Learning to Drive

A few years ago, a young man called Arthur joined our Club, he said he wanted to learn to read so that he could pass his Driving Test. It seems that  Arthur had a girl friend and her father said he could borrow the car to take her out; if he passed the Test. This was a powerful motive to learn, and we started straight away with filling out the application form for a Driving Licence and the Highway Code.

Over the next few months Arthur worked very hard, and finally passed his Driving Test at the first attempt. He promptly left the Club, and we did not see him again for about three years. One night he came in and told us that he had a job as a Van Driver's Mate, and knew that if he could improve his reading enough to read the delivery lists and the Geographer, then he could get a better job. He had brought samples of the Delivery Lists with him; we got down to work.

The Lesson

Arthur is a clear-cut example of what we mean in our Constitution when we say, "Students shall be entitled to autonomy in their literacy aims". Arthur knew exactly what he wanted; when he achieved it, he left; when he wanted something new, he came back. Our role was to provide the means, the methods, the techniques to achieve Arthur's goals. It is not our job to tell him what those goals should be.

Not everyone is as up-front as Arthur, sometimes you need to dig a little to find what the motive is: very few people are attracted to the abstract concept of learning to read, it's normally a case of "wanting to learn to read because....". Spend a little time with your student to identify their reason, it's time well spent. When you find out, it will help you select reading material keyed to their motivation; if the material motivates your student, they will learn faster.

One final point, motivation is not a static thing, it changes and evolves, particularly as learning develops and maturity grows. Check from time to time, and adjust your approach accordingly.

A Man and His Suit

Bill had been coming to the Club for some years when he announced one day that he was to go to the wedding of a distant relation. He told his volunteer that he did not want to let the family down on the day, so he needed a "made to measure" suit, but was afraid to look silly in front of the tailors. With the agreement of the Supervising Tutor, the following Saturday the volunteer accompanied Bill to Burton’s to be measured and choose the cloth. Two weeks later there was a further visit for the final fitting. A month later Bill arrived at the Club, resplendent in his new suit, and told us all about the wedding.

About 18 months later Bill had to attend another wedding, and much the same thing happened; except this time, Bill went to the tailors on his own.

The Lesson

We should never forget the impact of "the fear of the unknown". Just as important, we must remember that our Students do not have the same opportunities for life experience we do, and they have a lot more to be fearful about.

However, we must not confuse this fear with inability; once Bill had been exposed to the experience of going to the tailor it was demystified, so he had no qualms about going on his own on subsequent occasions.

This kind of activity is a typical proactive example of the Club's Social Support Policy in action. It is designed to solve problems and at the same time develop maturity. It also strengthens the link between the Volunteer and Student, and this often feeds back in terms of literacy gains.

Bar Billiards

This story goes back a few years when we were much younger and life on the streets was a lot safer. After the Club sessions we often used to visit the local Pub which had a Bar Billiards table to provide the action.

One evening we visited the Pub with Charlie, a Student, and Michael, a Volunteer who had joined us very recently. Charlie invited Michael to join him for a game of Bar Billiards, which developed into a five game contest over the next hour. The interesting thing was that Charlie thrashed Michael in every single match!

The Lesson

Michael was very surprised to lose at Bar Billiards to the Student with whom he had spent the evening. He assumed that if Charlie was unable to read then he couldn't do other things either. It's an easy mistake to make, but the reality is that reading and writing are simply skills our Students have not acquired: that does not mean they cannot acquire or possess other skills. Indeed you will often find they have developed other skills by way of compensation - as Michael found to his cost.

It is sometimes useful to draw out and recognise these concealed skills. We had one Volunteer who had a Student fit an Electric Plug for her. For a moment, it placed the Student in the role of Tutor, with the Volunteer being taught. This role reversal was a healthy reminder that reading and writing are just skills; yes, important skills, but they are not the only ones in life and they do not preclude the acquisition of others.

What do You See?

Diana was a Student referred to us by the Training Centre she attended. She had severe reading problems and difficulties with character recognition. Gladys Glascoe conducted her initial interview and appraisal and quickly recognised that Diana had a problem with her eyesight, but she did not wear glasses. Remarkable as it may seem, Diana had gone through her entire school career without ever having an eye-test.

Diana was very nervous about having an eye-test, she knew that she would not be able to read the letters on the Optician's chart. Nevertheless, Gladys persuaded her to attend an appointment, (on condition that Gladys accompanied her). Gladys made sure that she briefed the Optician in advance. It will come as no surprise to learn that Opticians have techniques to overcome literacy problems and still diagnose a prescription properly; two weeks later Diana appeared at the Club in her new glasses.

The Lesson

It sounds incredible that a child can go through their entire school career without having a proper eye-test, or indeed for parents not to notice defective eyesight. In Diana's case, her problems of mental handicap undoubtedly led people to assume that that was the reason for her failing to learn; and the problems of eye sight were never noticed. Nevertheless, her later progress with us indicated that her achievements at school could have been much better.

Diana's problem here is unusual but not rare; it's always valuable to check if there is a mechanical problem impeding learning, whether it is eyesight, hearing or "motor control". If you suspect a problem, get it checked.

Bear in mind too, that all adults are vain, and will initially be reluctant to wear their new glasses or hearing aid, sometimes they will even forget to bring them. Make sure you nag your Student until they become accustomed to and recognize the advantages this equipment brings.