About Us
Quality Learning New Brunswick (QLNB) is a literacy-based organization. The following profile explains the nature of the organization's work, the philosophical basis for the methods of management and delivery it employs, and programming.
Vision
Communities, families and individuals that are independent learners.
The term learner here represents individuals and groups of learners. We believe an individual, family or community becomes independent when they determine they are no longer dependent on the goodwill of institutions or authorities to achieve personal goals.
Mission Statement
Quality Learning New Brunswick (QLNB) is a Quality Organization that provides opportunities for individuals and families to become independent learners.
Quality here refers to adherence to the tenants and intentions of Choice Theory as set out by Dr. William Glasser (2004; 2002; 2000; 1998; 1994). We believe the method(s) of delivery we employ constitute a legitimate application of Choice Theory and its antecedents in Humanistic education.
Philosophy
We believe independence begins with the acquisition of information, skills (literacy, numeracy) and support. We support learners by using Choice Theory and Humanistic Principles to build environment, relationships and content.
QLNB recognizes that how we offer a program is as least as important as which program we offer. Community Literacy resources, support and delivery systems need to take into account appropriate principles of learning.
Where our work involves younger children, it must adhere to the best principles of holistic and early education (Goodman, 1996; Smith, 1985), and developmentally appropriate practice (Bredekamp, 1987). Where it involves parents or other adults, it is guided by the best principles of adult education (Knowles, 1980; MacKeracher, 1996) and support (Glasser, 1998; Glasser 1994). Where it involves families, appropriate principles of enablement and empowerment are called for (Dunst, Trivette & Deal, 1988). Where it involves communities, appropriate principles of community development must guide our work (Kretzmann & McKnight, 1993).
In any context, we need to adhere to established principles drawn from humanistic, learner-centered education, and Choice Theory and its application in Quality Education (Glasser, 2000; Glasser, 1998) and Lead Management (Glasser, 1994).
These varied principles can be combined and summarized as follows:
- The human potential for growth is unlimited.
- Living and working conditions, education and income level, availability of social support and control over one's own circumstances, and access to appropriate nutrition and health care are all crucial determinants of physical and mental well-being.
- People learn and grow best in a context where they feel safe and valued, and where their needs are met.
- Learners are most successful when they work toward goals they have identified for themselves.
- Learners are most successful when they have the opportunity to practice newly acquired skills as well as when they experience challenges just beyond their level of mastery.
- Learners are most successful in a program that focuses on the positive and builds on strengths.
- Self-evaluation enables and empowers people.
- In a healthy community, people are understood to be responsible for their own behaviour and the effect their choices have on themselves and others.
- Helping the members of a family toward greater learning requires us to recognize the decision-making authority of parents, and to respond to the family as a whole.
- Accepting that we neither can nor should control others is a necessary pre-condition to effectively supporting their learning.
- Staff expectancy and related behaviour is the single most important factor in determining whether or not they are able to work successfully with a learner.
- Quality is the state of constant improvement.
