(Nagel, p. 47)
While the examples in this book are all taken from teachers' experiences with children, I am trying to relate Nagel's message to adult education. In this chapter, she speaks of transitioning a child from homelife to the school environment. Referring to the child's past can help to do this. From something as simple as "show and tell" to having children write and present their life stories -- all are ways to help children make connections, bridge the gap. Children (and their teachers) need to know that school is not something we can separate from home life. The two are interrelated and what occurs at home affects and modifies what occurs at school, and vice versa.
How successful are we at doing this with adults? Do we still feel that "education" is something to be deposited into the recepticles that are our students' brains? Dewey's constructivism tells us otherwise. Learning occurs when we can draw on past experiences. When I imagine going home to teach adult ESL classes I see where this would be vital. Most ESL students are new immigrants who I'm sure at times feel like they have lost their past. Everything is so new. Learning a new language can only be accomplished by bridging the past with the present.
"Have faith in your students' responsibility for learning. It will allow them to fulfill your expectations." (Nagel, p. 55)
So much of good teaching comes from allowing the process to unfold--allowing the student to direct the learning, giving choices, trusting that the student knows what s/he needs or knows how to ask for it. Trust. . .faith. . .
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