How do I reach you?

[OldLady]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

 

[westwall]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

My wife teaches several disadvantaged groups on how to prosper in a academic environment. And yes, you are correct, many of them simply won't make it as they don't have the capacity to succeed for whatever reasons. Do you have access to something similar to this program?

The Program for Academic Learning Skills (PALS)

"During the past thirty years the Program for Academic Learning Skills (PALS) has been serving students with specific learning disabilities and ADD or ADHD at Hofstra University. There is a onetime fee for the program, which provides every student with a learning specialist from freshmen year through to graduation. Each student is paired up to meet individually with an experienced learning specialist. All students come to us with a unique intellectual profile and with different academic dreams. Hence, the PALS' curriculum can best be described as a dynamic, innovative and evolving relationship between each individual student and his or her instructor. The guiding principle of our work in the Program for Academic Learning Skills is to get the students reading, writing, thinking and discussing not only the subject matter but also the process of their learning."


The Program for Academic Learning Skills (PALS) | Student Access Services | Hofstra University, New York

 

[JoeMoma]

Why did the chicken cross the road?

Question: Why did the chicken cross the road

 

[Fueri]

hmmm, this is tough from a distance, but it doesn't seem to be any easier from close up.

anyway, what is it and why was it written?

and what do we know about the background of this person and the author.

maybe if her knowledge of the author is fleshed out a bit she could understand the perspective that led to the piece and/or if we could equate it to a piece close to what her background entails we could nudge her a bit closer, hence the above questions, as I'm not sure where the relationships of the perspectives lie right now......

 

[OldLady]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

My wife teaches several disadvantaged groups on how to prosper in a academic environment. And yes, you are correct, many of them simply won't make it as they don't have the capacity to succeed for whatever reasons. Do you have access to something similar to this program?

The Program for Academic Learning Skills (PALS)

"During the past thirty years the Program for Academic Learning Skills (PALS) has been serving students with specific learning disabilities and ADD or ADHD at Hofstra University. There is a onetime fee for the program, which provides every student with a learning specialist from freshmen year through to graduation. Each student is paired up to meet individually with an experienced learning specialist. All students come to us with a unique intellectual profile and with different academic dreams. Hence, the PALS' curriculum can best be described as a dynamic, innovative and evolving relationship between each individual student and his or her instructor. The guiding principle of our work in the Program for Academic Learning Skills is to get the students reading, writing, thinking and discussing not only the subject matter but also the process of their learning."


The Program for Academic Learning Skills (PALS) | Student Access Services | Hofstra University, New York

Thanks, Westwall. I was hoping for something I could do to shine a light with my little flashlight, but you have made a good suggestion in that there is a special needs learning lab on campus. The vast majority of my students don't have a documented diagnosis and as broke adults, they're not about to get one now with their Medicaid insurance, but it's possible there's a wiring problem here. I can discuss with the program the possibility of having her explore their services, if she chooses.

 

[Missourian]

Instead of explaining using literature, try popular cinema...

Like in Batman the Dark Knight, the scene about the cell phone surveillance.



Then talk about how writers use the scene to explore the possible life saving potential vs. the devastating ramification to personal privacy of government surveillance on all Americans.

 

[OldLady]

Why did the chicken cross the road?

Question: Why did the chicken cross the road

Some of those are really clever, Joe. Thanks!

 

[JoeMoma]

Why did the chicken cross the road?

Question: Why did the chicken cross the road

Some of those are really clever, Joe. Thanks!

It old stuff, but it's good for giving examples of perspective.

 

[Lewdog]

Why did the chicken cross the road?

Question: Why did the chicken cross the road

Some of those are really clever, Joe. Thanks!

Do you have any idea of some of her interests? Sometimes a good way to reach people is to use something they relate to outside of academia.

Have you tried having her think about some common metaphors?

You could also take a story that she knows very well, The Wizard of Oz.

 

[OldLady]

Instead of explaining using literature, try popular cinema...

Like in Batman the Dark Knight, the scene about the cell phone surveillance.



Then talk about how writers use the the scene to explore the possible life saving potential vs. the devastating ramification to personal privacy of government surveillance on all Americans.

Of course! We can use higher level thinking in areas that we have more knowledge of. Reading and writing are not her cup of tea. Movies might be a great idea if I had seen any movie she has, which is pretty doubtful. But you're right.
I'll need to try to get to know her better, find out what she's expert at.

 

[OldLady]

Why did the chicken cross the road?

Question: Why did the chicken cross the road

Some of those are really clever, Joe. Thanks!

Do you have any idea of some of her interests? Sometimes a good way to reach people is to use something they relate to outside of academia.

Have you tried having her think about some common metaphors?

You could also take a story that she knows very well, The Wizard of Oz.

Now THAT movie, at least I know. Thanks Lewdog. Great idea. Metaphors are a great idea, too.
LOL remembering questions from the SAT about "Violin is to .... as hotdog is to mustard." Or some such shit.

 

[cnelsen]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

Have her write two invitations to a party--one to her mother, one to a boy she's interested in. She wants to convince both of them to come. The difference between the two would be an example of audience.

 

[OldLady]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

Have her write two invitations to a party--one to her mother, one to a boy she's interested in. She wants to convince both of them to come. The difference between the two would be an example of audience.

Awesome

 

[EvilCat Breath]

People like this girl cannot be helped. Maybe it's environmental. Maybe it's genetic. It's something.

I once gave a seminar to young, single, mothers. They were girls between 12 and 17. I was supposed to help them understand their rights in getting child support from the fathers of their children. These girls were like trees in a forest. They had no more understanding of the existence of their children than a tree understands rain. It rains. The tree is not responsible for rain. The men are not responsible for babies. The government is responsible for pregnancy. To the last one, none thought the men who got them pregnant should pay support. Trying to explain male responsibility just drove these girls into a fury. How dare I blame the guys. They can't afford to pay for children. The rich should pay.

 

[westwall]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

My wife teaches several disadvantaged groups on how to prosper in a academic environment. And yes, you are correct, many of them simply won't make it as they don't have the capacity to succeed for whatever reasons. Do you have access to something similar to this program?

The Program for Academic Learning Skills (PALS)

"During the past thirty years the Program for Academic Learning Skills (PALS) has been serving students with specific learning disabilities and ADD or ADHD at Hofstra University. There is a onetime fee for the program, which provides every student with a learning specialist from freshmen year through to graduation. Each student is paired up to meet individually with an experienced learning specialist. All students come to us with a unique intellectual profile and with different academic dreams. Hence, the PALS' curriculum can best be described as a dynamic, innovative and evolving relationship between each individual student and his or her instructor. The guiding principle of our work in the Program for Academic Learning Skills is to get the students reading, writing, thinking and discussing not only the subject matter but also the process of their learning."


The Program for Academic Learning Skills (PALS) | Student Access Services | Hofstra University, New York

Thanks, Westwall. I was hoping for something I could do to shine a light with my little flashlight, but you have made a good suggestion in that there is a special needs learning lab on campus. The vast majority of my students don't have a documented diagnosis and as broke adults, they're not about to get one now with their Medicaid insurance, but it's possible there's a wiring problem here. I can discuss with the program the possibility of having her explore their services, if she chooses.

I really suggest you go and talk to them. There is no cost to have your students evaluated.

 

[OldLady]

People like this girl cannot be helped. Maybe it's environmental. Maybe it's genetic. It's something.

I once gave a seminar to young, single, mothers. They were girls between 12 and 17. I was supposed to help them understand their rights in getting child support from the fathers of their children. These girls were like trees in a forest. They had no more understanding of the existence of their children than a tree understands rain. It rains. The tree is not responsible for rain. The men are not responsible for babies. The government is responsible for pregnancy. To the last one, none thought the men who got them pregnant should pay support. Trying to explain male responsibility just drove these girls into a fury. How dare I blame the guys. They can't afford to pay for children. The rich should pay.

LOL. YOU'RE sure triggered.
Has nothing to do with my student, in any way, Tipsy.

 

[Unkotare]

Any real advice would require more information about the student.

 

[impuretrash]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

some people just arent cut out for higher education, like the vast majority of black people for example.

 

[Votto]

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

Wait....wut?

 

[Marion Morrison]

I've got a new college student I really like that I am helping with an English Comp class. She's in a program for low income moms and their young children; it's a great program, but not all of them are really ready, academically, for college. With this young lady, I'm banging my head on the wall. After a month of trying, I feel like Annie Sullivan crying to Helen Keller "HOW DO I REACH YOU?"

She's a concrete thinker. She is supposed to learn to analyze pieces of writing from the perspective of genre, audience, writer, purpose, etc. She cannot move off telling us what the piece is about. She looks at me with that glazed look when I say "Step back and look at the piece from the perspective of why it was written, not WHAT was written." She can't make that leap to analysis; all her responses devolve back into a book report. I don't know what else to do with her. The prof gives her questions to answer, but it doesn't help. She's not a drooling idiot. I think she could do it with the right assistance climbing onto the first rung of the ladder, but I don't know what to do to get her there.

I know there are some smart and wise people on this board, so if any of you have any experience with this, please, please, please help.

Somehow I've actually been there. Umm, just do the best you can and if you can't break through, you gave it the ol' college try, and let it go. Keep in mind that they are admitting people into college that are not college material. My ratio was probably 2.5/10 success rate doing something like that.

Perhaps some reading comprehension exercises?