Woods Mill Adult Education Center

In the article “Fremont high school”, Jonathan Kozol describes how the inability to provide the needed funding and address the necessities of minority children is preventing students from functioning properly at school. He talks to Meriya, a student who expresses her disgust on the unequal consideration given to urban and suburban schools. She and her classmates undergo physical and personal embarrassments. Kozol states that the average ninth grade student reads at fourth or fifth grade level while a third read at third grade level or below. Although academic problems are the main factor for low grades, students deal with other factors every day. For example, School bathrooms are unsanitary, air condition does not work, classrooms have limited

Adult learning is having a clear picture of how adults learn and how this in turn affects the program planning process. Many adults are not sure about what they want to do with their lives after high school. There are many programs that will help you to decided, what you want to do with your life. This is where adult education programs can help you decided on the importance of education. There are three content areas that connects with adult learning and planning education within the adult. Knowles state that the adult learner, learns from their experiences. Experiences is how adults live their everyday lives and make concise

Imel begins the article with a discussion of teacher bias, arguing that it is one of the foremost ethical challenges facing teachers. The author notes that unlike elementary school, adult education teachers are not required by the administration to enforce specific values or learning requirements. Consequently, the structure of the course is typically contingent on the whims of the instructor. In this regard, two people taking the same subject from different instructors may very well experience vastly different curricula and instruction. Imel also notes that unlike elementary school, adult education instructors do not typically teach

There are a group of students from Woodrow Wilson Classical High School who were apart of the new integration plan following the L.A Riots in 1994. Due to the unfamiliar school setting, students separated themselves into different groups: the Latinos, the African-Americans, and the Caucasian. A new caucasian teacher, Erin Gruwell, comes to the school to teach English to the Freshman and Sophomore class. Before the school year started, the Principal handed Erin Gruwell a list of students who were failing English, the majority of the students had grades in the fifties. Seeing the scores, made her realize that the students needed a great deal of work in order to improve their reading, the mass majority were reading at the 5th-grade level and were the freshman class in High School.

They lack necessary motivation to excel academically. I’m quite sure that most young people in the area lack positive role models, that can influence their life decisions. Consequently, all the resources for the children are limited or outdated. On page 83 and 84 the author clearly illustrates too the reader the conditions of the classrooms and the desires of the instructors to have the basic necessities, like water in the chemistry lab. The writer really struck a nerve with me, when he mentioned that “ In the seventh grade social studies class the only book that bears some relevance to black concerns-its title is The American Negro-bears a publication date of 1967”. For, example I never experienced conditions similar to the students in the article, but I can relate to the lack of quality materials. Educators requiring that student receive instruction from a 30-year-old book that have inaccurate information. In addition, being denied access to materials about your heritage is a form of injustice. All students should be exposed to literaturary materials that explore various ethical backgrounds. Especially, in areas that have predominate racial demographics. For the most part, the families are victims of discrimination that is deeply imbedded into the fiber of this Midwestern

A significant correlation between race and poverty exists, with Black and Hispanic Americans three times more likely to be impoverished than White Americans (Proctor and Dalaker 2002). The cycle of poverty and low-literacy functioning is well documented, as is the achievement gap between White students and students of color. Race is a persistent factor in employment statistics, educational attainment, and the acquisition of literacy skills, with significantly higher unemployment rates and lower educational attainment rates among Black and Hispanic Americans than among White Americans. The literature on learner attrition and on resistance to participation in adult literacy programs suggests that the

Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.

The second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The

Originally from Lindeman, E. (1926). The Meaning of Adult Education. New York: New Republic, 6.

The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom.

Today's workers need to prepare with continuous job training, growth and development. Given the increased age, experiences and diverse lifestyles of the working population, it is understandable that adult education practices must move beyond the traditional model of teachers and learners, while new skills, working with local companies to match their needs and sending staff into factories and other workplaces to spread the word about state and federal retraining assistance. While trying to decide how to rebuild your life after loss of employment and lack of job opportunities following the current recession, or devastated from a divorce? Adult students faced with other struggles; studies have shown that older adult students face different hurdles, family problems, and poor self-image. These along with poor time management, weaker academic preparation and a need for remediation an increased focus on adult learners and their needs can help. (armour)

Deputy Sheriff, training officer, instructor, adjunct faculty, these are but a few of the hats that I wear in my daily interactions within the world of Adult Education. As a veteran law enforcement officer I was first introduced to adult education, after several years I would find myself on the other side of the podium. After serving as a field training officer for rookie’s graduation from Basic Law Enforcement Training (BLET) I would take on the additional role of teaching in the BLET program itself. The route I have followed to adult education is unique and non-traditional compared to my peers within the EdS program here at Appalachian State University. I have completed both my Bachelors and Masters degrees as an adult within the past ten years while working full-time. I currently teach several blocks of the BLET program as well as several sections of the Student Success course on the campus of Davidson County Community College.

Adult educators must strive to understand their beliefs, the perspectives that they shape and the ethics that drive their profession. As Merriam and Brockett said, “The practice of adult education does no happen in a vacuum. It occurs in a context that manifests certain beliefs and that values certain behaviors over others. Understanding what those beliefs and values are can only lead to more informed and reflective practice.” (2007) This essay will outline what I believe about philosophy, ethics, adult education, the learner, the instructor, and the curriculum. This will ultimately help guide me and focus me to my view of this profession and myself as an adult educator.

The article describes how the past literacy played an important role in adult education. For instance, the educators linked several issues to past literacy and adult education. The bone of contention emerges between the impact of theory and practice on policy making. The research provides the basis of how the three coexist in the world of literacy. It provides the platform where literacy meets adult education. The aspect of literacy in this context relates to classrooms, workplaces, cyberspace, and tutorial sessions. The scholar article is important as it will provide a basis for understanding how the past literacy practices evolved into present literacy on the issue of adult education. More importantly, it links policy making to literacy.

In the student lounge, there are plenty of computers available to everyone who wishes to use them. These computers can be used to look up anything needed for class purposes or for homework. The computers can also be used for entertainment if you want to play some games to take your mind off