Academic Skills

With the increased confidence that self–awareness brings, students can now turn their attention to their academic skills. As in classrooms outside of correctional facilities, mastery of certain fundamental skills is necessary for students to become self–sufficient. Educators may find that their students lack something even more basic: an appreciation of the importance of education.

Students may be at a disadvantage in terms of valuing education as the result of a variety of factors. Negative past experiences with schooling may have left permanent scars. Learning disabilities may have wrongly convinced them that they can not learn. Students may not have been interested in or able to relate to the subjects offered in traditional schools. As students, incarcerated youth may not have felt physically safe at school. Their families or peer groups may not espouse education as desirable. Schooling may have been cut short if the students needed to earn money for themselves or their families.

Whatever the case, one of the first tasks for an educator of incarcerated youth is to convince students that there is something to be gained from education, that there is something in it for them. This “What’s In It For Me” or WIIFM principle is explained in Chapter VI of this guide. Educators must help students recognize the empowering opportunity of education. Students will do so if they can:

• Broaden their awareness of the breadth of academic subjects. For example, academic skills such as computing and reading can be woven into classes on auto mechanics. Exploring one’s cultural history can incorporate geography, politics, fashion, food, drama, etc.
• Have an exciting and stimulating academic experience. The student’s preferred style of learning, whether visual, auditory, etc., should be used as much as possible. Information on each style of learning is detailed in Chapter VI. Computers, if available, may be an attractive learning tool for independent learners.
• Apply their learned skills. Students should be able to relate what they have learned to “real life.” Consider using such examples as mathematics in budget decisions or algebraic equations in possible future careers such as drafting or landscaping.

If these conditions are met, students are more likely to be willing to pursue more education, both within the facility and upon release. Once their interest has been captured, educators can continue to incorporate various instructional strategies to foster an appreciation for lifelong learning. Chapter VI includes some of these instructional strategies, such as knowing learners’ goals and motivations. Students may state that their main goal is to earn their GED. Upon experiencing educational successes, students may be inspired to revise this as their short–term goal, and add a long–term goal of continuing onto higher education. Educators should facilitate this by providing students with information about the various institutions of higher learning or trade schools, qualifications necessary for enrollment, and financial information.