Newbie (me) needs help with"unwilling" student and Goal setting PLEASE!
- 1095 Views
- 0 Likes
- 3 Comments
Hi internet world of Group Discussions/Forums!
I am hoping the all CAPS in the "please" at least brought you in this far.
You are dealing with a double whammy at my end: a tech dinosaur as well as new to the ABE world ( I am hoping this is going out to the Assessment Group within Teaching and Learning, BUT I am not even sure of that)...Geez.
Ok, here is where I need your help:
Background: I taught in a public high school for 33 years, but my new role is as an ABE teacher/helper/Instructor...whatever I am supposed to call myself. now. As all newbies to the field in VT, we have to take an on-line, professional development course/experience on Assessment, which I felt I knew a fair amount about coming in, but am pleased to say I had plenty to learn and re-learn. I was in the public school for the prelude to PBL, but was gone for the implementation phase. As such, students having a direct hand in writing their own "graduation plans", starting with goal setting is a new experience for me. As a newly certified teacher in the WBLC field as well (Work Based Learning Coordinator) I am "all in" when it comes to Flexible Pathways (Act 77 here in Vt as of 2013), but actual plan-reading. to say nothing of goal-writing within the plan is foreign matter to me. I have read (and taken copious notes) on the course readings on Goal-setting for the student: it's value, timing, reflecting, re-writing or adjusting, importance to buy-in and persistent, alignment to instruction, anticipating and addressing obstacles, positive vs negative visions, etc (like I said, I am a good note-taker).
MY PROBLEM: I have been working with a few new students (to me therefore), who have ALREADY been in the ABE world before I came along, and I had no training/exposure to plan writing/reading and the critical piece it seems of goal setting by the student (with teacher help). As I have somewhat missed the boat, I am now playing catch-up, to no fault of anyone but my "ignorance" alone, on trying to get these students to buy into the goal-setting piece (maybe I am being naive, and it would be just as difficult if I had been with them since day 1, with goal setting as my first task just after saying "hello?"
In particular, I have one 19 year old drop out who, even though I have been using my kid gloves, trying to build up a working relationship with, wants NOTHING to do with Goal-setting (I have tried to give her simple examples (I think) such as how many times she wants to meet this week, how many lessons she hopes to successfully get through...no dice. It often comes down to just wanting to get the next problem done, asking how many hours left to get to the minimum 40 hours to re-TABE, etc. Leaves me a little frustrated at times...I can't be the only one to jump into this boat mid-stream (i.e student came in to the ABE system before teacher, who knew nothing of goal setting at first)?
QUESTION? How do I get the student to buy into this critical goal-setting complement at this point (I should mention she is in the skill development phase of ABE help, not in the HSCP program yet, and is below 30 hours since starting over 5 months ago....big gaps in her Center time but is getting more consistent at least in coming in to work with me). Afraid if I push the goal-setting part too much she will drop out, and if I don't she will never be ready to assess successfully in the TABE, whether or not that is being used as a formative or summative piece.
There it is. I am not too old or proud to pull off the road and "ask for directions." Until then, I am idling in the pull-off spot, stretching my legs (and mind).