|
Special Populations
|
 |
Learning To Learn:
A Possible Strategy for Improving Progress in a TANF Classroom
by Melanie A. Mayeaux,
M. Ed, Houston Community College
Some nights I can't
sleep thinking about them - that group of students who just don't seem
to progress as quickly or as much as other students. After all, they
are in the same classroom and experience the same learning opportunities
that have brought many of their peers to successful completion of the GED.
I see them in my mind, toss, turn, and ask, "What can I do?".
. .
The Reason?
As is often the case,
a possible answer was right in front of me. Last spring I attended a
workshop on the research of Dr. Ruby Payne. I remember being very excited
by it and thinking that her theories might be applicable in a TANF classroom.
But somehow between then and now, the material got stored in the "think
about someday" part of my mind.
The sleepless nights
and an opportunity to apply for a Project IDEA research grant led me
to re-examine Dr. Payne's work. According to Payne, children from low-economic
backgrounds come into the classroom without the "ready to learn"
attributes expected by teachers and must be taught these attributes,
or structures, if they are to be successful (Payne 1998). As I read
this, a metaphoric light bulb came on. Could this lack of learning structures
be the reason for the limited progress made by some students? They certainly
fit the profile described by Payne. All are second, if not third, generation
welfare recipients and all dropped out of school earlier than their
more successful counterparts, thus limiting the opportunities they
may have had to develop the learning structures Payne claims to be vital
to academic success. Fortunately, I was awarded the grant so I could
learn if the application of Dr. Payne's teaching strategies helps these
students become more successful learners.
Dr. Payne's Theories
According to Dr.
Payne, children from a background of "generational poverty"
(more than two generations) have two characteristics that negatively affect
their performance in school (Payne 1998). First, they have difficulty
going from the concrete to the abstract and have difficulty recognizing
information in varying forms. Second, they do not have the learning structures
necessary to accept information. As outlined by Payne, these structures
are:
- an organized structure for data;
- cognitive strategies or cognitive processes;
- conceptual frameworks; and
- sorting mechanisms.
These vital learning
structures are developed in the mind of learners through a process called
"mediation" (Payne 1998). As described by Payne, "mediation
involves. . . pointing out the stimuli (what the individual is to give
attention to), giving it meaning, and providing a strategy." To achieve
these, lessons and activities must give students opportunities to do following:
- Use planning behaviors;
- Control impulsivity (think before doing);
- Use specific language;
- Explore data systematically; and
- Use evaluative behaviors.
My Research
I have begun my research
on how (or if) "mediation" will affect my students' progress
in the following three ways. First, my students are using planning behaviors
through a standardized organizational system. Every student has a "Subject
Binder" with color coded dividers for each subject. Handouts are
coded in the same manner, thus making filing easy and clear. For example,
red handouts (math) go behind the red divider; green handouts (science)
go behind the green divider. Students have color coded spiral notebooks
in which to do exercises and take notes plus a "Learning" Journal
and a "Miscellaneous" binder. Portfolio items, weekly goal sheets,
and copies of all of their completed study plans go into their Learning
Journal, and all non-subject material go in the Miscellaneous Binder.
In addition to this
organizational system, each classroom activity has clear procedural components.
Whether students are working on a curricular-based problem, a class assignment,
or a project they initiated, their first task is to complete a "Plan
of Action" outline and a step-by-step evaluation of what must be
done to successfully complete the task. Also include clear directions
on assignments and make sure every student understands them before they
begin.
Finally, each lesson
includes a graphical and/or kinesthetic component (manipulatives) to provide
students with a "mental model" so the information being presented
can be stored and sorted in their brains (Payne 1998). For example, students
use pictures or drawings to learn vocabulary words, design "how to"
step-charts in math, and use graphic organizers for writing.
Is It Working?
It is too early to
tell if "mediation" strategies will help my students become
better learners, but there are some encouraging signs. First, I have
not heard "I can't find it!" in weeks since everybody knows where
to file handouts. They also are more confident when starting a task and
are learning that the process is often more important than the product.
Most encouraging, however, is their new found confidence in and excitement
for learning academic material. Although I am a firm believer in student-based
teaching strategies, the new GED demands a certain amount of curricular-based
instruction. The modeling elements have taken this material out of the
traditional context, thus making it non-threatening, fun, and effective.
Even though I do not
know yet how all of this will affect my students' academic progress, I
can tell you, however, that I have slept much better lately.
References
Payne, Ruby K. A
Framework for Understanding Poverty: Learning Structures: Workbook for
Day 2 Workshop. Highlands, TX: aha! Process, Inc. (formerly RFT Publishing),
1998, pp 5 - 9).
Payne, Ruby K. A Framework
for Understanding Poverty. Highlands, TX: aha! Process, Inc. (formerly
RFT Publishing), 1998, p 128).
[Editor's note: Both
these books are available on loan from the Clearinghouse.
E-mail: tcall@tamu.edu.]
About the Author
Melanie Mayeaux is
an ABE/GED instructor for Houston Community College. She teaches a TANF
class at the WorkForce Gulf Coast Career Center at Gulfgate in Houston.
She just celebrated her two year teaching anniversary. Melanie is a Project
IDEA Master Teacher and is part of TEA's GED 2002 training team. She has
a BA in History and a Masters in Education from the University of Houston.
Melanie loves reading, the Houston Comets, and home improvement projects,
especially making furniture.
 
|
