Providence Housing Authority Department of Special Projects
RIDE Inquiry Project 2000 Final Report
Irene Jefferson
 


Project Context
Last year, the program administrative staff at the Providence Housing Authority (PHA) completed a RIDE inquiry project examining motivational levels, both of residents who elect to enroll in our programs and of those who do not.  Our last years' findings lead us to this year's project.  How do Students define their success, and what is the teacher's role in helping them to have that feeling of 'success'?  With this question in mind we hoped to provide some information useful in the development of program standards.
 

Statement of Problem
The teachers in the PHA program realized that the students' attendance patterns are linked to their feelings and perception of success. We began where we left off last year by taking a closer look at the two strongly identified 'encouraging factors' which influence student attendance: The relationship with the teacher and the feeling of success.

What specific events in the program create a 'feeling of success'?
To what degree do students identify both long term and interim learning with their employment goals?
Do the students who express a feeling of success have a more developed system for measuring personal goal attainment?
Are there personal systems for measuring success that can be incorporated into the program design?
How do adult learners in our programs define success?
What characterizes a 'good' relationship with a teacher for these adult students?
Do the instructors' perceptions of their relationship with their students align with the studentsí perceptions?
 

Method of Data Collection
We formulated seven questions in English and Spanish and distributed these to the ESL and GED students during a two months period.  They were asked to write an essay about the question.  We asked the students to be honest, critical, clear, and to the point; without regard to what anyone else thinks --their opinion. This was an informal survey from which the data was collected.
 

When do you feel successful; 'I had a great class', 'I learned a lot'?
What happens that day in class that gives you a feeling of success: 'I had a great day', 'I feel good about the class and myself'?
Do you connect learning English or getting your GED with your employment goals?
If you have a feeling of success (this is/was a good class), does that bring you closer to your personal goals? (e.g. Secretary, Nurses Assistant, Receptionist, Beautician, Teacher, College)
Do you think that the teacher can give you the 'feeling of success' every day?  How?  If not, why not?
Describe a good relationship with your teacher.
Do you think that the teacher has the same understanding of a good relationship with you?  Does the teacher understand you?
 


Method of Data Analyzation
After entering each and every student's writing into the computer we started to summarize and analyze the information.  I worked together with a Psychology Intern at Brown University who advised me and helped me interpret the writings.  We wanted to be sure that the studentsí feelings were interpreted/translated correctly.



Findings
Students have a desire to learn, understand, communicate -- improve -- every day.
Students want to reach their goals.
The instructor's way of teaching is very important to the students.
Facilitators' positive and nurtering relationship with the students is a main motivator.
 

Conclusions and Implications
Students want to learn something in each class.  It is not the quantity that counts but the ability for the individual student to understand a problem or grammar; the ability to connect with the 'essence of learning'.  Some observations show that such experiences are to the students like an epiphany. These experiences carry over to other students who want to accomplish the same.  It gives the students the incentive to work together in the process of learning.  Attendance is very much linked to these experiences. The ability to connect with the 'essence of learning' is also the chief motivator for a student to look into the future and envision an employment goal.  It transmits hope.

Students like to measure their success.  Portfolio assessment has not been very effective for the students.  The portfolio serves more as a 'present' to the teacher.  We have students who submit drawings to the teacher for their portfolio.  Also, portfolio work has to be 'perfect'.  It is never their original writing with mistakes.

Tests are very important to students; more often the better.  It shows their progress and their weaknesses. And, it reflects their ability or inability to grasp and surmount the problem and/or understand the grammar.



 

A P P E N D I X
Summarized Student Writings
 

When do you feel successful; 'I had a great day'; 'I learned a lot'?

ESL: Comprehend
Be challenged
Class is interesting  ESL:  Comprehend grammar
Converse  ESL:  Learn new vocabulary
Converse
Improve Pronunciation  ESL: Learn new vocabulary
Pronounce correctly  ESL: Learn something new
Participate in class  ESL:  Learn grammar
Comprehend
Teacher is patient  GED:  Learn with children  GED:  Attend school and job training program  GED: Be with children
Learn with them
Improve life  GED:  Be with  children
Learn with them  GED:  Learn something every day
Become independent

What happens in class when you get a feeling of success? 'I had a great day', 'I feel good about the class and myself'?

ESL:  Learn more every day
ESL:  Learn everything I need to get a good job  ESL: Learn something new
Teacher teaches well
Improve  ESL: Learn every day more
Listen.
Improve  ESL:  Learn to read
Learn to listen
Understand  ESL: Learn more every day   ESL:  Learn different sentences
Participate
Teacher teaches well  ESL:  Learn more every day
Learn to pay attention  GED:  Attend school every day
Have a goal  GED: Do something positive
Accomplish something  GED:  Pass a test
Learn something new every day  GED:  Marriage  GED:  Understand the subject matter.
Teacher teaches well

Do you connect learning English/GED with your employment goals?

ESL:  Get a good job
Go to University
Become an important person   ESL:  Teachers are examples for future  ESL:  Do things I want to do - not depend on others
Get a good job  ESL:  Speak English very well  ESL:  Become a computer scientist  ESL:  Become a teacher
Reach the 'American Dream'  ESL:  Get a good job  ESL:  N/A  ESL:  Have more opportunities  ESL Better opportunities
Better pay  ESL:  Get a career of choice
GED:  Job opportunities  GED:  Improve job skills  GED: Better job
Better pay  GED: Job opportunity

If you have a feeling of success (This is/was a great class).  Does that bring you closer to your personal goals? (E.g. Secretary, Nurses Assistant, Receptionist, Beautician, Teacher, College)?

ESL:  To achieve my goal I need to learn more English  ESL:  I leave school happy  ESL: Before I did not know English, now I am learning very much. I want to go to college  ESL:  I like the class, because I want to get a nice job  ESL: I want to learn English to better my way of living  ESL:  I want to succeed in life; I want to become a secretary  ESL:  I believe I can learn the English I need to become successful and "Reach the American Dream"  ESL: I am very happy with this course  ESL: I want to learn more   ESL:  This is a good class  GED:  I am uncertain about passing all the tests  GED:  I have a goal: to get myself a good job
GED: I feel very confident to get the GED before the year 2001  GED:  I know that I can reach my goals: I got accepted at CCRI  GED:  I am getting ready for that great job and for college

Do you think that the teacher can give you the 'feeling of success' every day? How?  If not, why not?

ESL:  Sure! The teacher motivates me to attend the classes  ESL:  Of course!  The teacher is optimistic, patient and has a lot of enthusiasm  ESL: Sure!  The teacher gives us a feeling of success every day  ESL:  All these classes are of much success  ESL: The teacher does the best  ESL: For sure, yes. The teacher wants us to do well  ESL: Definitively. The teacher motivates, inspires, and explains the materials well.  ESL: Sure.  The teacher motivates me.  ESL:  The teacher is very efficient: He/she inspires me, his/her teachings are very clear and he/she knows how to manage a classroom well  GED: If I would have had teachers like we have in this program, I probably would have stayed in school  GED: The teacher is very good and caring.  He/she has given me a lot of confidence
GED:  The teachers are great.  They listen to each problem and they understand us  GED:  All the teachers at PHA are great. They understand each student, and they help  GED:  The teacher does not let us give up.  The teacher in the classroom is the second mother   GED:  The teachers believe in everything I do.  They do not give up on me.  They help in any way they can.

Describe a good relationship with your teacher.

ESL:  The teacher teaches well; is patient and helps everyone equally  ESL: The teacher is good; teaches well; listens to students' problems; respects the decisions of the students  ESL: The teacher does not engage in arguments; is not difficult;  wants his/her students to reach their goals  ESL: Good communication; good teaching, professional  ESL: The teacher explains what I do not understand; listens to the students; tells us what is expected from us  ESL:  The teacher teaches well; gives encouragement; is willing and available to repeat and explain again; is patient  ESL Teacher teaches well; gives encouragement; has patience  ESL:  Maintain mutual respect; to have an open mind
GED:  The teacher motivates; helps  GED:  The teacher understands the students; is kind and loving  GED: The teacher as my confidante; role model  GED:  The teacher understands the students; and helps  GED: The teacher cares; wants me to reach my goals; help

Do you think that the teacher has the same understanding of a good relationship with you? Does the teacher understand you?

ESL:  The teacher could have the same opinion  ESL:  Sometimes he/she understands me, sometimes not  ESL:  The teacher has a different relationship with each student  ESL: The teacher  makes an effort to teach us and understand us  ESL:  The teacher and the students are like a family  ESL: I cannot say if the teacher is of same opinion  ESL:  Mutual respect
GED:  Teacher understands me very well  GED:  Teacher has a good understanding of me
 



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