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It is a commonplace to observe that adult students who have made the decision--however waveringly--to return to the classroom to learn basic literacy skills or pursue the GED do so with a network of fears, frustrations, anxieties, expectations, and motivations that can both enhance and frustrate the educational process. The teacher, aware of this complex intermingling of frequently conflicting motives and feelings, should attempt to build on those motives which might enhance success, and mitigate those fears which tend to retard or even destroy it. This is especially true on the crucial first night.

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