursuing the GED because it says that GED students "are no better than dropouts when it comes to their chances of getting a good job."
The story is told from the point of view of high schools who want students to finish their high school studies rather than opting for the GED route. I don't know of any Basic Ed instructor who would quarrel with that comment. Yes, the high school diploma is preferable, but (and there is always a "but" when talking about life) the GED is still a worthwhile goal.
An author, interviewed for the story, claims that employers are looking for "things like perseverence and tenacity, and those kinds of qualities are not measured by the GED." Huh? The author has probably not worked with GED students. If he did, he would know that GED students will not succeed unless they have the drive to complete what, admittedly, should have been completed when they were 18 or 19. The idea that the GED is a shortcut to education is rather insulting. The GED is a credential that shows an employer that the student has the discipline to pursue the certificate after high school days, that allows a student to move on to post-secondary classes, and that gives the student a little hope in tough times. How far can a GED take you? How far do you want to go?
I would love to administer the GED predictor tests that my students take to the critics of the certificate cited in this story. I wonder how they might score and I wonder what they might think of this "shortcut" then?
The story is told from the point of view of high schools who want students to finish their high school studies rather than opting for the GED route. I don't know of any Basic Ed instructor who would quarrel with that comment. Yes, the high school diploma is preferable, but (and there is always a "but" when talking about life) the GED is still a worthwhile goal.
An author, interviewed for the story, claims that employers are looking for "things like perseverence and tenacity, and those kinds of qualities are not measured by the GED." Huh? The author has probably not worked with GED students. If he did, he would know that GED students will not succeed unless they have the drive to complete what, admittedly, should have been completed when they were 18 or 19. The idea that the GED is a shortcut to education is rather insulting. The GED is a credential that shows an employer that the student has the discipline to pursue the certificate after high school days, that allows a student to move on to post-secondary classes, and that gives the student a little hope in tough times. How far can a GED take you? How far do you want to go?
I would love to administer the GED predictor tests that my students take to the critics of the certificate cited in this story. I wonder how they might score and I wonder what they might think of this "shortcut" then?
Friday, February 17, 2012
In praise of GED students
Seven students will take eight GED tests in Shawano on Tuesday. One other Oconto Falls student will take two tests in Marinette on Thursday. That's a good week on my schedule and in the lives of these students.
Each one of these tests represents hours of work by the individual student, who is working hard to complete the GED or HSED so he or she can move ahead in life. Job choices for workers who don't have the GED are limited, and my students are very aware of that. They face that limitation on a daily basis. That's why they are working in my Basic Education lab or taking the GED FastTrack course. The question about high school diploma on a job applications is a deal-breaker for even the skilled worker, since employers prefer to hire those who have a high school credential.
Those who come back to GED preparation after five, 10, 20 or even 30 years should be congratulated. They are making the first steps on the road to educational recovery. Those who then have the courage to take one of the five individual tests should be praised by family and friends. It's not easy for anyone to come back to school. There are lots of reasons not to come to the BE lab, but only reason to do it -- it opens more doors and creates hope for a better future.
Each one of these tests represents hours of work by the individual student, who is working hard to complete the GED or HSED so he or she can move ahead in life. Job choices for workers who don't have the GED are limited, and my students are very aware of that. They face that limitation on a daily basis. That's why they are working in my Basic Education lab or taking the GED FastTrack course. The question about high school diploma on a job applications is a deal-breaker for even the skilled worker, since employers prefer to hire those who have a high school credential.
Those who come back to GED preparation after five, 10, 20 or even 30 years should be congratulated. They are making the first steps on the road to educational recovery. Those who then have the courage to take one of the five individual tests should be praised by family and friends. It's not easy for anyone to come back to school. There are lots of reasons not to come to the BE lab, but only reason to do it -- it opens more doors and creates hope for a better future.
Saturday, February 11, 2012
Sleepless before Shawano
I had a sleepless night last week.
Monday was the night before the pilot GED FastTrack course in Shawano. The course was prepared (as much as you can prepare a brand-new course) and all that was needed was the hour to come and the students. Yet discouraging scenarios replayed themselves in my mind's eye like a 3-minute loop of an audio tape. I understand that that analogy is dated, but how does one loop a dvd or iTunes snippet? Sometimes the old similes work the best. Let's just say that I couldn't sleep.
I wasn't really worried about presenting the course. I have had more than five year's experience teaching and am now fairly confident that I can work myself out of most classroom situations. I have also had more than 20+ years of amateur theater experience and have never found a scene that couldn't be saved. No, the presentation wasn't the worry. What worried me was the responsibility I had assumed for initiating this pilot. This is a responsibility to my students and to the school. Both of those parties put a great deal of faith that the instructor will effectively deliver the instruction. I didn't want to disappoint.
I am very aware that students have certain expectations. This group of students had signed up for an accelerated GED program. What if my lessons weren't effective? What if they didn't help the students, or even worse, what if the lessons discouraged them from pursuing their own education? A course can be a de-motivator as well as a motivator. Once a course began, I know classes have a way of settling out, but the night before a new course? That's when the doubts and worries seem more real than the actual course.
That's when you don't sleep.
Monday was the night before the pilot GED FastTrack course in Shawano. The course was prepared (as much as you can prepare a brand-new course) and all that was needed was the hour to come and the students. Yet discouraging scenarios replayed themselves in my mind's eye like a 3-minute loop of an audio tape. I understand that that analogy is dated, but how does one loop a dvd or iTunes snippet? Sometimes the old similes work the best. Let's just say that I couldn't sleep.
I wasn't really worried about presenting the course. I have had more than five year's experience teaching and am now fairly confident that I can work myself out of most classroom situations. I have also had more than 20+ years of amateur theater experience and have never found a scene that couldn't be saved. No, the presentation wasn't the worry. What worried me was the responsibility I had assumed for initiating this pilot. This is a responsibility to my students and to the school. Both of those parties put a great deal of faith that the instructor will effectively deliver the instruction. I didn't want to disappoint.
I am very aware that students have certain expectations. This group of students had signed up for an accelerated GED program. What if my lessons weren't effective? What if they didn't help the students, or even worse, what if the lessons discouraged them from pursuing their own education? A course can be a de-motivator as well as a motivator. Once a course began, I know classes have a way of settling out, but the night before a new course? That's when the doubts and worries seem more real than the actual course.
That's when you don't sleep.
Saturday, February 4, 2012
When we didn't know what we didn't know
The first spring session of IPA convened last week in a classroom tucked away in the Apprentice area of the college. IPA is training program for new faculty at NWTC. Our class of 31 new instructors has been meeting since the first week in August 2011 when we all began our new careers as part- or full-time instructors. Some of us had experience as adjuncts, but a good number of us had never taught in a classroom before. IPA helped show our way.
The first session of IPA was 10-day crash course before the fall semester about NWTC: employee benefits, strengths finding, a rather detailed tour of the Green Bay campus with Dr. Rafn, Cliff Notes of Educational Psychology and Teaching Methods, and a preview of all the resources available to us at the college. It was a blur, even for me who had been an adjunct for five years. I can't imagine the head spin inflicted on the brand-new instructors by pages and pages of information. After that initial marathon, we met on a monthly basis and then weekly through a Blackboard course, strengthening our cohort.
Somehow, we all survived the first semester, and assembled again this past Friday to meet five new instructors hired in January, to catch up on gossip, to exchange classroom stories, and to celebrate our one semester of experience. Last August we knew we didn't know what we didn't know and had more than a little self-doubt as we walked to our first class. Now, we still know we don't know a lot about teaching, but have a semester of experience to build upon. I believe the college is constantly renewed by the work experience and naive energy of new instructors, and our students will benefit as we reform that experience and energy into dynamic teaching practices. Again, IPA shows the way.
The first session of IPA was 10-day crash course before the fall semester about NWTC: employee benefits, strengths finding, a rather detailed tour of the Green Bay campus with Dr. Rafn, Cliff Notes of Educational Psychology and Teaching Methods, and a preview of all the resources available to us at the college. It was a blur, even for me who had been an adjunct for five years. I can't imagine the head spin inflicted on the brand-new instructors by pages and pages of information. After that initial marathon, we met on a monthly basis and then weekly through a Blackboard course, strengthening our cohort.
Somehow, we all survived the first semester, and assembled again this past Friday to meet five new instructors hired in January, to catch up on gossip, to exchange classroom stories, and to celebrate our one semester of experience. Last August we knew we didn't know what we didn't know and had more than a little self-doubt as we walked to our first class. Now, we still know we don't know a lot about teaching, but have a semester of experience to build upon. I believe the college is constantly renewed by the work experience and naive energy of new instructors, and our students will benefit as we reform that experience and energy into dynamic teaching practices. Again, IPA shows the way.
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