Each Tuesday morning, in the Beginning ESL class at MLC Northside, I witness the beauty of transformation. My students arrive with such hunger – to learn, to connect, to speak, to engage, to welcome one another into the challenges and delights of participation in community. Hope is palpable. Each day, another voice is heard more fully; another’s experience is revealed through tentative description and dramatic re-creation. Students listen, to hear the real messages of one another’s thoughts. The truth is present within the fragmented English, amid the dramatic pantomimes, upon the faces which register joy, concern, empathy, or curiosity.

Each face represents a story of journey, perseverance, stubborn optimism, and willingness to find a path forward. Our collective presence demonstrates the reality that our country is truly a community of immigrants. Skin colors, language backgrounds, clothing styles, economic disparities, histories, ages, genders, families of faith, all intertwine to form one fabric, which is the cloth of this country, our country. The weaving together which I witness and celebrate each week creates strength, comfort, and a sense of embrace which enfolds each student and teacher into a shared cloak of family.

“Aha” moments occur in unanticipated ways and at unexpected times. They open a window into the fullness of the human life experiences represented in my classroom, experiences which often go unremarked because nuance and deep emotion fall victim when one has limited proficiency of expression.

One moment seems especially relevant. It occurred during a week in November leading up to Thanksgiving. I had brought in pictures of the historical Thanksgiving story, and acted out the behavior of the evil English king, the long journey of the Pilgrims to reach a hoped for land of opportunity and religious freedom, the hardship of life along the unforgiving northeast coast, and the friendship and guidance offered by the native people which made the difference between life and death for many. At the end of my story, a student from Laos looked dumbstruck, astonishment on her face and an intense desire to respond to what she had just seen and heard. She called to me, “Teacher! Teacher! This is my story!” As I encouraged her to tell us more, she haltingly shared her journey, fleeing Laos, crossing the Mekong River, ultimately finding refuge in a Thai border camp. “Then,” she said, her face shining, “We came to America and the people, they help us. They give us food. They give us home. They like the Indians! This is same, my story.”

We are one people. Our dreams, aspirations, sorrows, and joys are our universal language. Nowhere is this more evident than in an ESL classroom on the north side of Minneapolis, a place where students find encouragement to be proud of their strengths, courage to practice unfamiliar sounds and words, friendships with others whose own life stories are different from their own, and opportunities to demonstrate the outreach of welcome and inclusion, which are the hallmarks of America at its best. This is our story.

Patricia Harlan-Marks volunteers at the MLC Learning Center - Northside. She received honorable mention for this story in the 2012 Volunteer Story Contest. Check back next week for another story.

As I tensely walked out of the teachers’ room, my heart was most likely doing 190 BPM and my legs were trembling. I turned to the narrow hallway and headed towards the door with the sign that said “Beginning English AM”. I kept my mind organized, and tried not to panic; although my hand was nervously toying with the name tag that hung and swung from my neck. “REIKA YOKOOKA”, my name was written on it, with the title “AM English Teacher” below it. I thought to myself, “Can I really be an English teacher? Just because I have gone through the training and orientation, does it mean that I AM one now?” I paused when I was facing the wooden door. I stopped playing with my name tag and placed my hand on the doorknob. Big blocks of doubts were stacking up before my eyes at the last moment. Taking a deep breath, I turned the doorknob hesitantly and gently pushed open the door as it made a little squeaking sound. Some of the students turned around, so I quickly looked down. I slid into the room and closed the door behind me. It took me three awkward steps to get to the blackboard. As I looked up, fearful of how they were looking at me, they greeted me, “Good morning teacher!” and with their genuine smiles… my fear, pressure, worries, hesitation, doubts, and confusion were gradually and steadily dissolved away by the warmth of their eyes.

Now it seems so long ago, since it has been about one year I began teaching. That morning, even before I carried out my lesson plan, my students approved me and respected me as a teacher. From the start, I knew it was going to be okay and I am not quite sure how I felt that way, but something about their eyes told me that I will be doing just fine, even at times when I make mistakes in the future. I have always felt incompetence towards presenting myself in front of people and I have also thought that I just was not made for it. Although I still fear being the center of the attention, I have gotten a better sense of what I am capable of. I will never forget this experience, for it was like finding a very important part of me that has been hidden since I began to deny and run away from my fear.

In the end, I am glad that I decided to push myself and dive into my own fear. If I did not choose to do so, I know that I would have missed out on this wonderful experience. Now with the new semester ahead of me at the English Learning Center, I am looking forward to teach every week, and see my students’ smile, as they greet me, “Hello teacher!”

Reika Yokooka volunteers at the English Learning Center - Minneapolis. She received honorable mention for this story in the 2012 Volunteer Story Contest. Check back next week for another story.

Check it out—the Minnesota Literacy Council was just featured on WBEZ, Chicago’s public radio station! On their website, you will find two stories: one on the changes being made to the GED test and another that steps into the literacy council’s GED classes during the Shakespeare Project. While watching a photo montage, you can hear students and GED Program Developer/Instructor, Heather Herrman, reflect on the project.

The Shakespeare Project aims to empower GED students to tackle Shakespeare’s challenging texts. This year, teachers and volunteers helped students break down Macbeth in a way that the students could understand and relate to it. The project culminated with a community reading in late May. Students shared their original responses to Macbeth.

The Shakespeare Project has been a great way to build confidence in learners’ abilities. It was such a success that there are plans to make it an annual project. The timing of the project coincides well with the changes being made to the GED test. Test-takers will analyze point of view and purpose in the new test; studying Shakespeare is a great way for students to sharpen these skills. Volunteers and teachers helping with the Shakespeare Project enable students to interpret material not every GED student gets to undertake.

Interested in helping with projects like this one? Become an adult literacy volunteer. 

This blog post was written by Laura Richardson, Volunteer Outreach Intern.

While public schools are out for the summer, many of the adult literacy programs are still open! Volunteers are needed at several locations around Minnesota, especially since many regular volunteers are out of town for summer vacations. Summer is a great time to get involved in the community, so if you have been thinking about volunteering, now is a great time to start!

Here’s how to get involved:

1. Check out the 5 Steps to Becoming a Volunteer on the Minnesota Literacy Council website.
2. Browse for  locations near you using the Current Opportunities tool.
3. Sign up for the 12-hour ESL Pre-Service Tutor Training on July 17, 19, 24, and 26 from 6:30-9:30pm online or by calling Tricia at (651) 645-2277 x241.

This blog post was written by Katherine Michaels, Volunteer Outreach Intern.

My adult students win and so do I. Every one of us has a reason why we do this. They are here because they want to be – or need to be. Mine is to help those who have a need to learn our language and, I have to admit, I get warm fuzzies and sometimes even hugs. I’m not sure who gets more from our working together. I think I do. Together we accomplish our goals. I am shown what is expected of me, how I can help the students and I do my best to assist my teacher.

I work three hours a week in Reading Lab A. We work together one-on-one on their individual work, then one hour is spent in the computer lab and one hour of that class is split into two groups. At first I had my small group alone working with the students who need the most help with their reading and spelling. Later I was granted a partner so we could work together.

This, then, is not only a relationship with the adult students, but working together as co-tutors. I was impressed the first day I met her. I knew right from the start that we would click. She is very caring and takes her job as seriously as I do. She is enthusiastic and comfortable in her role as tutor and our goals are the same.

I have always felt that teaching with a bit of humor tossed into the mix makes it easier to remember what we learned in class. Our teacher plans the lessons for us to follow and I value her trust in us. I so appreciate having a job that I can use my talents as I see fit to guide my students in their path to success.

I have made many friends over the years from all nations. I can’t even come close to understanding what it is like having to learn a new language in this new country with everything different than home. I hope I have helped to make them feel more comfortable here in the USA.

This has become so much fun for me and I always look forward to the next class.

Cele Zawicky volunteers at Metro North Adult Basic Education. She submitted this story for the 2012 Volunteer Story Contest. Check back soon for another story!

I asked my teacher, "Where do I start?"

His response was, "From the beginning."

I have taken this little epiphany with me since junior high school. The huge assignment had loomed before me, but now it miraculously formed into conscious thought. This is what I can only imagine those who come to America go through, on a much larger scale. The journey to America is epic and one must break it down to manageable proportions.

Since we should start from the beginning for an epic experience, I will tell you about my neighborhood in a small town. I had rules to follow about being friendly and neighborly. They were simple rules. Sometimes peoples’ neighborliness served them with some limitations. I am hoping to recognize my own limitations and remove them. As a small town, neighbors live together in community. This sounds like any neighborhood in America.

I am in awe of the great wisdom of our Forefathers. I am learning what they left behind and refused to be obedient to. I see the great tyranny that existed at that time and the huge division of class. The result is reflection of my own born freedoms. The earlier Americans have fought great battles of independence, of inequality and famine. They have gained industry and gained the right to vote. The last two hundred years brought inspiring growth to America and I was not part of it.

The Emperor of Japan is quoted as saying that they awakened "a sleeping giant”. I came into my neighborhood after the "sleeping giant" was fully awake. I have only known the Giant to be good and generous.

My students have come a long way to sit next to me because I have the right to choose my leaders. Our foreign born neighbors have similar stories, as our great-grandfathers. They got out from under great tyranny, also. They formed their own neighborhoods and by finding each other, they became their own community. They seek oneness, as Americans. They have gained the freedom of speech, worship, and assembly, etc... the immediate benefit of the Giant. I am inspired to share my blessed life with someone who is in need of the Giant's blessing. Their desire and inspiration is me. Knowing this humbles me and encourages me.

I volunteer because this gives me a great purpose in my own life. The world has heard of our community and desires the blessing of the giant. The giant has a passion for its people. This passion brings change, but most importantly brings change to us. Being American means life was not meant to stand still. Life is good and sacred. I love America and all that she represents for all people: Life, Liberty and the Pursuit of Happiness.

Julie Hodne volunteers at Adult Basic Education in Warroad, MN. She submitted this story for the 2012 Volunteer Story Contest. Check back soon for another story!

After studying at the International Education Center for two years, Mika Okamoto took on a new challenge: tutoring English to others. She has been volunteering for two and a half years now as a beginning ESL tutor.

 

Mika is a huge asset in the classroom. In addition to 10 years of teaching experience in Japan, Mika has a way of relating to her students that only a non-native speaker could. Anna Vanderkoy, the teacher who Mika works with, describes her as a "Jack of all trades." Mika floats among students and works with students individually. She also uses her artistic talents to illustrate the stories Anna writes for each unit.

 

One of Mika's students, Mohamed, was blind when he arrived in the U.S. Two eye surgeries later, Mohamed could see. Since then his English has steadily progressed with one-on-one help from Mika. Mika describes her experience working with Mohamed, "He was like a brand new sheet of paper which had never been used. Every day he discovered tons of new things, such as letters, shapes, colors..." She remembers his happiness when he first pointed at a letter and pronounced it. Mika's persistence with Mohammad paid off. Now, he can interpret for the other students.

 

Mika's energy will continue to impact other students. According to Anna, Mika is a friendly and animated "self-starter" who takes whatever chance she gets to converse with the students. But, Mika doesn't hesitate to admit that she learns everyday too. She loves learning about the different cultures and languages of her students and the other teachers. Reflecting on her volunteer experience as a whole Mika remarks, "All of the students remind me how wonderful literacy is. Maybe it isn't essential to be alive, but essential for life."

 

Thank you, Mika Okamoto, for your dedication as an ESL tutor and for your commitment to your students! 

 

 

Do you know an exceptional volunteer? Each month the Minnesota Literacy Council highlights a talented and enthusiastic adult literacy volunteer in Minnesota.To nominate someone you know, please contact Tricia.

 

 

 

This blog post was written by Laura Richardson, Volunteer Outreach Intern.

Congratulations to this month’s literacy leader, Norma Van Sickle! Norma began volunteering eight years ago after retiring as an English teacher at Fergus Falls High School. Norma says volunteering has impacted her because, “A person can read statistics about the number of adults who struggle with reading and writing difficulties. Volunteering has brought me literally face to face with the realities of this problem.” Norma volunteers on Monday afternoons, working with a small and diverse group of students on their reading competencies. After an hour working with the small group, Norma usually works one on one with a student working on writing skills.

Fergus Falls ABE instructor, Kathryn Lien says that Norma is an excellent volunteer because she “ …gets to know her students individually and works with each in his or her area of greatest need…she always has a positive attitude and has great patience.” Norma enjoys working with her students, explaining the best thing about her volunteer work; “I love that almost all the students I work with WANT to be in the program. Having a goal and the desire to achieve it are so important. It’s easy to teach when your students want to learn!”

Norma is also very creative when explaining new concepts. She regularly encourages conversation about the material being studied, and once while working with a student in math, Norma brought her on a field trip to the grocery store. Norma demonstrated how math can be used in daily living by compiling a list, looking at price comparisons, and learning about percentage discounts. Norma’s dedication and creativity pays off. 100% of the learners in Norma’s group have gone up a level in their TABE or CASAS reading assessment. Congratulations Norma!

I arrived in Minneapolis from the UK in November 2011, just as the winter was starting. It's fun to move somewhere new, but it is also disorientating, lonely and confidence-blowing. Things that you previously took for granted - operating a bank account, getting a job and driving a car - are suddenly really hard, despite a supposed common language as an English speaker (British English is really not the same language as American English!). How much harder than for immigrants of non-English speaking countries? Training to be a MLC volunteer was for me the first step in regaining confidence, but also feeling the excitement of learning new skills and discovering a way into my new community. I have volunteered as a classroom assistant at the International Education Center since February. In my class are students from the Congo, Venezuela, Ecuador, Iraq, the Yemen, Japan, Russia, Somalia and Egypt, amongst several others. I come from a small English town and suddenly here is the whole world in a single room. Many of the conversations I have are only tantalizing hints of amazing lives, a woman who has lived in a refugee camp in Kenya, another who lost her mother when she was just eight years old, an eighteen year old ballet dancer on tour, a divorced Muslim woman bringing up four children on her own, the restrained voice of anger at the coalition's destruction of Iraq, a clarification from another on when the hijab is worn and when a woman's hair may be seen. Students are polite and respectful of both each other and staff, but there have been some amazing debates about criminal justice - the diversity of strongly held opinion just under the surface has been truly educational. In my normal life, I only get to talk to people just like me, and here I have a chance to genuinely connect to other worlds. I'm of course also learning quite a lot about grammar and American words and American pronunciation from the class' wonderful teacher, but that's another story…

Carla Evans volunteers at International Education Center in Minneapolis, MN. She submitted this story for the 2012 Volunteer Story Contest. Check back soon for another story!

This month’s Literacy Leader Jack Harris blew me away with his eagerness and genuine passion for tutoring. Jack has made himself indispensable at the Franklin Learning Center. Charming personality besides, you’ll be hard pressed to find another volunteer who has committed more time. Jack drives in from Hopkins four times a week and stays for two or three hours every time.  He has volunteered for four years now and has dedicated over 1,000 hours.  Jack, nonchalant about his commitment, reflects, “I wouldn’t do it if I didn’t like it.” Tutoring has given Jack structure to his day, which he missed after retiring from the workplace as a school psychologist.

Comparing his volunteer work to his previous occupation, Jack describes how he enjoys the hands on approach to tutoring; “What I like about this job is they give me the lesson plan and I just do it.” Jack no longer works behind the scenes with testing and program planning; he now interacts directly with the students. More, as he described, “in the direct line of fire.”

And Jack certainly is in the thick of it at Franklin. He draws charts for explaining how to round in math and repeats maxims he remembers from his elementary school teachers such as, “change the ‘y’ to ‘i’ and add ‘es.’” Jack’s energy doesn’t fail him either. Jumping from the couch, Jack demonstrated how he would act out the word, “spring,” after succinctly explaining that “spring” is also a season and inside of beds.

Jack’s patience impressed me the most. Jack explained teaching new material to his students: “They don’t get it, they don’t get it, and then they do… It’s the repetition that does it.” I asked if it’s ever difficult for him to stay patient through all that repetition. Jack replied with a definite, “I never get impatient.”

Jack’s commitment to his students has certainly earned him their trust. One of Jack’s students invited Jack to attend mosque with her. They were split up by gender during prayer, and afterwards, Jack’s student asked him what the Imam looked like. Jack responded that he was an attractive young guy. I’m impressed the student felt comfortable enough with Jack to ask him such a question.

Jack’s respect for different cultures shows. Indignation stirred in Jack’s voice when he brought up a question he sometimes gets, “What is a Somali is like?” He fires right back, “What are Minnesotans like?” Jack then calmly explained how Somalis are just like other Minnesotans; they can be shy, easygoing, sensitive, or less sensitive (to name a few). All people have their variations.

For Jack, it doesn’t matter where his students are from. He’s happy to teach students from half-way around the world in Africa or students born right here in the U.S. Reflecting on his volunteer experiences, Jack discussed how impressed he is with his students learning a language as difficult as English, especially as adults. I left the interview in awe of what his students have accomplished. 

Thank you Jack Harris, you’ve accomplished a lot too!

Congratulations to this month’s Literacy Leader, Jim Kuhl, a volunteer Citizenship tutor at the District 518 Community Education program, in Worthington. Jim recently received the Literacy Council’s 2012 Outstanding Volunteer- Honorable Mention award after being nominated by Literacy Volunteer Coordinator Justin Stevenson.

Jim says he was originally encouraged to volunteer by friend and former director of the District 518 Area Learning Center, Jerry Fiola. Jim says he had always respected Fiola’s work in the community and had wanted to make his own contributions as well. He began tutoring with the program in September, 2011.

As a Citizenship tutor, Jim prepares students for the Citizenship exam. According to Jim, this process includes explaining American civics and history, helping students to develop their English skills, and conducting mock-citizenship interviews. Justin Stevenson recalls that Jim pioneered the use of mock citizenship interviews at the site. According to Justin, Jim has demonstrated these interviews in front of classes and allowed his mock interviews to be taped.

Justin also praises Jim’s hard work and numerous contributions to the District 518 Community Education program: “Jim consistently goes above and beyond his duties as a citizenship tutor. He has created his own teaching resources…some of which the citizenship instructor has gone on to use in certain lessons.” Justin also commends Jim’s patient and friendly personality: “One citizenship student needed a good deal of help with the citizenship exam process. Jim took her through mock interviews every week and eventually the student passed her test.” Overall, Justin has seen a rise in Jim’s students’ understanding of civics, as well as the students’ willingness to speak out in class and engage in conversation.

Jim says his work as a volunteer has allowed him to appreciate the extraordinary determination of the students he tutors: “They are always grateful and that reminds me of all the things that I, as a native-born American, so easily take for granted…In a very real sense, they embody hope and remind me of what makes America great.”

In addition, Jim says his volunteer work has provided him with the opportunity to further his own learning. Through resources provided by the program, Jim has begun to study Spanish, inspired by his own students. “Thanks to their example and my new role as student, I understand more completely just what it takes to integrate a new language and point of view into my own life and my responsibilities as a citizen and fellow traveler in my town, state, country and world.” As a hardworking, creative, and dedicated volunteer, Jim is certainly an inspiration himself and deserving of this month’s Literacy Leader nomination.

Three years ago, Corrine Mady stopped by the Adult Academic Program of Robbinsdale Area Schools and looked in on a classroom of ESL students. As she stood in the door and observed the students, Corrine knew instantly that this was where she wanted to volunteer. After countless hours of volunteering since that fateful day, Corrine has earned both the Literacy Council’s 2012 Outstanding Volunteer- Honorable Mention award and the honor of being November’s Literacy Leader.

Corrine’s long-term commitment as a volunteer has made her an invaluable asset to the Adult Academic Program. She volunteers for a full day on Tuesdays, working as an assistant in the classroom of Miriam Bosveld, the teacher who nominated Corrine for her Outstanding Volunteer award. Corrine also spends Wednesday mornings assisting students with their reading skills.

Corrine is not only a committed volunteer; she is also dedicated to her students, and perseveres to help them achieve their goals. Last year, Miriam recalls that Corinne spent two hours a week working with a Somali woman who spoke very little English and was desperate to learn how to read. The student was only able to attend school for nine hours a week due to limited transportation and Miriam worried that the student would not be able to make progress in such a brief span of time. Corrine assisted the student in reading groups, in the classroom, and during one-on-one tutoring sessions. After working with Corrine for a few months, Miriam noticed that the student was “participating in her reading group and actually seemed to be putting letters together…now this student fully participates in our class. She is one of the better readers in my reading group, helps other students, and usually stays with the large group, rather than being helped by a volunteer.” This is only one of the many success stories of the students whom Corrine has worked with over the last three years.

Corrine says volunteering has impacted her through being able to see a diverse group of students and teachers working together for a common goal: mastering the challenge of learning English. Corrine’s favorite part of her volunteer work is experiencing the amazing determination of the students. She enjoys “being surrounded by [the students’] sweet smiles and positive attitudes.”

Thank you, Corrine, for you amazing work and dedication!

As I entered the room and sat down for my first GED tutor training session, I noted that I was most likely the youngest person in the room.  My fellow volunteers went around, introducing themselves, and my prediction was confirmed.  I shared a table with a college grad, a recent empty nester, a young professional, and a retired school teacher.  I am a college student, and I spend almost all of my days surrounded by others their early 20s. I was grateful for this opportunity to interact with a group of individuals where every generation was represented.  As I later learned, for the first time in many years, all four generations are entering the work force- and volunteering- together.

You may have head of the Generation Theory. In scientific terms, a generation is an “identifiable group that shares birth years, age location, and significant events at critical development states” (Kupperschmidt, 2000). The four generational groups currently working and volunteering together are Traditionalists (born around 1925-1944), Baby Boomers (1945-1964), Generation X (1965-1984), and Millennials or Generation Y (1985-2004), although these age-ranges tend to vary depending on who you ask.  Generational theorists like to make sweeping statements about the personality characteristics of each generational group, and a hot topic among volunteer managers recently has been how these generations differ as volunteers. For example:

Traditionaists: They are committed, competent, and loyal volunteers and they volunteer because they feel it is their civic duty. They tend to pick an organization or job to commit to, and stay with it for many years. They prefer communication over the phone, in written letters or in person.

Baby Boomers: They are ambitious, competent, and competitive workers. They want to know how they are part of the bigger picture, and if they are making an impact with their work. They want short term, specific assignments and opportunities to use their special skills. They prefer to communicate through email, on the phone, or in person.

Generation X: They are adaptable, confident, self-starters, and very determined. They are technologically savvy and highly educated. They volunteer when they see a cause that impacts them directly. They communicate through email, text, and Facebook.

Millenials: They are also highly educated and extremely technologically savvy. They are enthusiastic, fun, and eager. They crave personal attention and lots of praise. Like the Traditionalists, they volunteer because they believe it is their civic duty and want to make a difference. Also, many students volunteer to gain professional experience. They are living in an age of social media and communicate through Facebook, Twitter, or text.

Do you think these generalizations are true for you? What has been your experience working as a volunteer (or in the workplace) among a community of different generations? Leave us a comment and let us know!

By Emily Crenner, Volunteer Outreach Intern

Sources:  http://www.wmfc.org/GenerationalDifferencesChart.pdf; MAVA;  HandsOn Twin Cities MCN Conference, 2011; Kupperschmidt, B. R. (2000). Multigenerational employees: Strategies for effective management. The Health Care Manager, 19, 65-67.  

For over a year, Kathy O’Connor has worked as classroom assistant in Mary Pat Davini’s Computer Basics class at Goodwill Easter Seals. According to Mary Pat, however, Kathy is more than just a dedicated volunteer:  “I can't stress enough how important this volunteer is to our Computer class at Goodwill!” Mary Pat says of her assistant. “If it weren't for Kathy O'Connor, simply said, it would not be possible for hundreds of adults to be successful in literacy and computer skills.” For going above and beyond in in supporting learners and staff alike at Goodwill East Seals, we would like to honor Kathy O’Conner as December’s Literacy Leader!

During a typical day in the classroom, Kathy assists learners in operating their computers and finding appropriate websites and programs to practice their literacy skills. Moreover, Kathy and Mary Pat work together to make sure that every student in the class receives individual attention and assistance.  In this capacity, Mary Pat recognizes Kathy’s knack at forming connections with the students: “She instinctively knows the things to do that are best for a learner,” Mary Pat explains.  “I am totally confident that each learner is accomplishing the most they can while working with her.” 

Mary Pat recalls one specific learner with whom Kathy began working consistently during class. As a result of Kathy’s help, the learner was able to move up an entire grade level in his reading, understand job ads, and eventually get a job! Both the staff with whom Kathy works and the learners whom she assists on a daily basis are grateful for Kathy’s incredible flexibility, dependability, and patience.

Volunteering has always been a passion for Kathy because she values being able to give back to her community. Before she began her work at Goodwill, Kathy says she took her ability to read for granted.  Her volunteer experience has, nevertheless, opened her eyes to the importance of literacy skills and the need for advocacy on their behalf. According to Kathy, the best thing about her volunteer work is being able see the learners in her program achieving their goals: “It is always a joy to watch,” says Kathy, “when someone figures out the answer to questions or is able to read or complete a task that just a few weeks ago seemed impossible to him or her.” Clearly, Kathy’s contributions as a dedicated volunteer have made this progress possible. Thanks Kathy, for all your hard work!

Congratulations to Rick Wriskey, our January Literacy Leader and recipient of the Outstanding Volunteer-Honorable Mention award in 2012! Rick’s interest in volunteering was first sparked by his experience as an elementary school Volunteer Mentor in the Mounds View school district. “I didn’t actually hear about the need for literacy volunteers as much as I saw it firsthand,” says Rick. As a mentor, he was most struck by the fact that many of his students’ parents were reluctant to communicate with teachers or attend parent-teacher conferences due to their lack of English-language skills. In order to help these parents and others like them participate more fully in their children’s lives and the world around them, Rick decided to dedicate himself to the cause of literacy. Rick soon after began working as an ESL tutor/classroom assistant in Mounds View/New Brighton, and later relocated to Metro North-Blaine where he has been volunteering for the past four years.

Currently, Rick volunteers twice a week, co-teaching an ESL Level Three class on Wednesdays and assisting/tutoring in Level Two and Three ESL classes on Thursday. According to Glenice Jones, the volunteer coordinator at Metro North-Blaine, one of Rick’s greatest assets as a volunteer is his ability to assist learners of all levels and abilities, from pre-literate learners to more advanced students.  In this capacity, one can easily find Rick working one-on-one with learners, in small groups, and even teaching his own classes. Moreover, Rick’s facility with learners of other cultures is due in no little part to his experiences traveling, gaining fluency or function in a number of languages, and serving in the Peace Corps. His background allows Rick to connect with the diverse groups of students on a personal level and understand the struggles they are facing in the process of learning a new language.  For all these reasons, the learners at Metro North-Blaine seek out Rick as a tutor, mentor, and friend.

The most rewarding part of Rick’s volunteer experience is being surrounded by the enthusiastic and optimistic teachers, volunteers, and learners at Metro-North, who are all working together to achieve the goal of literacy. Rick truly understands how important this goal is. “With language ability, [these learners] can believe in their dreams and aspirations in this new country that they have come to,” he says. “I am grateful to simply be a small part of their journeys and hope to make a difference.”

Thank you, Rick, for your hard work and dedication as a literacy volunteer!

We would like to congratulate Mary Gilbertson of Open Door Learning Center - Arlington Hills as our February Literacy Leader! Mary started volunteering as a teacher at Arlington Hills in October of 2012. However, she first began her work with ESL students early on in her career as a teacher in the ESL program at Highland Junior and Senior High in St. Paul. Mary appreciated these students' tenacity in the classroom and their eagerness to learn. "Looking back at that time," she says, "I believe I learned more from them than they learned from me." Inspired by her students at Highland, Mary decided to continue her work with ESL by becoming a Minnesota Literacy Council volunteer.

Mary is drawn to the strong community spirit she finds at Open Door Learning Center - Arlington Hills. "You can feel it the minute you walk in the door." She says, "It is clear the students know they are welcome, cared for, and valued. I am glad to be a part of it!" Not only is Mary an important part of this community, she is one of the volunteer teachers responsible for creating this welcoming atmosphere at the learning center.  Nominated by learning center coordinator Sarah Lund, Mary is known for her compassion towards her students and dedication as a volunteer.

While teaching the Level 5-6 ESL class Tuesdays at the learning center, Mary finds this same enthusiasm in her students at Arlington Hills that she did in her students at Highland Junior and Senior High. Mary knows her adult students have to juggle many responsibilities in their lives including jobs and families, and admires their strong commitment to learning, despite these other obligations. "It is clear that [my students] want to be there," she says. "They are enthusiastic and eager to learn." Mary's own dedication to teaching has contributed to her students' desire to come to class each day. Her passion for learning, as well as the respect she shows to all her students, make her an outstanding Literacy Leader. Thank you, Mary!  

Written by Emily Crenner, Volunteer Outreach Intern

Do you know an exceptional volunteer? Each month the Minnesota Literacy Council highlights a talented and enthusiastic adult literacy volunteer in Minnesota. To nominate someone you know, please contact Erik Erkkila.

Every week for four days a week, Chris Montgomery arrives at the Open Door Learning Center - Rondo an hour early to work one-on-one with students before class begins. Then he assists in the set-up of his classroom and proceeds to spend the rest of the day co-teaching GED, monitoring practice tests, tutoring small groups, and mentoring students. A leader to all in his indefatigable energy and drive to support both his students and learning center, Chris has earned the distinction of being our March Literacy Leader.

After his retirement several years ago, Chris sought out volunteering as an interesting, meaningful way to spend his time. He found information about the Minnesota Literacy Council online and immediately enrolled in the GED tutor training. Since that day, Chris got involved by first volunteering at the Open Door Learning Center – Lake Street and by later becoming a permanent fixture at Rondo.

Teachers and learners alike are grateful for Chris’s reliable and daily presence at the learning center. Chris is known for his incredible empathy as a tutor, and his students appreciate patience and willingness to listen as he teaches.

Chris says one of his favorite parts of being a volunteer at Rondo is watching learners succeed, whether they finally complete their GED, or simply begin to grasp a difficult concept during a tutoring session. “[I love it when] you have been working with a student or class and the light goes on,” says Chris. “This is many times followed by a lot of questions… better than answers any day.” Chris is also impressed by the ability of the learners and students at Rondo to work together, despite a diversity of cultural backgrounds.  According to Chris: “the world’s leaders could take a lesson!”

Chris’s outstanding qualities make him an invaluable asset at Rondo. Congratulations, Chris, and thank you for your enthusiasm and dedication as a volunteer!

Written by Emily Crenner, Volunteer Outreach Intern

Do you know an exceptional volunteer? Each month the Minnesota Literacy Council highlights a talented and enthusiastic adult literacy volunteer in Minnesota. To nominate someone you know, please contact Erik Erkkila.

In honor of National Volunteer Week this month, we would like to recognize Mandy Cardinal, a very special literacy volunteer from our Open Door Learning Center - Northeast. Since Mandy Cardinal began volunteering at Northeast in August, she has been admired for her dedication, creativity, and sense of humor as a volunteer ESL teacher.

Although Mandy is a relatively new Northeast volunteer, she has clearly made a significant contribution to the learning center. Susan Marshall, the volunteer coordinator at Northeast, says she is impressed by Mandy’s “rapport with students, teaching skills, and contagious energy and passion.” Ellie Purdy, the former volunteer coordinator at Northeast and Mandy’s Literacy Leader nominator, praises Mandy’s thoughtful and energetic teaching style. Mandy is able to facilitate creative and authentic learning activities within her classroom and always encourages conversation among her students.  One of Mandy’s favorite activities to teach is writing. Ellie recalls how Mandy spent several weeks helping her students edit and perfect their stories to submit to the 2013 edition of Journeys: An Anthology of Adult Student Writing, the Minnesota Literacy Council’s publication of students’ work. These students are waiting eagerly to find out if their stories have made it into the journal.

Along with making an impact on the lives of her students, Mandy’s volunteer experience has had changed her own life in a big way. Through her experience at Northeast, Mandy has discovered her passion for teaching and has decided to make a career change. Mandy says of her experience, “In truth, volunteering with the MLC at the Northeast location has truly changed my life. It has reaffirmed my passion for being in a classroom setting, teaching something enduringly human - the ability to communicate what is on the mind and the heart. It has allowed me to understand my passion to teach and help others better their lives and communities.”  She has recently been accepted to a teaching fellowship in Nashville through the New Teacher Project and will be relocating this summer. “I will forever remember all of my students, their wonderful stories and their resilient, kind spirits,” says Mandy, “They will carry me through my next teaching journey.” Thank you, Mandy for your great work as a literacy volunteer and we wish you luck as your start your new career journey!

Written by Emily Crenner, Volunteer Outreach Intern

Do you know an exceptional volunteer? Each month the Minnesota Literacy Council highlights a talented and enthusiastic adult literacy volunteer in Minnesota.To nominate someone you know, please contact Erik Erkkila at eerkkila@mnliteracy.org.

We are pleased to announce that Pat Harlan-Marks of Open Door Learning Center - Northside, Janet Skeie of Harmony Learning Center, and Cori Mallott of Neighborhood House are our winners for the Volunteer Story Contest.

In addition to winning supplies for their adult learning centers, they will be reading their stories at the Journeys Readings and Award Ceremony on May 22 at the Loft Literacy Center.

Thank you to everybody who submitted stories to our Volunteer Story Contest for National Volunteer Week. The wonderful stories we recieved are a testament to our volunteers' commitment to their adult learners and learning centers.

We will be sharing the stories our volunteers submitted over the next couple of months on our Volunteer Voice Blog, so please check back soon!