This week at NOPLAY was dedicated to staff training. We brought in two insightful workshop presenters who had been working as adult educators with native populations in Canada for over 30 years, and I think we all agreed that it was one of the most helpful and practical trainings that we'd ever attended.

The first day, we talked about our learners- our at-risk young adults- and we discussed the challenges and benefits of trying to serve each learner as a whole person instead of trying to simply flood his or her brain with subject knowledge. We came up with qualities that our most memorable teachers had demonstrated, and we were able to pinpoint all of the individual characteristics and actions that make an effective teacher (most of which boiled down to the teacher's attitude). We also took a look at a few case studies, where we were able to identify the necessary resources for each individual student and create an appropriate lesson plan (and life plan!).

The second day, we began to discuss learning differences and techniques for teaching reading. We participated in an activity where we were expected to learn to read a book consisting of completely foreign symbols, using a few sample translations as our guide. We were able to see first-hand the struggle that many of our beginning readers go through, and we were equipped with a few more tools to use in coming up with creative teaching solutions.

Although we undoubtedly gained some professional skills, perhaps the most memorable and significant aspect of the training was hearing from each other. The workshop presenters gave us plenty of information, but they also allowed us to talk about our own experiences and work with each other to figure out the best solutions for the learners in our program. This aspect was incredibly valuable because we are normally so focused on the learners that we don't have time for collaboration. I feel confident that our dedicated team at NOPLAY, employed teachers and Americorps members alike, will come out of this training with a stronger sense of unity and group understanding, not to mention some totally rad teaching tools.

Ms. J and Ms R: Both Ms. J and Ms R two of our older learners. They are probably in their late fifties, and for whatever reason have found themselves back behind the desk. What circumstances brought them here, I don't know. But twice a week, and sometimes three for an extra tutoring session, they're right there in the desk. They study the packet of algebra, reading it hard, staring at it blankly. "Molly," they'll say, "show me how to do this. I don't understand. I'll sit down with the two of them, and we'll work through the problem together. We go over it sometimes two, sometimes three times. Sometimes the questions on their face increase; sometimes they sit stony-faced. "Go on to the next problem," I'll tell them, "and I'll be back to check on your work." When I come back a few minutes later, their are pencil and erasure marks all over the page. "Now, I just don't understand," Ms. R will say. "Am I multiplying that 5 or am I subtracting? I'm multiplying. No, I'm subtracting. No....I know that's the answer, but I don't know how I know it."

Ms. L is early to class every day. She's always dressed nice in slacks and a top. She has beautiful glasses, a stylish haircut, and her toes and nails are painted in a charming red. "Ooooh," she'll say, and tap her pencil. "Oooooh, I need help." I sit down, and ask her to tell me the first step. She does. Then the next step. So far so good. By the time we've finished the problem, Ms. L has told me how to solve the problem, and I've done nothing but say "What's the next step, Ms L? Don't give up!" She doesn't need my help, she needs a cheerleader. When her answer is incorrect, she fidgets and purses her lips.

Ms. K isn't always in class. To catch her up on the days she missed, we had a one-on-one tutoring session. I repeated a scripted explanation about percents. It just didn't work. Ms. K had worked all day. Her eyes were tired, her body slumped. She was barely awake.

"Do you have kids?" I asked. "Yeah," she said, "I have four." Her two gold teeth shined with her big smile."How old are they?" "Two of 'em in high school, an eight year old, and a six year old. That's why I'm here. My kids can do this stuff, but I gotta be able to help them," her voice tired, but earnest. "Then let's look at it this way. You want to know what grade your boy got on his homework. If he got 25 out of 27 right, how can we find the answer?" We move on to problems out of the book when I run out of examples. I walk away for a moment. When I come back, Ms. K. stares at me in a daze. "I forgot what I'm doing," she says. "I just can't remember."I can't sigh, but I want to when we start over at the beginning. When our time is up, we're both exhausted. She wishes she could understand how to find the percent, and I wish I could find another way to explain percents. "Just keep practicing," is all I can think to say."I will, Molly, I will. I'm gonna get this. I'm gonna take this home and practice, and I'm gonna get that." She flashes her beautiful gold smile at me.

"These math people are crazy," another girl says. "Why they talk like that? Two times a number is seven less than twelve. That just crazy." Are we all crazy for trying? It seems like it at times because there we are again: students hoping to solve an impossible equation and tutor trying to solve an impossible question. But then algebra works its magic, and for one short problem we're speaking the same math language.

As I looked at the calendar last week, I was shocked to fine that time had passed so quickly and our 08-09 service year was about to begin. It seems like only last week that we said goodbye to the 07-08 class with a delicious and fun Service Recognition luncheon. Now granted I have been a bit busy with hurricane evacuations and a new baby, but time really flies! I look forward to meeting our newest members and continue to work to improve not only the literacy level here in New Orleans but also the Literacy AmeriCorps program as a whole!

This year's orientation should be a success. We have a variety of trainings and guest speakers. Including a reading workshop with Hazel Parker, a budget workshop with Phoebe Brown of Consumer Credit Counseling Services, an introduction to the literacy field by Rachel Nicolosi, and the first 21st Century Skills module led by former members Isabelle Whitman and Jodie Harris. We will also have an alumni panel and small group discussions so that our newest members can learn from those who came before them. Overall, it looks to be a great three days!

Looking forward to another year of getting things done!

Sarah Fischer
Literacy AmeriCorps Program Coordinator

Member Liz Lichtman’s Community Bike Shop hits the National News!

Member, Liz Lichtman helped start the Rusted Up Beyond All Recognition Bikes (RUBARB) here in New Orleans after the storm and spends many hours, including all the Saturdays she is not doing AmeriCorps Service Projects working at the shop.

In addition, she organized an AmeriCorps Service project in January which allowed our members to help out at the shop. The hard work by dedicated members of RUBARB has paid off with many local kids and community members flocking to the shop whenever it is open. In addition, now the larger biking community will know about their awesome work because the shop is featured in a national bicycling magazine!!

Here's the link to the Bicycling Magazine article that's in the new August issue.

(That is Liz carrying the bike in the article photo! GREAT JOB LIZ!!)