Youth in Adult Education

Encouragement: The Way to Make a Difference

by Debbie Parsons

Encouragement! Encouragement! Encouragement! That is the key to our rural GED program in north central Texas, where my husband and I have been the lead GED teachers for about 3 years.

We have a small program with average attendance of 15-20 students each week. Students vary each week; about 35 students are actually enrolled each semester. Our students vary in age from 18 (just dropped out last week) to about 65 (it’s never too late to learn). We meet two nights a week for three hours.

Our program is a satellite site of Abilene ISD Adult Education. A local church generously provides us with a place to meet, and we have incredible support from Abilene. However, our facilities and personnel (two teachers and two volunteers) do not permit lots of class divisions, so we are all in the same class. Our students do separate for math ability groups, but otherwise we meet all together for content area classes.

We have found that each student brings a unique perspective to the classroom. We have never had any concerns about mixing ages. Invariably, our students tend to bond together as a large group, with everyone pulling for each other. We have taken a “we’re all in this together” approach.

I believe that the largest part of my job is convincing students that they are not “losers,” no matter what their age. Some are recent dropouts, who have not been successful in a typical school setting. Others are juggling family and work responsibilities. Others are people who have lived with the label “dropout” for twenty, thirty, or even forty years.

One of the first journals I require is on the topic, “Name a POSITIVE school memory.” Almost every student can come up with something, even if it is lunch or recess. (IF they absolutely cannot think of something, I tell them to write any memory from school). My purpose is to remind them that all school is not bad, and that GED classes are to help them become successful. I even display my husband’s and my elementary group class photos so that they can see that everyone looked goofy in school at one time. (Ours are from the sixties: buck teeth, baby fat, and glasses.) Other journal topics I use early in the semester are “Tell about a time you did something you were proud of” and “What is the best thing about you?”

We begin with TABE testing. All students are told they did well. Most students seem very nervous and we do everything to explain that they CAN be successful. All students who complete their test receive a “congratulations” card with a pencil attached. All the pencils have sayings printed on them such as “I am a Winner” or “Do Your Best on the Test.” I am a believer in immediate positive reinforcement! For some, this is the first school-related award they have ever received. Students also receive a certificate with a candy bar attached when they have attended twelve hours of class instruction.

As we begin meeting in content area classes, all are grouped together with the exception of math. For that subject, they are divided by depending on what topic they are working on: fractions, percent, algebra, etc., without regard to age. Small groups develop camaraderie and can sometimes draw a student out who would ordinarily not participate.

For our large content area groups, we often begin lessons with simple games. Human nature is the same at all ages: everyone wants to win! BINGO and Hangman are terrific for vocabulary. Prizes as simple as a piece of candy or gum can get everyone interested and involved. Sometimes I make my own BINGO cards, but many great ideas are available on teacher websites on the Internet.

BINGO is a great starter game because everyone can participate without talking. Shy students are not required to give an oral response. This avoids situations where someone is uncomfortable about sharing their knowledge (or lack thereof). For example, I have made a geography BINGO where I call out the definition and they find the term on their answer card.

Hangman is a great team game. No one wants to let their team down, so they work together. As the more outgoing students participate, no one is threatened, and as we make mistakes, people become more comfortable around each other.

Another thing we do in our class is celebrate everyone’s birthday. Some facilities may have rules against eating and drinking, but ours does not. We supply soft drinks each week. If it is someone’s birthday, I usually bring brownies or a snack. Younger students always jump at free food!

Since we live in a small town, our local newspaper is happy to print any pictures of students of the month, guest speakers, etc. Students tell me they see former public school teachers around town, who commend them for coming back to class.

One major difference between older and younger students is their perception of computers. Younger students are usually more comfortable. We have three computers which are not connected to the Internet. Younger students like to do exercises and practice tests on the computer. Older students are more comfortable with paper tests and exercise booklets. We let them choose.

Other tools include journals, puzzles, and videos on loan from TCALL. Just as with any classroom, varied activities are the key. I even learned to sing the Constitutional amendments to the “Twelve Days of Christmas” and I insist on everyone singing. I don’t sing very well, but I CAN laugh at myself. Fun and humor puts everyone at ease and goes a long way toward breaking age barriers.

Do these strategies work for every student? Of course not! However, most of our students come from very difficult family situations. My husband and I try to make our class experience a high point in our students’ week. My heart breaks as I hear about their lives and the situations they have to return to after class. My hope is that maybe, by attending class, they can be encouraged to make the choices to improve their lives. All of us in adult education are making a difference, whether our student is 18 or 81!

Debbie Parsons has been a GED teacher in Eastland for 3 years. She and her husband, Mike, serve as a husband and wife team for the Abilene ISD Adult Education Program. She is a graduate of Baylor University and did postgraduate work at Tarleton State University. When not at GED class, she spends time as a substitute teacher, Bible study leader, and enjoys her grandchildren.