Why is Coming to a GED Class is Important?

 

Coming to a GED class is important and helpful in so many ways, but I will be able to discuss a few major ones.

GED class is important because it gives you the ability to be capable and ready to pass the GED test.  It leads you through a process to indicate whether you are prepared for the GED.

The second important reason is it helps you learn more about what to expect for the GED and how to solve it and mostly, it makes you learn about things you forgot about when you were in school.

Lastly, some people, during their academic years in school had serious problems in mathematics and English.  So, they had to attend GED class to build skills in English and mathematics.  GED class gives some people the ability and opportunity to be more effective in English and mathematics. 

GED class is so much important to those who were unable to get their GED when they were in high school.

Abraham

 

Abraham is a current Project Learn student in our GEN Y Pre-GED class.  He is from Liberia and has just advanced three grade levels in reading and two grade levels in math and will be advancing into our GED class this summer.

FYI:  A few corrections have been made to the essay prior to its publication.

Carol Joy’s Last Day

Here is a short interview with Carol Joy, our past Student Services Coordinator, on her last day.  Carol Joy has been great to work with (you notice I didn’t say joy–that would have just been lame) and has been a wonderful advocate for our students.  We’re all going to miss her and all her zanniness! 

Good Luck!

P.S.  I’ll especially miss all the trail mix!

If You Don’t Have a GED…

 

 

Well, I can’t say what it’s like for other people who don’t have a GED or diploma, but from my own personal view and experiences, it’s very difficult to go through life without one or the other.  Nowadays, it’s very hard to even get a job that doesn’t require you to have a GED.

So, that’s one of the reasons I decided to attend “Project Learn” to get my GED.  The other reason is because I want the significance of being able to achieve one of my short term goals in life.  Also, being a mother of “3″, I want to show them how much potential I really have in life.

Tasha

 

Tasha is a current Project Learn student in our GEN Y Pre-GED class.  She has advanced one grade level in both reading and math and will advance to our GED class this summer.

 

FYI:  Tasha and I worked together to make a few corrections to her essay.

GED and ESOL: Lots of Work and Extra Trouble

Recently, I asked one of my students to describe the difficulties of attending both a GED and an ESOL class.  While I imagine that we can all understand that GED class is difficult enough (how many of us really want to see what our score would be on the GED Math test?) but add that it is being taught in a second language and that adds a completely different level of difficulty.  I’ve inserted her response below.  Hong is a Chinese student who attends both my GEN Y GED class and ESOL classes.

I have been taking GED class and ESOL class almost two months.  These are two different courses.  The GED course helps students who do not finish high school to complete their high school education.  The ESOL course helps people who speak other languages to learn English. 

In GED class, almost all the students are Americans;  English is their first language.  Sometimes I don’t understand what they are talking about.  Each class my teacher teaches me some new words.  He explains the new words’ meaning and lets us make some sentences.  I need to write an essay each week.  I think that’s very helpful for me. 

The ESOL course places special emphasis on words and expressions for everyday use and speaking.  This course gives me more of a chance to speak with other people in English.  In ESOL class, we read newspapers aloud and we often learn something new.  I enjoy my GED class and ESOL class.

**FYI:  Hong and I sat together and corrected some mistakes before this entry was published.

End of the Year Testing

Like most people, I don’t think I’d list testing in my students top 5 recreational activities.  Heck, I don’t even think it’d come close to top 10.  Would any of us put it into our top 100?  However, it’s easy to understand how progressive testing is an integral part of the learning process.  You see, we don’t give grades, something that I completely support.  Really, in many ways (and of course I say this even though I’m royally miffed if I don’t get A’s in my grad classes) grades are arbitrary anyway.  Instead, students are recognized for their progress.  There isn’t that pressure to make sure you get the “right” grade; they simply worrying about practicing applying the material.  Honestly, I think it’s more conducive to learning.  But…the problem still stands how can you convince students it’s important to do it.

Of course, there’s always an easy line:  “It’s mandated by the Ohio Department of Education”, but that’s not always the easiest sell, and anyway, progress testing is really all about the student.  While not always the most exciting activity, progress testing provides students with a way to get excited about their improvements.  It’s a tangible evaluation of all their hard work and also gives them the ability to set goals and come up with realistic timelines.  And even though I explain this to my students every time, it’s often a bear to get them to do it.  Or at least it is for my GED students.

It’s easy to get my ESOL students to test.  I just tell them that they have a test on such and such a date, and they show up.  Heck, if I haven’t seen them in a while I’ll just send them a letter and stating in large font, “You have an English test on August 4th“ and more often than not they’ll show up.  Crazy I know.  Even I’d probably ignore it.  But there’s a lot more importance, I think, that is attached to a teacher’s request than in our culture. 

It also should be noted that most of their conversation tests last, at the most, 15 minutes, where GED students could last up to 2 hours.  Okay, there’s a slight difference there, but some of my students take reading tests (an hour long process) and when I make an appointment they’ll always show up.  Now, time has taught me not to even let my GED students know we’re going to test.  I’ve tried it in the past, and those days are by far the worst attended days.  The next class, you couldn’t imagine all the excuses.  I could take it if they were at least original, such as I had emergency brain surgery because I lost all my memories before I was 10 or I had to go the vet because all of my pets starting spontaneously combusting.  Now, I’ll give points for originality.  However, it’s always some lame claim of being sick or some emergency appointments.  Sometimes I feel like all they do is huddle together in some dark corner of the library and agree to the basic excuse formula.  At least, I know what to expect.  I guess I should be happy for small blessing, because students often say some of the craziest things that inevitably always trip me up.  Really, I’m usually speechless once or twice in every class.  At least it’s entertaining.

I imagine there’s really no good answer or way to go about it.  I’ll keep trying things until I find the one that really resounds with them.  I just hope I don’t have to resort to bribing them.  And if that’s the case, I’ll probably need a raise.  Any suggestions?

Kolter