Literacy Links

Teaching Adults Through Projects

"Straight Arrow" Teacher Changes Her Ways

by Karmen Chavez, ABE Instructor
Ysleta Community Learning Center, El Paso, Texas

When I was first invited to participate in teacher professional development through project-based learning with ESL or ABE students, I raised an eyebrow and said, "Sure I'll participate." I've always considered myself a team player open to new ideas, but I had absolutely no concept of what project-based learning was about. I had been teaching ESL and ABE students for two and a half years, and my initial training was not in teaching adult learners. I was a very straight arrow type of teacher, extremely traditional and conservative with my teaching methods. After speaking to Barbara Baird about Project IDEA, I became more intrigued by project-based learning. I headed out to the area Project IDEA meeting. Wow, what a wealth of information I received. Prior to Project IDEA, I was unaware of the richness of resources available for adult educators and learners.

Ready to use this newly acquired information, I set out to promote and facilitate a student-generated activity using project-based learning. The students and I discussed several possibilities for a project. This led to their decision to develop a project based on experiences they had during their school registration. Their idea was to create a brochure informing prospective students of what they might experience during the registration process. The students and I discussed how the creation of a brochure might actually be helpful in lessening the intimidation and confusion factors for future students during the registration process.

With this brochure as our goal, our classroom team committed to meet on a frequent basis to brainstorm our project and collect ideas. The team decided that each team member would keep a journal to help them write notes and design sketches for the brochure so they could share their ideas at subsequent meetings. The team members agreed to personalize the covers of their journals, as an expression of ownership and responsibility for the project. Later, the team members were videotaped individually as they shared how they came about personalizing their journal. These videotaping sessions were very dynamic. Each story was unique and offered insight about each student's personality and what he or she valued in life. The big project had now turned into several little projects, yet keeping the end product of the brochure in mind.

In our Project IDEA cohort, one of the group's expectations was that members read various books that would help us meet our goals as facilitators. Since I was a straight arrow, traditional type teacher with a teacher-centered classroom approach, I took a risk and challenged myself along with my students. We used short excerpts from the book my Project IDEA cohort was reading at the time (Action Learning for Development by Taylor, Marais, and Kaplan). Most of my beginning ABE students relished the information and were eager to listen, ask, explore and share some important insights that I had never experienced as a teacher because of my straight arrow approach of content, content, and yet more content. The students broke loose from the boundaries that a system, a culture, prior knowledge and even I, their teacher, had set for them. I learned that there are many forms of intelligence that our students have that go beyond nouns, verbs, and pronunciation.

This new process of learning was dynamic, fun, and innovative. The students' attendance was solid and consistent. This new approach to learning was difficult at first for the students, because they deemed that I was unsure of myself or that they had no direction because of the experimental techniques we were using. I, too, had to adjust to this unconventional way of thinking. Flexibility played a big role in our nine-month venture.

The next step in accomplishing our project was to fuse our ideas and develop the design for the final product. This involved the creation of a logo - one that embodied student values and those of our school. It would also contain actual testimonies from students describing how they felt regarding registration. A title and catchy phrase had to be composed for the brochure as well. More importantly, the brochure had to list all of the names and descriptions of offered courses. It would explain the meaning and importance of taking the required placement exams, by which students are often intimidated. The brochure would also provide an itinerary for registration day and list materials the student should bring with him or her on the day of registration, such as proper identification and writing materials. Whereas the current system merely alerts prospective students that NO CHILDREN ARE ALLOWED, the new brochure would kindly remind registering students to leave their children in someone else's care. Altogether, the brochure would be a more sensitive approach to dealing with student needs. The team members demonstrated excitement and pride in their projects. The creation of the logo and other facets of the brochure had been fun for the team members. However, because most of them lacked experience writing extensively in English, they have experienced some frustration when composing those areas of the brochure that required explanation or detail. Some guidance is now being given in that area. The students wanted other teachers to critique the brochure before the final copy went to the program director for approval, then printing.

This project helped students surpass traditional expectations and practice critical thinking. They especially enjoyed the meaningful discussions on the value of seeking change for the betterment of their school. The students were able to self evaluate and recognize various learning techniques. Learning to work as a team member was also an important benefit to each student. This project also benefited our program, since the brochure will be used as initial information for persons inquiring about the classes offered at our center. It is very user-friendly and answers many questions often asked by potential students. The brochure is bilingual, making it attractive to potential adult learners without a good command of the English language. The group believes this tri-fold brochure will make a positive difference for future students. 

Part-time teachers who are new to the field of adult education are often not given extensive training before coming into initial contact with the students. Project IDEA was a golden opportunity to break out of the traditional approach that I experienced early in my teaching career. Now I am much more aware of the unique characteristics of adult learners. Project IDEA and project-based learning offered an eye opening experience, both for me and for my students. Project-based learning is not about bucking the system that is already in place, but about adding another color to the rainbow of teaching. It was exciting to explore different and more effective ways of teaching. Through my participation in Project IDEA, I was able to expose the students to a variety of learning methods.

About the Author

Karmen Chavez works at the Ysleta Community Learning Center in El Paso where she has been an instructor for the last four years, teaching every level of ESL and GED. Recently, she was promoted to administer the newly created Registrar Department. One of the highlights of her teaching profession was her participation in Project IDEA. Karmen is a native El Pasoan and a graduate of Sam Houston State University where she received a B.A. with a major in Social Work. Upon receiving her degree, Karmen worked for the state of Texas for over eight years. She recently began graduate studies at Webster University. In her personal life, Karmen and her husband Xavier are the area leaders for Marriage Encounter of El Paso, helping couples enrich their marriages. Together, they have two beautiful four-year old twin girls, Katarina and Briana. Karmen's hobbies are volunteering in her community through her church, her children's school, and the local library.