creating a better learning environment

Some Specific Techniques We Used

Journals
We asked each student to keep a journal. This gave each woman privacy to express her feelings and an opportunity to put her feelings into words. We never read the journals.

However, just encouraging them to write every day was not successful, so we had them bring their journals to class. We dated and initialed each journal. The students began writing regularly so they could show us how much they had written. It truly was an activity that promoted writing skills.

Circle Checks
We began each session with a circle check. Each student was asked to tell how she was feeling and what was happening in her life. There could be no comment from other students. This gave the women a safe opportunity to speak in a group setting. In order to encourage vocabulary development, we had a list of "no-no" words. These included "good," "bad," "o.k.," "kinda"; we also provided a long list of descriptive adjectives and adverbs. The tutors always participated in the circle check.

Safe Person
We found that discussion often triggered painful memories and fears, for instance, a clipping about adoption or teen pregnancy.

Ideally, a safe person, skilled in counselling should have been available so the student could leave the class and receive help. Unfortunately, this service was not provided in the facility. We felt that this was a gap in the program.

We must start teaching "where the students are" and expand the subject matter as they become comfortable with learning. Only a holistic approach to education can meet the emotional, social, and academic needs of the women so they will be able to develop a positive life-style when they are "beyond the wall."

Marilyn Boechler