DOCUMENT RESUME

ED 217 195 CE 032 687

AUTHOR Reiff, Tana., Ed:TITLE Adult Student Magazine. Issue 9. March 1982.SPONS AGENCY Pennsylvania State Dept. of-Education, Harrisburg.

Div. of Adult Education and Training Programs.PUB DATE Mar 82NOTE 22p.; Photographs will not reproduce well. For

related documents see CE 032 685-686.-JOURNAL CIT. Adult Student Magazine; n9 Mar 1982

EDRS race- MF01/PC01 Plus Postage.DESCRIPTORS *Adult Education; *Adult Students; Behavioral

Objectives; Cooperative Programs; EducationalBenefits; Educational Cooperation; English (SecondLanguage); *High School Equivalency Programs;*Individual Development; Instructional Materials;Learning Activities; Personality Traits; Planning;Refugees; *School Business Relationship; *SelfEsteem; Vietnamese Peopie

ABSTRACTWrittcn for, by, and about adult students, this issue

includes a series of articles dealing with building self-confidence.Following a discussion of the importance of self-donfidence,suggestions are provided for increasing one's self-esteem. Presentednext are the stories of how various indiiriduals and a Vietnameserefugee family are building and maintaining feelings ofself-confidence. Also discussed are facts behind General EquivalencyDevelopment (GED) programs, labor and industry involvement in GEDprograms, and cooperative efforts between industry and adulteducation. A section of adult student writing concludes the issue. Anaccompanying teacher's guide _(provided along with this issue)consists of guidelines for using the magazine in an adult educationclass as well as worksheets dealing with, the articles contained inthe magazine. (Other issues of this magazine are availableseparately - -see note.) (MN)

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************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* fromthe original document. *

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A magazine for, by, and about the

BELIEVE INYOURSELF!

How to boost yourself-confidence,have moregood days,and get moreout of life

Adult studentstell how theylearned tobelieve inthemselves

-G.E.D newsyou can use

Industry joinsthe adultedudation boom

Pe Top writing byadult students

Issue 6

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US. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationong'inating it.

'Minor changes have been made to improve

reproduction quality.

Points of view or opinions stated in this docu

ment do not necessarily represent official NIEPosition or policy.

ILLUSTRATION BY EUGENE KOROBKOV

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The Adult Student Quiz!How much do you know 'about Adult Student magazine?Mark each statement below TRUE or FALSE.If you're not sure whether something is true or false, take a guess!Then turn to the inside back cover for the answers.

TRUE FALSEEvery issue of Adult Student comes with a 0 0Teacher's Guide which contains worksheetsfor student's.

i

Your adult education program can request 4;.

free back issues of Adult Student.

3. Adult Student magazine will print Letters tothe Editor. 0

!4. Adult Student magazine is actually a businesstrying to make money.

5. Everything in Adult Student is written at thesame reading level.

6. You can get paid to write for Adult Student.

7. Free Writer's Guidelines will be sent to youon request.

8. This magazine can be used to get friends tocome to adult education. classes.

The Editor would like all students to fill outa Reader Report form.

Readers may give their ideas to the Editoronly on a Reader-Report:-

(Answers on the inside back cover.) 3

ISSUE

Atitak Statism MasaziaeA Special Project of the

Penasylvaaia Department of EducationPublished March 1962

P.O. Box 182Lancaster, PA 17603

Telephone 717/299-0205

EDITOR A PROJECT MANAGERTana Reiff

EDITORIAL BOARDDennis Bidwa

Lincoln Intermediate Unit 12

Kathy Fasano'Lancaster-Lebanon Intermediate Unit 13

Miriam HershbergerSchool District of Lancaster

Melissa JamulaReading'Area Community College

Maureen LeckenbyPittsburgh School District

Eric WhitmoreMillersville State College

Paul WrenHarrisburg School District

"Adds Student receives support fro, the Malt Education Act.Section 310. through the PrtuuyMnia Department of Ed ucauon.Division of Adult Education and Training Programs: however. theopinions expressed herein do not necessarily reflect the position orpolicy of the U.S. Department of Education or the PennsylvaniaDepartment of Education, and no official endorsement should beinferred."

WORD CONFIDENCEW IMAGEDUT I TT A C NP ELEATROFMOCCJRE MNI E-BOOS TUACCUCEKCJ'VWGNOBS OS TN E S H O R I E Y U H N M P NE T 1 A B U L I N D F Q P E EG S R R Y L R D 1 1 US L R MIEGAWEEAAbSLT I S EL B VC-NNWEGLOE SI VL RXNCXNNIERPHS EE E IEPTIKLAMNMT 1TWARML OHXME,EEHN OTHERSS'ENSENNCIPCEUECNADNEIIAFZ FMWYPROMOT IONHow many of the words in the list below canyou find in the puzzle? Look for them going up,down, backwards, on an angle, or sideways.

IMAGE SHAREACCOMPLISHMENT PERSISTENTACHIEVEMENT JOBABUNDANCE WARMCHARM SKILLSEXCELLENT TOWERENCOURAGEMENT STUDYPROMOTION --SENSE

OT RS arum:404er RISKPOSIT TURN

WINNERESTEEMINTELLIGENCECONFIDENCE

-ATTITUDEFEELINGSOMFORTAILE

Amogasino for, by, and t

cAdult tudent)ON THE-COVER

Reflecting the theme of Issue 9 ... how weview ourselves is terribly imporkant. Self-confidence is something many adults learnwhen they return to school, even if theydidp't expect to! Illustration by EugeneKorobkov; a Soviet immigrant and pro-fessional art.'''.

SPECIAL SECTIONBELIEVE IN YOURSELF!

Beginning on Page 2

You Can Be a Winner!by Timothy D. Myeri 3How you feel about yourself makes all thedifference.

.Good Feelings: The Key to Successby Suntan Wilder 4Here's how to have more "good days".

Self-Confidence: My Storyby Freda Lennon 5Self-confidence can come and go, andFreda's got hers back.

"Yes, I Can!"by Joan M. Mott 6Mary Ritz is getting more than an educationthis time around.

The Phan Family: Busy, Warm, andConfidentby Jeffrey Keller 6This Vietnamese refugee family is aimedstraight at success.

issue!

How Understanding English CanHelp, Your Self-Confidenceby Harrisburg AdultLearning Center Students 7Adults from around the world are learningEnglish as well as the new confidence thatcomes with it.

Believing in Themselvesby Reading Area ComMunity Collegeand State College Area School DirtrktStudents 7Positive attitudes are on the horizon forthese three.AlmostEverything You EverWanted to Know About"THE G.E.D."by Ken Weak' and Tana Reiff 8What's behind those three golden letters?Here are some interesting facts.

Labor and Industry's Extra Pushby Tans Ref, 9Educating workers is becoming a trend, andthe G.E.D. plays a big role.

Industry and Adult EducationWork Tpgetherby Clef Edmond 9An industrial personnel manager tells aboutthe educational program in his company.

'A,Business Built on Educationby Fran Koch 10This company puts a high premium on adulteducation ... and backs the idea all the way.

ADULT STUDENTWRITING

Segregation Meeting goals Usingmath Coming up the hard way and afresh batch of student poetry. 11,12

LETTER -TO THE EDITOR

Dear Editor:As the new President of the Perinsylvania Asso-ciation for Adult and Continuing Education,please let me express both my, personal and theorganization's appreciation for the excellentquality - -of Adult- Studem. In trying to keeporganizations aliwiind progressiag, it is some-times easy to forget that the enure effort isdesigned to serve learners (students) 41 n d thatwithoutthent we have nothing.As PAACE jointly plans with the Pennsylvania

Department of EduCation for the 1983 Mid-WinterConference, we iiwite ideas and suggestions fromall adult learners, regardless of their background,program of study, or occupation.Best wishes for the continued success of thestudents and their publication.

Sincerely,

Gordon C. Godbey, ProfessorAdult and Higher EducationThe Pennsylvania State UniversityUniversity Park, PA

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No matter how you describe it, learning tofeel good about yourself is a major benefitof adults education and the key to successin the future.

ADULT STUDENT. ISSUE 9

"I LEARNEDA LOT in that program,"said Pennsylvania State RepresentativeNoah Wenger about his involvement inadult basic education.."But most of all," hequickly added, "having that diploma gaveme new self-confidence." (Read the wholeinterview with Wenger in Issue 7.)

Except for the fact that RepresentativeWenger went on to run for public office, hisreaction to adult education is typical. Al-most every person we've ever interviewedfor Adult Student has mentioned, withoutbeing asked, that their new education helpedthem overcome a lack of self-confidence.

In fact, the Statewide Evaluation of AdultEducation Programs, a study conducted bythe Pennsylvania-Department of tducation.in 1980411, backs up our informal findings.Adult . students were asked what they re-ceived from adult education with a list of"yes" or "no" *questions. To the question"Has the adul,,education program helpedyou to think better of yourself?" a remark-ably high 90% answered "yes". That ques-tion received the highest score out of all 21on the. list. (Number 2 at 415% was "readbetter"!)

In a recent speech, Harrisburg MayorStephen R. Reed applauded adult educa-tion for teaching people. to, among otherthings, "believe in yourself."

And so out of all of these references toself-confidence was born tie idea for thetheme of Issue 9: "Believe in Yourself." -

The subject of self-confidence goes, by anumber of names: self-esteem, self-worth,self-concept, and others. Sammy Davis, Jr.said it yet another way:."Yes, I can!" But nomatter how you describe it, learning to feelgood about yourself is a major benefit ofadultteducation and the key to success in thefuture. You ARE worth liking. You CAN dolots of things. You DO have plenty to offer:

The State Board of Education formallyrecognizes the importance of believing inyourself. Its "Twelve. Goals of qualityEducation," adopted in 1979, lists, alongwith communication skills, mathematics,citizenship, and others, the goal of achiev-ing self-esteem: "Quality education," statesthe 'document, "should help every studentdevelop self-understanding and a feeling ofself-worth."

In this issue of Adult Student, you'll learnhow to boost your self-confidence . . andyou'll read about how other adult studentsare learning to believe in themselves. Afterall, if you believe inyourself, it's only'naturalthat others will, too.

Helena Dueck, a German immigraht weinterviewed for Issue 2, summed up theimportance of self-confidence when shesaid, "I think if you're going to be good tosociety, you should think well of yourself."We* hope you'll remember that simplethought.

Tans Reiff

-%46..

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BELIEVE IN YOURSELF!

You Can Be a Wintiert.by- Timothy D Myers

Dthyou LIKE what you see in yourmirror? Do you like the way youlook? Do you like your personality,intelligence, the way you are livingyour life? If your answer to any ofthese questions is "no," you may besuffering from a disease that is epi-demic in our society. The disease iscalled LOW SELF-ESTEEM.

No one is born with low self-esteem. It's something you mustlearn, and you can pick it up from avariety or sources. Your self-esteemis shaped by:

Ydur educational level. Feelingundeleducated can lead to apoor self-image.Parental attitude.. Maybe yourparents didn't emphasize yourreal worth.Geography. The area of .1.1e

World where you grew up. mayhave had a cultural influence.The pedple you know. The typesof people with whom you associateand what they expect of you canaffect how you feel about yourself.A lifetime of self-concept mes-sages. How often have you silentlytold yourself "You're lazy";"You're -beautiful"; "You willnever amount.to anything"; etc.?Advertising. We're constantlybeing told to conform to what isvaluable (Jordache jeans, CoverGirl make-up, new cars, largehouses, etc.).

But, you say, "I've always been thisway!" That doesn't mean you can'tchange. If you learned self-defeatingbehaviors, then you can also unlearnthem. Life offers two basic choices: tobe happy by living life to its fullest,being yourself, and enjoying how youspend your time OR to be miserable byallowing others to run your life for you.

There is an interesting definition ofself-concept: You are not what youthink you are. You are not what othersthink you are. You are what you thinkothers think you are. (Think about it forawhile.)

To begin changing self-defeating be-haviors, remember these three factsabout self-esteem:

1. Everyone is of equal value (doc-tors, factory workers; garbagecollectors, everyone).

2. When you feel good about your-self, you tend to feel good aboutother people.

3. Every person needs and has theright to be respected for his or herthoughts and opinions.

I teach a continuing education coursefor adults called Developing Self-Esteem. One of the points I stress in,thiscourse is that many Americans havegrown up in a society which has taughtus that we are not responsible for ourfeelings, that it is other people'sattitudes toward us that cause painandunhappiness. This is just not true. Self-worth cannot be verified by others. Youare good because you say it is so, notbecause of others' attitudes toward you.I other words, you shouldn't beoverconcerned about what other peoplethink of you. What you think is what isreally important.

If you have negative feelings aboutyourself, here are 10 suggestions thatWill help you change your life.

Learn to love yourself. Feel that youare important. Once you are secure inyour feelings about yourself you will notneed approval from others.. ,

Advanee your education. Get yourG.E.D., learn to read better, take acourse in something that interests you;

Don't confuse your self-worth withYour behavior. Just because you havemade mistakes in your life does notmean you are an interior person. *-

Remember Alexander Pope's Vmoussaying: "To err is human; to forgive,divine." Forgive yourself, then try to dobetter in the future.

Stop equating your perfOrmance inlife with your seli-worth. Lack of greatjob, high level of education, or otherachievments does not mean you areworthless.

Remind -yourself that whatever,people think of you can never have any'effect on you unless you let it.

Stop feeling obligated to explain topeople why you do the things you do. If .you feel You're right, stand behindyourself.

Think of your _decisions as havingvarious possible consequences ratherthan being merely right or wrong.

Don't be afraid to fail. You've got totry to have a chance at success. Paint apicture, try ice skating, or pursue a newfascination. Just enjoy the experiencefor what it is: an experience in life.

Be a doer. Do what you want to dot,not what others expect you to.

Don't take life so seriously. Laugh,enjoy the things you do, and be happyfor each new experience.

Yes, you can citar.ge your self-image.It is not easy, and you will probably bemet with some resistance from thosewho would like to keep you in theircontrol. Begin by being a doer, not awisher, hci per, or critic. Don't blame therest of the world for what you considerto be your shortcomings. Take a risk,

Continued on page 11...

ADULT STUDENT. ISS

O

(BELIEVE IN YOURSELF!)

Good Feelings:The Key to Success

HAVE YOU EVER noticed howmuch more you can get done onyour "good" days? Why do somedays seem to whiz by while otherijust drag along?

People who have studied thissubject believe that people- -whofeel good about themselves andtheir lives are able to learn moreand do more. .Studies shoW thatchildren who do best at school arethose who enjoy themselves.

Finding ways-to discover andhold onto good feelings aboutyourself is a tool you can use inevery step of life. Part of growingand learning is experiencing newsituations. But meeting chal-lenges is not always easy. Formany, it is not easy at all.

One way you can make a newsituation more comfortable ibecome part. of the group.rid of those feelings of being alone.Are there Clubs you can join at work.or school? If not, perhaps you couldstart one. What interests do-you andsome other people hatie in common?Having someone to sit and talk withwill help you feel more like youbelong instead of feeling like anoutsider. And feelings of belong-ing will help you do your best andgive the st.

It's also i pidant to share yourfeelings. Som times you think youare the only rson feeling the way,you do. Then you are back to feeling-,alone. But if you tell someone whatyou think, you might -find out thatthey feel the same way. Now you areno longer alone with your thoughts,and life begins to look brighter.

by Susan Wikkr

4 :-- ADULT STUDENT,- ISSUE-9

Whether you are at home, school,or work, try to find people who willoffer support and encouragementwhen you need it. Friends andteachers suet) as these will helpyou gain confidence. Maybe youthink you will never be able tolearn to speak English the way youwould like to. Some of your friendsmight agree. But there are otherstelling you to keep trying. Theyremind you of those who learnedImfote-you. They help you practice,and pretty soon you get to whereyou want to be. Surround yourselfwith peOple who want to see youreach your goals.

But remember to be easy onyourself. Do not make your goalssomething tobe afraid of or too

difficult to reach. Take your time.By doing things a little bit at atime, it will be easier to Seelsuccessful. For example, atschool :you can make finishingeach lesson a goal. Then you willfeel good after each lesson be-cause you have reached anothergoal. Feelings of success willmake you want to take on morechallenges.

Successful feelings also giveyou a strong sense of controland well-being. We all.need toknow we can direct our ownlives. When you feel in control,you are better able to makedecisions or changes. Knowing-you can depend on yourself willgive your confidence a real boost.

So whether you are thinkingabout taking a new job, going fora G.E.D., learning more English,

or staying where you are, you canapproach things with a positivefeeling: Think about becoming amore active member of your class-room, family, or work situation.Learn to share your feelings withthose around you. Seek friendshipswith those who will encourage andsupport you. Set goals you can reachfor a sense of control. ,After a whileyou will notice how many more"good" days come your way.

Susan Wikler is a freelance writer from Holt-wood, Pennsylvania, who writes for nationalmagazines. She also assists in the productionof Adult Student magazine.

(BELIEVE IN YOURSELF!)'

Self-Confidence: My StoryADULT EDUCATION means manythings to many people. It ifa chanie forpeople who had to quit school at anearly age to finally earn a high schooldiploma. It is hope, pride, joy, accomp-lishment, achievement. It is a better job,more responsibility, a sense of beiBginvolved. It is peace of mind, equality,faith in oneself, knowledge, admira-ticn in the eyes of others. Or it may begoing forward to further one's educa-tion. be it college, vo-tech, businessschdol, or a correspondence course. Thelist is endless. To me, my G.E.D. is mostof the* things rolled up into one word:CONFIDENCE.

Born in a small village in the northernpart of England in the mid-30s, Igraduated from high school at the age of15. I then took a commerce course(shorthand, typing and bookkeeping)at the local vcx-tech school in theevenings. During the day I was a juniortypist for a large asbestos firm. 0

I eventually found myself working asa secretary for the British governmentand later as an international secretaryfor NATO in Parris, France, on assign-ment from the British government.With lots of hard work to keep me busyand lots of fun and laughter and thesights of all Europe to relax me, youmay ask why I needed the G.E.D. togive me confidence. Well, I did have alot of confidence back then, but thatwas a long time ago.Beginning of a New Life

I arrived in the United States in 1963 pto marry my husband, a G.I. I had metin Paris. I went to work for the BritishEmbassy and was assigned to thePentagon, again as an internationalsecretary working _for NATO., I thenreceived my American citizenship andhad to forego working for the British.Still a bundle of confidence, right?Right. Youth often has a built-inabundance of confidence.

A short time and. two babies later myhusband died. I mu by then a housewifeand mother, however, with my self-confidence shattered and very unsure oflife ahead, I took various jobs. My main

concern was my children, and wesurvived very well, but I still lacked

confidence;Seven years and many ups and downs

later, I met and married my presenthusband. I was once again a housewifeand mother; still with not so much self-confidence. After 30 years out of school,one tends to assume everything impor-tant has been forgottenor unneces-sary if)t has been remembered. I neededa boost for my morale.

. When I heard about the G.E.D.program, I knew it was just what Ineeded: a diploma to match. myAmerican citizenship and then I would

1...1111

Until recently, Freda Lennon couldn't haveictured herself as a tutorfor other adult students

like Sam Gailando.

be "whole." It was a chance for me to seejust what I had retained from my youthand also to see if I could still learn newthings. _I graduated_(nervously) with-Atotal score of 309. I was ecstatic. Yousee, it took a lot of courage to walk intothat classroom on the first night ofclass.I was thinking that I had forgotteneverything I ever knew and that I wasn'tsure how this system worked and that Iwould not be able to learn anything. Ireally thought I had forgotten how tostudy. I rated myself a nervous "10"with the confidence of a "0."

3

What I thought was going to be aterrible ordeal turned out to be one ofthe most significant experiences of mylife. Instead of meeting a stern-facedteacher who wouktell me I was a lostcause, I was greeted with the smilingface and humorous eyes of a young ladywho introduced herself as Fran Koch="Please call me Fran." I could notbelieve she was the teacher; she was sofriendly and immediately put everyoneat ease, actually encouraging people totalk, ask questions, and get to knoweach.other. It was definitely not like thatwhen I went to school 30 years ago. Ifound myself participating 'n discus-sions, asking questions, offe g help toother students when they co Idn't fmdtheright "wavelength" for a problem.A New Outlook

I also found myself looking at "me" ina different light. -I was a person whoagaitFould use my brain, t just thewashing machine. Most of a I foundmyself looking forward to 'as toschool after ',realized that I could -stilllearn, To me that was v,ery important.

After I received my diploma and thenext session of G.E.D. classes began,Fran asked if I would like to go to thefirst class to encourage other people tostick with it. I accepted and have gone toclass every night since. When a, studentdoes not understatie a problem, we gointo anotherroom and I explain it andwork with the student(s) until it isunderstood: This gives-Frarrtime to goon to something else with the otherstudents. It works well, by not holdinganyone back and making each studentspecial.

I once again have my self-confidence(which years seemed to deplete), and Iam not "just a housewife" anymore. Iam a housewife AND a teacher's aidewith a high school diploma and the con-fidence to tackle my job, large or small,that may come along.Freda Lennon prepared for her G.Evolunteers as a teacher's aide in LincoIntermediate Unit 12's adult education pro-gram at Bermudian Springs High School inYork Springs, Pennsylvania. Her story is oneexample of the importance ofseY-confidence.

ADULT STUDENT. ISSUE 9 5

BELIEVE IN YOURSELF!

a`YES, I CAN!""THIS TIME I'm going to finish thecourseand get my diploma!" Mary Ritzannouncedas she. returned to the G.E.D. class fir thethird time. Much to Mary's surprise, return-ing to class was like a class minion. Most Oftl)e other students were batik for their secondor third try, too. For one reason or inotherfamilies, jobs, .pernat problems, frustra-tion he yM all given up preparing for theG.E.D. before.

For Mary, the reason was work. Comingto class right off the all -night shift had be-come too difficult. While her head was tellingher she should be inserting a comma into asentence, her body was begging for sleep.

She even took the G.E.D. test a few times,and, although her scores were improving,she just didn't have enough points to pass.

But after a lay-off, a part-time job, andanother night shift job, Mary was moved tothe second shift. Working 3 to II gives her achance to sleep all night, then tome to schoolduring the day.

This time around Mary has taken a newstudy twist. Instead of writing down every-thing the teacher says, she has realized thatfor her it works better to listen more and

by Joan M. Mott

1.407

Mary Ritz studies at homea lot.

write less. By this, method, she has discoveredthe joy of comprehending much morematerial. The feeling of being a strongerlearner has given Mary something new thatshe wasn't expecting: self-confidence.

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5

et

"The third time is a Charm," Mary recallsher teacher saying when she came back toschool this time. And her new self-confidencedoes seem to work like a charm.

"I 'have a more positive attitude now,"Mary says. "Before, I would just skip overmath statement problems. Now I can readthem and know what they are asking= todo. That makes me feel very good aboutmyself." -

With her G.E.D. right around the corner,.Mary is looking ahead taller next goal. Goingto school for licensed pactical nursing is aserious consideration. But whatever directionMary chooses, she feels the self-confidenceto succeed. "Sometimes I stop and thinkwhether I can really do these things," Marysays. "And my answer to myself is verysimple: 'Yes, I can!'"

Joan Mott is Mary Ritz's teacher in theLincobr Intermediate Unit 12 adult educationprogram in Stewartstown. Pennsylvania.

THE PHAN FAMILY: BUSY, WARM, AND CONFIDENT

AS I WALKED from my car to visit anevening G.E.D. class, I almost fell in thesnow. Half of the schools in the Readingarea had closed due to the weather. Wedecided to hold our adult evening classes asusual, though. After all, we had some dedi-cated students who would hate to missschool. The weather was very bad, however,

- and I began to question my own wisdom inshowing up' here tonight. Alter all, I am aschool counselor.

Sure enough, the three members of thePhan family were hard at work inside thebuilding. While some people 'might chooseto stay home and watch TV on this arcticevening, the Phans fought the elements toget to school. They used to spend more timewatching TV. Then one night they heard amessage about our G.E.D. program on. alocal station one night. Now they spend alot of time at school.

Chile Phan and his family, like manyothers from Vietnam, arrived in the UnitedStates in 1975. Chuc and his two daughters,Tuyet and Kim, started attending theG.E.D. program sir months ago andhaven't missed avian since.

6- ADULT STUDENT, ISSUE 9

by Jeffrey Keller

"We always wait for my father to get homefrom work at 5:30 P.M. and leave for classright away," tuyet explains.

Maybe one reason for the Phans' excellentattendance record is that each of them has aspecific goal for the future. Chuc hopes to

,a011111ftab

Seated: Chuc Phan, Kim Pharr.Standing: Teacher Pat Woodring, Tityet Phan.

work for the Postal Service. Kim wants to bea hairdresser. And Tuyet plans to begincollege in the Washington, D.C. area tostudy computer science. "I will be startingcollege in the fall," Tuyet says confidently.She plans for nothing less than success. Butfirst, all three feel the need for improvingtheir skill,in the English language.

The Phans' teacher, Pat Woodring,describes the family's study habits aspersistent and inquisitive. "They even helpeach other during class and at home," saysPat. That kind of support for each otherseems to help fuel their desire to learn.

Thomas Edison, the famous Americaninventor, once stated that intelligence is 1%inspiration and 99% perspiration". On thatcold winter night the Phan family was plentydedicated, plenty busy, plenty warm.

Jeff Keller is a counselor in the G.E.D.program at Reading Area CommunityCollege.

0

BELIEVE IN YOURSELF!)

.How .Understanding EnglishCan Help Your Self-Confidence

Students from JoAnn Coleman's English is a Second Language,class atthe Harrisburg Adult Leirning Center wrote about how they are learningnot only,English but also self-confidence. Here are a few of their writings.

JUNG," A CHANG (Korea): am rathershy, not a talkatiye person and, besides, Ican't expre myself well in English. So it'svery embarrassing to me to meet peoplebecause I don't know what to say And how torespond to them in English. I have my ownideas and opinions in my mind, but wordswon't come out. It makes me feel like adumb, stupid person. But now I understandthat speaking good English is importantand, most of all, to express myself (in goodor bad English) is the most important thingin my daily life. Learning how to speakEnglish in various situations makes me feelmore comfortable.XUAN VU DO (Vietnam): I rememberwhen I first came to the United States. Icouldn't understand, speak, read, or write

Now I can understand Englishbecause I have learned from my teacher andmy friends. I believe with my self-confidenceI will learn even more English and improvein' the future. .

BATIA WALL (Israel): If I can speak andunderstand English I feel secure because Ican express myself. I can go to the store andask for the things that I need. I can under-stand other people and they can understand

me. I can listen to the news, watch movies,and know what is going on. I can feel that Iam pan of this country because live hereand know that I have communication withall people.ANULA GUNARATNE (Sri Lanka):When I first came here it was winter time andI was alone. I had a hard time to come byplane to Harrisburg from Boston. My planewas late because of bad weather. I wantettoknow how to take the next plane, but I didn'tknow how to speak English. But !didn't giveup. It gave me courage. It was at that time Iknew I wanted to learn English, not brokenEnglish. I am going to school at the AdultLearning Center, I am doing well in English.Now I im not afraid to go anywhere in theUnited States and I talk with everyone. NowI am glad I have a good teacher and manygood friends. They help me a lot.FEH LIH LEE (Taiwan): I want to Nye inthe United States. English is the majorlanguage in this country. If I can understandEnglish then I can know what is going onhere and let the people understand me; too. Ican make friends, find a better job, and feellike a normal person and not a handicappedperson.

Jungle Changfront Korea and Bade Wallfrom live' can speak to each otherin

sign of new seY-confidence.

C310

ADULT STUDENT. ISSUE 9 7

ell

by Ken Wallick and Tans Reiff

THREE GOLDEN LETTERS to alarge number of adult students areG.E.D. A second chance to get ahigh school diploma. An opportunityto get a new job or a promotion. 01.time to -build self-confidence for. newexperierices. The G.E.D. can mean areal tumid); point. In Pennsylvania,20,000 .adults pass the test and receivea state certificate every year.

The concept of a high schoolequivalency examination began in1942 when the Armed Forces-Institutedevelo?ed a test for World War IIveterans. During the 1950s, theAmerican Council on Education(A.C.E.) took over the testing andopened up the opportunity co civiliansas well. In 1963 the name of theprogram became the test of GeneralEducational Development, as it isknown today, although the formatof the test has undergone severalbig changes.

"The G.E.D. is designed to measure...the major skills and concepts generallyassociated with four years of regularhigh school ,instruction," says theA.C.E.'s G.E.D. Examiner's Manual."The tests are intended, however,not to penalize candidates who lackrecent academic or classroom experi-ence or who have acquired theireducation in an informal manner. Thecontext of test items attempts tomeasure skills related to adultexperience."

In fact, a person must be at least 18years of age to take the G.E.D., withsome allowable exceptions. If you arebetween 16 and 18 years of age, youmay take the test if one of these criteriaapplies:

You present a letter from anemployer stating that a diplomais a condition of employment.You present a letter from apost-secondary institution, statingthat a diploma isa-condition ofacceptance.You present a letter from anarmed services recruiter statingthat enlistment is contingent onhaving a diploma.You have been institutionalizedand expect to be released within90 days.

8. ADULT STUDENT. ISSUE 9

ALMOSTEVERYTHINGYOU., EVERWANTEDTO KNOWA B 0 U-11

instructions for retesting. You may'retake only the sections of the test onwhich you need more pOints: either 35to pass' or additional.points to boostyour total score. A waiting period of 90do' is recommended. Out-of-state testtakers are given instructions for howo apply for a diploma in their home

state.The G.E.D. is actually a group of

five separate tests: Writing Skills#SckialStudies, Science, Reading Skills, andMathematics. All are multiple choicetests, a standard feature of standard-ized tests. There is a time limit foreach test, ranging from 60 to 90minutes. Each test contains a setpercentage of questions for topicswithin the subject area. For example,the Reading Skills Test is 15% PracticalReading, 30% General Reading, 30%Prose Literature, 12.5% Poetry, and12.5% Drama.

Your high school class hasgraduated.

The age 'factor may change, pending aruling by the Pennsylvania Departmentof Edtication's legal offict.(In Pennsyl-vania there are 90 test centersadministering the G.E.D. Schedules forthe six-hour test differ: some centersoffer it ten times a year over a Fridaynight and Saturday; some, such asConnelley Skill Learning Center inPittsburg, offer it five days a week from9 to 5; some offer it' by appointment.Fees vary also, but the range isginerally S10-20, with one-fifth ofthe cost required for each section thatis retested. It might be a good idea toshop around in your area for the testcenter that 'best meets your time andbudget requirements. Ask your teacheror counselor or call your local highschool for infognation.

Once you have taken the test, theexaminer may give you an unofficialscore if tests are scored locally. Alltests are then checked by the Pennsyl-vania Department of Education anaofficial scores are released in 3-.4months. If you achieved the passingscore of 225, you will automaticallyreceive a Commonwealth diploma. Ifyou have not passed, you are given

< .

You may be wondering how thetest is made up, where it comes from:The people at A.C.E. decide on thegeneral content and percentages oftypes of 'questions. Then the Educa-tional Testing Service (E.T.S.) inPrinceton, New Jersey, is hired to writethe specific "items." There are a numberof different forms of the G.E.D., sothere are 'thotisands of items to write.The tests are "then validated byadministering them to high schoolseniors. To be considered reliable,. 70%of a scientific sampling of seniors mustpass the test. When final changes havebeen completed, the tests are published.The whole process takes 4 years.

Plans are now being made by A.C.E.to revise the G.E.D. by 1986.Responsible comment on the currentcontent of the G.E.D. is invited andmay be submitted to Ken Wallick atthe Pennsylvania Department ofEducation (Box 911, Harrisburg, PA17108). The goal' of this revision is forthe new G.E.D. to reflect the generalcontent of high school cirriculumfrom 1986 on. Questions such as"Should the G.E.D. test people's skillin using computers?" or "Are the break-downs in types of Reading Skillsquestions what they should be?" will beconsidered. Whatever comes out of

Continued on next page...

Labor and Industry's Extra -Push.by Tana Reiff

AS THE NEED for skilled workersgrows, so does labor and industry'sinvolvement !with educating employees.Adult Student Illeveyed some area

-businessetanctainions to learn abouttheir involvement with adult education.

When 600 Harrisburg Teamiterswere 'laid off their jobs in 1981, theunion local rented space in a motel toconduct a G.E.D. program. With thekelp of Harrisburg Area CommunityCollege, union members were given thechance to get diplomas and be morecompetitive in the job market.

In Washington County, -the United`Mine Workers local requires people tohave a high school diploma before theycan be accepted into-the union.

A busineses involve-Mein with edi-tion begins at the hiring stage. Pennsyl-vania Act 198 makes it unlawful for,employers to discriminate against any,prospective employee because he or shehas a G.g.D. certificate rather than aregular high school diploma. This lawwas based on observations that G.E.D.graduates generally do just as well onthe job as regular high school graduates.And some employers even go so far as toprefer G.E.D. graduates.

A large steel industry in Berks Countytold us that "More than education, welook at a person's experience. A lot oftimes G.E.D. graduates prove they'veovercome past problems by having thegumption to go back to earn theirdiploma." '

"THE G.E.D."etiatinissdfrons page 8

the revision, the G.E.D. diploma willstill be attainable by anyone readingat Ofinth grade level or above.tilt you have received a Common-

wealth %diploma recently, you mayhave noticed that it wasn't `signed. Thereason for this is that diploma prep-aration has been computerized, andthere isn't enough staff to hand-sign2000 diplomas every month. But don'tworryAyour Commonwealth diplomais a perfectly legal document. It andthe achievement it represents are stillgood as gold.

Km Wallidc is the Slate Administrator ofthe G.E.D. in the Diyition of Adult Educa-tion and Mining Programs. Pennsylvaniaruparnnent of Education. H.), thor-oughly furnished eke information for thisankk.

Linda Magic teaches classes in the premises e4 M d<141/Mars Ii Elisebethlown.

n

Both General Battery and St.Joseph's Hospital in Reading reportthat they've "never done a study, buthave noticed no difference in. per-formance between a person with aregular high school diploma and a"G.E.D:" The Visiting Nurses Associa-tion 'in Reading agrees: "G.E.I5.graduates art just as efficient as thoeewith a regular high school diploma."

Robin Herr, Manager of Staff

Training and Development atArmstrong World IndustriesLancaster, had positivs things to sayabout G.E.D. graduates, too. "Ouremployees who successfully completedthe G.E.D. program got more than toequivalency diploma. They also in-creased their self-worth and confidence,which translates to a highei level ofmotivation, both on and off the job."

Continued on nrxt page;..

.,=~=Iatriil mowr.

12ADULT STUDENT, ISSUE" 9

.

LABOR AND INDUSTRY'S EXTRAPUSHcontinua from page 9

Some industries, among them I.T.T.Grinnell in Columbia, conduct G.E.D.classes right on their premises at,,convenient hours, such as immediately'after a shift. Others give employeesrelease time or flexible time to spend,working on their dipkimas.

An outstanding example of anindustry involved in educating itsemployees is M & M/Mars in Elizabeth-town. JimHarding, Personnel Director,says it all began when it became appar-em that workers needed more mathstills,-.-±The lower-rung jobs are thefirst -to be automated," Jim notes. "Soour people must have some ability todeal with the technology." With thehelp of Lancaster-Lebanon Inter-

. mediate Unit 13, M & M/ Mars beganan in-house education program threeyears Ago. As math skills improvedto- he point where people werehandlingmore difficult work "with confidenceand- accuracy, " --an unexpected benefitresulted: einployees'_reading skills

____improvedalivill. And so things ex-panded to a full

with a choice of college-credit .courses offered as an additionaloption.

Today the M & M/ Mars programboasts 17- G.E.D., graduates, with 17people currently studying. Thecompany pays for the entire program

- and allows employees to study onpaid time. "We're not just teachinghow to do -things," Jim points out."We want people to have a technicaland theoretical base so they canunderstand why they're doing things.Then they can compete for higher-level jobs,- most of which requirecertain educational levels."

"We've established an environmentwhere learning is easy to obtain," saysJim. "If people choose not to takeadvantage of the opportunity, theywill be operating at a disadvantage andrisk not beifig properly prepared forfuture opportunities."

One point ieems .particulirly clear:as public resources for adult educationprograms dwindle, industries in needof an educated workforce will have tobecome more involved in the educa-tional process. Of those we spoke with,most seem willing and eager to do justthat. ' .

49

A BusinessBuilt on Education

by Fran Koch

EDUCATION HAS MADE ZeiglerBrothers, Inc., of Gardners, Pennsylvania, auniquely successful operation.

The mill was started by Leroy and TyZeigler in 1935 to serve local farmers' feedneeds. Tom Zeigler, Leroy's son, grew up inthe business and decided to specialize innutrition,sct,he earned a Ph.D. in nutritionfrom Cornell University. In 1967"Dr. Trim"changed the whole focus of the company tospecialized feedswhich required specialteChnology, sophisticated machinery, anddetailed accuracy. To staff his new opera-tion, Tom sought our-students from localhigh schools who were interested in

agriculture.Wilbur Slothour from Biglerville High

School begin a work-study program, withZeigler Brothers in 1969. With the help ofthe company, ae continued his educationwith a degree from the University of Marylandin business farming with food scienceemphasis. He is now the OperationsManager at Zeigler Brothers.-

A tradition of company support for itsemployees' education had begun_Zei

tethers has-since provided work-studyopportunities in conjunction with the agri-

or

maintenance hours from up to 75 hours perweek down to 40, He made sure the preven:tive mainenance would be dorie while theproduction line was down, cutting equip-ment "down time" drastically.

And then, amidst all this success, Bill wonthe 1982 Pennsylvania Outstanding StudentAward> \

Zeigler Brothers, Inc. had t7vided thertincentive and the nurturing en onment to

stimulate Bill Tilley, Wilbur Slothour, andmany others. Company President TomZeigler ("Dr. Tom") points out thai,\ZeiglerBrothers, Inc. has written as part of itscorporate mission the belief in "providingfor the self-improvement and personal

culture programs at Biglerville andBermudian Springs High Schools as wellas with Lincoln Intermediate Unit's Work_Experience Program for adults:-

One of Zeigler Brother's success stories isWilliam Tilley. In 1976, after a careerworking with the Japanese EquestrianTeam, Bill, in need of a job, joined themaintenance crew at Zeigler Brothers.Recognizing Bill's management potential,the company wanted to send him to Phila-delphia for a Maintenance ManagementProgram. However, Bill, uncomfortablewithout a high school diploma, declined theoffer. He didn't see how he could managepeople who did have diplomas.- So, 24 years after leaving eightkgrade,Bill entered the G.E.D. class at BernuldianSprings High School: His supervisor atwork was Wilbur Slothauer, who offeredhim encouragement plus the promise of araise upon iutaining the G.E.D. Bill workedhard, earned his G.E.D.. and promptlyreceived .a raise froprZeieei Brothers.

Hard on his heels were two other Zeigleremployees- who also earned their G.E.D.sand received raises.

Diploma completed, Bill Tilley felt readyto go-on-to' the Maintenance ManagementProgram in Philadelphia. When hereturned, he began to implement somemajor new efficiency plans. He shifted theemphasis from "crisis repair" to productiveand preventive maintenance. He trimmed

10 ADULT STI)DENT,-ISSUE9a \

?if

Bill Tilley, right, shows off his award tofellowachiever Wilbur Slothour.

fulfillment of its employees." The policy isbased on the philosophy that -the companycan grow only as the individuals within itgrow, One of Tom Zeigler's favorite adagessums up his cimpany's attitude towardeducation: "People are our Number Onecommodity."

Fran Koch is a teacher /counselor in theG.D. program at Bermudian SpringsHigh School in York Springs, Pennsylvania,one of numerous sites three countiesadminineredby .bi-cobt Intermediate Unit 12.

13

00

u4dult StudentTeacher'sHOW, TO USE THIS TEACHER'S GUIDEWITH ADULT STUDENT MAGAZINE

1. DUPLICATE THE WORKSHEETS by anymeans: photocopy, offset, orfrom a thermal master.

2. ASSIGN WORKSHEETS accordingto__thg_codes-in the-top-b-utilde

corners:

A.B.E. 2 (Approx. grade levels 5-8)

E.S.L. (High Beginner-Low Intarm.)

IIIG.E.D. (Approx. grade levels 9-12)0

3. "ANSWER THESE" QUESTIONS may bediscussed as a group...or havestudents write their answers onanother sheet of paper. The

questions are coded as follows:

ANSWER KEY

I6sue 9

YOU-CAN BE A WINNERC(mag. p. 3)

The activity called "Describing Yourself! __has no right_or_wrong-answersT-16-fact,

students might prefer that no one seetheir work, including the teacher. Ifstudents seem interested, you might trysharing responses in a group discussion

z

No mark: Recall question(answer derived directlyfrom magazine text)

*: Inference question'(answer derived.by makingan assumption based oninformation provided in

the text)

**: Opinion question(no right or wrong answer)

4. CHECKAND/OR DISCUSS ANSWERS usingthe Answer Key in this guide.

may also have-pleatyrtif7TEGTTOr__ _

activities that yil.1.1-ex'pand-the

ideas fraW-66irticlesnd worksheets.

.5. FILL OUT THE READER REPORTS, providedwith your shipment. Please have everystudent fill a Reader Report as.part oftrie activity

of using Adult Student.magazine. Thank you for helping.

GOOD FEELINGS: THE KEY TO SUCCESS(mag. p. 4)

Answer, These: 1. Variable answers. 2. They

can, learn more and do more. 3. Variable.

4. Join a club. 5, So that'you are notalong with your thoughts. 6. People'who

'give support and encouragement.7. Variable. 8. With a sense of controlyou are better able to make decisions orchanges.Word Study: All answers are variable, buthere are some possibilities:1. fly, speed, run,.dash.2. new situations, diffidult jobs, etc.3. challenge, experience.4. a stranger, an outcast, a misfit.

5. happier, lighter, nicer.6. help, assurance, assistance.7. control, lead, decide about.8. lift, improvement, help.

A special oft:4Oct of the Pennsylvania Department of Education P.O. Box 182 Lancaster, PA 17603

ANSWER KEY, Continued

siuz-=ctemIrenE:' MY STORY (wag. p. 5)

E.Ich student's outline will be different,a4 will the compositions they produce. Ifyou can manage the time to do so, look overea0 student's outlini BEFORE the writingbegins. Then look over each individualcomposition upon completion. It would also

be nice to share the stories with otherstudents and, as mentioned in the work-sheet, submit good ones to Adult Studentfor possible future publication.

ALMOST EVERYTHING- YOU EVER WANTEDTO KNOW ABOUT "THE G.E.D:"(wag. P. 8)

If you or your student desire furtherinformation on the G.E.D., please consult

the_following sources:

Ken Wallick, G.E.D. State Administrator,'Pennsylvania Department of EducatiOn,333 Market Stre , Harrisburg; PA 17108.

Ken can provid information on the

composition of the G.E.D. test. He is

also taking su estions for the 1986revision.

Dr. Henry Ipille, GgDTS Director, AmericanCouncil on Education, One DuPont Circle,Washington, DC 20038.

Stuart Tuchfeld, Cambridge, The BasicSkills Company, 888 Seventh Avenue, NewYork, NY 100.16. Cambridge publishes ahalf-length G.E.D. practice test.

And now, the answers!Answer These: 1. G.E.D. 2. a.lt is a second

chance-to geta high school diploma, anopportunity to get a new job or a promotion,and a time to build self-confidence for newexperiences, b.Variable. 3. When,the Armed

Forces Institute developed'a test'for World

War II,veterans. 4. Skills related to

adult experience; the major skills.and

answer. 6. By administering them to highschool seniors (70% of them must pass the

test). 7. It is going to be. revided.

8. ,Variable. 9. Because diploma preparation

has been computerized.Word Study: All answers are variable, buthere are some possibilities:1. chance, time; better job, advancement,upgrading, elevation, improvement.2. diploma, document, paper, sheepskin.3. idea, notion, thought, theory,consideration-_ -4. punish, discipline;people, test-takers,hopefuls, adults.5. permissable, admissable.

6. invalid, unauthoritative, preliminary.7. number, .amount,_ratio,--proport4on-i-quota=--8. legalized, authenticated, verified,substhntiatett, certified, proven.

9. dependable, responsible, stable,believable, trustworthy, truthful.10. accomplishment, attainment; -feat,victory, goal, success; stands for, shoWs,portrays, depicts, syritholizes, denotes,

marks.

LABOR AND INDUSTRY'S EXTRA PUSHINDUSTRY AND ADULT EDUCATION. WORKTOGETHERA BUSINESS BUILT ON EDUCATION

Answer These: 1. The need for skilledworkers is growing. 2. By getting moreeducation training; by being more competi-tive in the job market. 3. Variable.4. Discrimination in hiring because the'prospective employee has a G.E.O. certif-icate rather than a regular high school

diploma. 5. Variable. 6. Variable.

7. 'Variable. 8. Variable.Word Study: 1.1).-ive c. -ful d. -ere.-ate f.-tion 11.--aRce h:-ful i.-ly

0.

.-ing. 2. b. compete c. employ

prospect e. Observe f. perform

motivate h. succeed i. nurture.

3. c. unlawfully- d. employmente. discrimination f.prospectingg. observance, h. performer.

concepts generally associated with fouryears of. regular high school instruction.

"5. A,test that offers a variety of answersfrom which to choose the, best or correct

PURPOSE:You will be describing your personality0 both as you see you

self and as others.see you. Then, - you'll compare and analyze thelists you've constructed.

--`PROCESS:

YOU CAN BE A WINNER!

.2440v4ing. ?/o am

PAGE 3

410/111 44:31FOR,USE WITH

MAGAZINE PAGE

4

Step 1: How would you describe your personality? Think of 7adjectives, positive or negative, that tell about your persohality.

. Remember, you are describing personality, not physical characteristics.

7

Examples: I am friendly. Not:

I am shy.

OK -- your turn.

El.

El

I am

I am.

'I am

I am

I am

I am

I am

O

* Step 2; Think of someone you love. How would that person describeyour personality? If you wantactually have that person-or someoneelse list his or her 7 adjectives describing you, but without seeingyour list.

Reprinted from Writing Mel A First Writing Course for Adults by Tana Reiff,

'copyright 01978 by Tana Reiff Sodano, Lancaster, PA 17603. All rights reserved.

1. 6

PAGE 4

Continued from Page 3

cm (Your name) is

is

.is

311 is

6.

is

is

21:Step 3: Compare the two lists and answer-theques-t-i-ons-ebout-1-h-em7-,

1. How were the two. lists the same?

2. How were the two lists different?

3. Do you think you and the other person know how each other feels?

P .Why or why not?4.

. 4. Do you think you understand why the other person. described you the

way he or she did? Why or why not?

*Step 4: What reactions do you have to the analysis you just did?

- How do you feel about it? Why were there differences on the two lists?On another sheet of paper, write your thoughts on this activity.You may combine and organize the 'sentences you wrote ablipe. -Or you

may write new sentences. Try to arrange your, sentences into goodparagraphs.

17

PAGES

.GOOD FEELINGS: THE KEY TO SUCCESS HIGH.4 41/

FOR USE WITHMAGAZINE- PAGE

Answer These

** 1. Are you having "good day" today? Why or whi%not?

2. People who feel good about themselves are better off in

what two ways?

*A 3. Think of a challenge you have had to meet. What made it

a challenge? Why? How did you deal with; it?

* 4. What is one way toz feel as if you "belong"?

5. Why is ft a good idea to share your feelings?* 6. -What are the best kinds of people 6 spend time wit) ?

** 7. 'What is one small_goal_you_could-meet-today?----

*-8. A sense of control over your own life is important. Why?

Word Study

Directions: Look at tIle_undarlined-word-in-each-sentenae. T enthink of one or more words that would say just about the same

thing. Write the sentence again, but this time use your wordinstead of the underlined word. Then read the new sentence.-

.

whiz 1. Why do some days seem to-whiz by while others juit drag along? (Paragraph1)

challenges

situation 2. Meeting,challenges is not always easy. Paragraph 2)

outsider

brighter

support 3. One way to.make a new situation more comfortable is to become/art ofthe group. (Paragraph 4)

encouragement

direct

boost 4. Having someone to talk with will help you feel less like an outsider. (4)-

(

5. Now you are no longer elope with your thoughts, and life looks brighter. (5)

6. TrLy to find people who will offer support and encouragement. (6)

7. We all need to know we can direct our own lives. (7)

8. Knowing you can depend,on yourself will give your confidence a boost.

a

P

---A/001111--FOR-USEWITH*MAGAZINE-PAGE

-Directions: Look over Freda Lennon's story on page 5 of AdultStudent-magazine. We are going to use her.story as a model foryour story. First, Zet's outline Freda's story.

Freda begins with-an introduction that lists the many benefitsof adult education. The-biggest ,benefit to Freda is self-confidence. Next Freda begins tell -ing the story, of her life,starting with her graduation-from high-school in England duringthe 1930s. ,

We'd better start. writing down this_outline.Yoti-f4-11-z-in

the, blddla.

'SELF-CONFIDENCE: MY STORY

A. Introduction - benefits of adult education, especially self-confidence.

B. Background-(befOre G.E.D.) - hi hool-gradution-in nEglan what happened

next?)

C. Back to school - (what'happened?)

'L Benefits of adult education,- (what were they to Freda and what happened to

her?) .

E. Ending

. ,

Now it's your turn. Write a short outlinsof_your_own-ttfe-and-val-. --

own experiences with aplult-educatioh7-Y557:0't have to have a G.E.D.diTirdii7TiTienou h that you are back in school. Now fill in the blankswith ideas from yo / r own life. Write on another sheet of paper.

A. IntroductionB. Background

C. Back to schoolD. Benefits of adult educationE. Ending

You can probably guess what comes next. On another sheet of paper,- write your own story. Use the outline you just wrote. Of course,your story won't6 exactly like Freda's. You are just using Freda'sstory as a model. If you think, your story -is -gooti;Wdi-i-t-in toAdult Student magazih-677:-0: Box 182, Lancaster, PA 17603. Maybewe'll print your story In a futurf issue.

4

ALMOST EVERYTHING YOU EVER WANTED TO KNOW ABOUT"THE G.E.D."

FOR USE_. WI TR

MAGAZINE PAGE

Page 7

Answer These

1. To many adult students, what are the "three golden letters"?2. Why is a high school diploma so important to people? **If you are

studying for a G.E.D., why is the'diploma important to you?.. _

3. How did the concept of a high school equivalency diploma begin?4. rAccording to the American Council on Education, what is the G.E.D.

supposed to measure?

* 5. What is a multiple choice test?

ea

6. 'How is the G.E.-.11.valTdited?

7. What is going to happen to the G.E.D. test by 1986?** 8. What changis would you suggest for the G.E.D.?

9. -Why'aren!tCommontsealth of Pennsylvania diplomas hand - signed?

opportunity-.promotioncertificateconceptpenalize.candidatesallowableunofficialstandardizedpercentage.

validatedreliableachievementrepresents

.

Word Study

Directions: Look at the underlined word in each sentence below.On-another sheet ofpciper, rewrite each sentence replacing theumderiihedword with d word or more than one word that means justabout the 8.-7-re-thing. There are a number of possible words youcould select. You may-use a dictionary or thesaurus if you wish.

1. The G.E.D. is an opportunity- o_get a new job or a promotion.

2. In Pennsylvania, 20,000 adults pass theiest-and receive a,state certificate every year.

3. The concept'of a high school equivalency examination began in 1942..

4. The tests are intended not to penalize candidates who lack recentacademic or classroom experience.

5. A person must be at least 18 years of age to take_the-GTEAT-.-,with some allowable_exceptions.----7

6. The examiner may give you an unofficial score if tests arescored locally.

7. Each test contains a set percentage of questions for topicswithin the subject area.

8. The tests are validated by administering them to high school seniors.

9. lobe considered reliable, 70% of a scientific sampling of seniorsmust passthe test.

10. The diploma and the achievement it represents are still good as gold.

20

a

Page 8

FOR USE WITHMAGAZINE PAGES

LABOR AND INDUSTRY'S EXTRA PUSHINDUSTRY AND ADULT EDUCATION WORK TOGETHER

A BUSINESS BUILT ON EDUCATION

Answer These

. Directions: Use aZZ three articles (see magazine pages 9 and 10)

to answer these questions.

1. What is one reason that labor and industry are becoming moreinvolved with educating employees?

* 2. How do the workers themselves benefit from adult education?

** 3. Do you think it is aood idea for industries to pay _workers forthe time they spend-rn scho61?-WhY-or why not?

4. What does Pennsylvania Act 198 make unlawful?

** 5 Have you ever noticed differences in performance between regular

high school graduates and G.E.D. graduates on the job? If so,what differences? If not, why not?

** 6. A company policy at-Zeigler Brothers, Inc. is to "provide forthe self-improvement and personal fulfillment of its employees,"This policy, according to "A Business Built on Education," is

.based, on the philosophy that the company can grow only as theindividuals within it grow. Do you think it is worth the moneyfor a company to pay for the education of its employees?Why or why not?

** 7. Think about'your prestnt job or a job you have had in the past.What kind of additional educatin or training would help you on this job?

'** 8. Even if you are not working now, what would you do to convinceyour company to provide the cduca.tion or training you named in #7? -

Word Study

involvement 1. List the 10 different suffixes that occur in the words on the list.

competitive The first one is done for you.

.unlawfulToyer a. -mull- b. c. --

discriminate --

--prffilitttive f. g. h. j.

,observattbn,performancemotivationsuccessfulparticularlynurturingcorporate

,Z. Change the following words to verbs by dropping the suffix and perhaps

making a few other minor spelling changes. The first one is done for you.

involvement involve b. competitive '

c. empl-oyer d. prospective

e. observation f.-performance

g. motivation h. sdccessful

i. nurturing

3. Change thelorm of each wor bel

make other minor spelling chan

a. the verb from competitive + -tion = cow%

b. the verb from involvement + -ing =C- unlawful + ly =d.'the 4erb_from employer + -ment =*

_ e. discriminate + -tionf. the-verb from prospective + -ing =_g. the verb from observation + -ance

. the verb from performance + -er =

adding a suffix. You may have to .

within the word. The two are done for you.

4i

2'

The Adult Student Quiz

AnswersCheck your answers to the quizyou took onthe inside front cover. Be sure to read why theanswer is true or false.

1. TRUE. The Teacher's Guide that comeswith each issue contains activities for eachfeature article in the magazine. Your..teachercan make copies of the worksheets to give toeach student. If you have not received theseworksheets, tell your teacher now.

2. TRUE. Back issues may be used anytimebecause they are not dated. In other words,

. they never get old. Copies of Issues 1 through6 will be sent to your pfogram as long as theylast. We also have Teacher's Guides for Issues3 through 6. Tell your teacher to order yourfree copies from AdvancE, Stayer Researchand Learning Center, Millersville State

_ College, ,Millersville; PA 17551. .First come,first served!

3. TRUE. Weire happy to print,,your ideasand opinions. JuitIend your letter to TanaReiff, Editor, Adult Student Magazine, P.O.Box 182, Lancaster, PA 17603.

4.. FALSE. Adult Student receives fundingfrom the Pennsylvania Department of Educa-tion through the United States Departmentof Education. The magazine is here for y u,

_ the student, as well as to tell other lewhat's going on in adult education. Ita money-making project! In fact, we take nopaid advertising.

5. FALSE. Articles in Adult Student arewritten at different reading levels. Some areeasy, some are more difficult. You can prob-ably tell which is which just by reading them,since the easier.articles are in bigger print.The Teacher's Guide codes article's' as:A.B.E.-1, A.B.E.-2, E.S.L., and G.E.D. Ofcoune, you'll probably 'find most of thearticles interesting, no matter what the read-

. ins level.

6. TRUE. Other than Letters to the Editor,you can get paid $5 for a-short "StudentWriting" piece and up to $25 for a longerarticle with a picture.

7. TRUE. Our Writer's Guidelines will helpyou a lot in planning your writing. If yourteacher does not have a copy, send us a noteasking for the Writer's Guidelines. Pleasesend along an envelope with your name andaddress and a stamp on it.

8. TRUE. If you have a copy of AdultStudent of your own, don't throw it away!Show or give it to a friend who might wantto come to adult education classes. You'll bedoing a big favor.

9. TRUE. Your teacher will give you aReader Report, so please fill it out and send itto Adult Student, P.O. Box 182, Lancaster,PA 17603. If we're doing something wrong,we need you to °tell us about it. And if we'redoing something right, we like to hear aboutthat, too!

.10. FALSE. The Reader Report is a goodway to hear from you, but it's not the onlyway. You can also write a Letter to the Editor(see #3). If you don't want your letter to beprinted in the magazine, please say so. Nomatter how you do it, please let us hear fromyou!

cAdult StudentA special project of the

Pennsylvania Department of Education

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