Staying focused is not easy for most young parents. There are so many things that they must think of and be concerned about. Family relationships and the need for shelter are two issues that seem to confront young parents most often and to pose obstacles that prevent them from reaching their goals of educational achievement. Many of these students have difficulties with their mothers or fathers, stepmothers or stepfathers. They often move out of their homes for these reasons. It takes strong determination for young parents to stay focused so that the slightest distraction will not interfere with concentration and completion of the task at hand. Creating an environment that will not deter action or cause bewilderment is the burden of both the teacher and the GED student. The teacher and her strategies alone cannot steer the student in the right direction, but the combination of a patient teacher and a determined student will triumph over many of the obstacles that students encounter. I believe that reading literature can help students develop or sustain their determination.
The time teachers have with GED students is usually short. Any long-term reading assignment is usually undercut by short-term requirements and expectations. GED students often have child care, health care, and other social issues on their minds. As in other programs, they are usually in a rush. They come in and want to do their individual work, for the most part, so that they will not have to stay any longer than necessary. This is true for most students in the classes I've taught. Nevertheless, in my class of GED students, a "community" is built right away. A new student comes to class and the students introduce themselves and seem to bring the new student into the fold without hesitation. First, they want to know something about the new student: Where did she go to school? How many children does she have and how old are they? They talk of the neighborhoods in which they live, a discussion that most of them can relate to. They try to help each other and they bring the new person up to date. During all of this, there is some teasing, and I wonder at times if someone will get angry, but they don't. They seem to understand each other so well that this overshadows any such negativity or dissension.
Despite their interest in each other and in their individualized work, it is my goal to get them to read as much as possible. It is to their advantage to do this. Reading for the GED student is especially important because, when taking the GED tests, it's reading and comprehension that will help them the most. Even after they have the GED certificate, students will benefit from reading. They will have formed habits that can only help them in future situations that require reading. I stress this always to students who are leaving.
Generally, in class we read excerpts from short stories. When I am striving for full class participation, this type of reading is far more practical and achievable. But I do assign or suggest other reading materials. In the short time that students are in class, I encourage them to read books. Word of mouth by other students is one of the best encouragements to get students to read certain books. The Terri McMillan books, Mamma and Waiting to Exhale, are two books that got great reviews from students. Books that relate to students' lives encourage them to continue reading. Teachers can help students see themselves in books. I give students books that I think have a message for them.
Sometimes a book can be assigned spontaneously. If a student says to me, "I can't do this," in response I will give her a book like Jonathan Livingston Seagull to read. It doesn't take long for a student to see herself relating to the role of the central character when the issues are similar in their lives. This issue happens to be the "I can't" syndrome. Students get to see that Jonathan Livingston Seagull was determined and put forth the effort that enabled him to reach his goal and then to go back and encourage others he had left behind.
Sometimes feelings of loneliness and incompetence in the eyes of others dampen the spirit and prevent one from doing well. As one student put it, "It feels as though there is no place to go. You're blocked in on every side." When the lack of basic skills is an obstacle that discourages a student and her frustration builds over not knowing the small details, I give her I Know Why the Caged Bird Sings, by Maya Angelou. Somehow the students get inspiration and encouragement from the wit and humor of Maya Angelou, especially when the images and negative feelings mirror their own.
Authors can write about sadness, yet can make their readers laugh. As in life people who are basically sad and hurting in spirit can convey a sense of joy and gleefulness. Young parents often face depressing circumstances. Sharing with them literature that speaks to their fears and negativity yet offers them hope is extremely important. Offering students a way to see beyond today, to nurture their hopes, provides encouragement that they can make a better life for themselves and their children. Gifted Hands by Dr. Benjamin Carson is a book I would suggest at such a time.
The students I teach may have heard that "practice makes perfect," but they often don't believe it and don't rely on it. One time we read a short biography of Marian Anderson. In discussions we talked about how her life began with a humble background and how she became one of the world's best-loved singers. The reader finds out that she became a great singer because she was persistent. She taught herself to play the piano. The message here for students is that learning can come from persistent practice with or without a teacher. For GED students, the teacher is like a coach-she is there to encourage, support, explain, set the standard and help the student to follow the rules. This is an excellent message for students who will soon be leaving the program and for those who need to hear that the efforts they make on their own count for more than the efforts that I or any other teacher makes on their behalf. Any literature that is given to students is an encouragement to be independent.
The benefits of reading are many, but the benefits of discussing literature are equally great. The problems portrayed in literature are catalysts for discussing problems in real life. These discussions provide a forum for students to discuss problems and suggest solutions and for solidifying relationships among students. Students can give each other quick feedback on a situation that may unfold. Talk among students is often more effective than talk between teacher and student. Also, some students wait for the opportunity to talk. For them, more content and substance is exhibited in their verbal expression than in their writing. More of their emotions and their personality-fear, shyness, extroversion, introversion, etc.-appear in their speech. Providing an opportunity for such students to talk in class yields a two-fold advantage-they get a release, and the teacher gets to know the students a little better.
As students look ahead in life, being able to read and comprehend the richness in literature will ensure their future in ways that they can only see a hint of at the present time. My hope is that they will continue to embrace the future with open minds and appreciate the fullness that literature can bring to them and to their children.