The number one issue raised in all the interviews I did over the course of a year was that of self-esteem. Eighty two people in 88 interviews raised the topic without any prompting from me.
In Chapter 5, Sylvia Obrigewitsch tells us how she teaches the tutors at the John Howard Society to be attentive to the damaged self-esteem of their students. In Chapter 6, Helen Appleton openly admits that the low self-esteem of the seniors in the One Voice Program is the greatest barrier to their ability to learn at this point in their lives. And in Chapter 7, Grace Luck talks about feeling "second best" in relation to other adult education activities in Peace River. Opening Doors is full of such examples.
Self-esteem has become an accepted "buzz word" for all that is lacking in literacy students' attitudes towards learning. Most people share the belief that when literacy students begin to feel better about themselves, their motivation increases, learning becomes more pleasurable and they are better able to retain what they are learning. There has been much discussion as to whether increased self-esteem is the prerequisite for effective learning or whether beginning to learn is what encourages increased self-esteem and motivation. Some say the two happen simultaneously. Regardless of how the issue is approached, no one will dispute the fact that self-esteem plays a major role in the delivery and success of all literacy programs.
For some literacy workers the issue of self-esteem is an overwhelming one. Difficult questions are being raised. "Would the government continue to fund my program if they realized that much of what we're doing here is helping people feel better about themselves, that we're not just teaching literacy skills?" And, "How am I supposed to teach my students when some of them can barely afford to eat and others are being beaten up at home every night? I was hired because I have a teaching degree but what I really need is a degree in counselling. "
These are serious questions. Literacy workers (and more promising) those in administrative, government and policy making positions are more and more aware that they cannot ignore the personal needs of people as they enter into learning settings. The new Foundations for Adult Learning and Development Policy presented to the public by the Alberta Government in the fall of 1991 states as one of its Principles: 'The value and integrity of individual learners in the context of their cultural, social and economic environments must be understood and respected."
I have thought a lot about the idea of self-esteem, trying to put myself in the shoes of someone walking through the door of a literacy program for the first time. I know that when I am in a comfortable, non-threatening environment I will try just about anything. When I went back to school to learn how to use a computer I discovered how terrifying a new learning situation can be. I almost got up and left the classroom the first night until the instructor came over to me, turned on the computer and helped me get started. Only then did I allow myself to relax.
I began then to look at the learning settings literacy workers provide for their students. After much observation and discussion I strongly believe that when someone walks through the door of a literacy program or classroom, the coordinator or instructor doesn't attempt to build the student's self-esteem; but rather, offers genuine support, understanding and compassion to the student. First impressions, especially positive ones, can generate the initial successes which motivate students to clarify their intentions and continue on what may be a difficult road ahead. The approach MEREDITH OTTOSON from Vermilion uses is a good example: