Written by Pamela Veeder, who volunteers at Hubbs Center for Lifelong Learning and is a 2014 Volunteer Story Contest winner

When I first walked into Jane’s GED class I was met at the door with a wave of boisterours excitement and enthusiasm that was almost palpable. The energy pouring out of the classroom was fantastic! I knew I wanted to be a part of it all

In the year I have been fortunate enough to be a part of Jane Groh’s Reading/Writing class at the Ronald M. Hubbs Center, the initial energy has not diminished and is deeply rooted in a mutual respect between the teacher and her students. Jane’s extensive experience and creative style ignites curiosity and a desire to learn. Her patience, perseverance, and sense of humor are an inspiration to everyone she touches.

Jane and I are not the only teachers in our classroom. Twice a week I leave the Hubbs Center with a better understanding and deeper appreciation of the human spirit. Classes provide a myriad of perspectives, cultures, and experiences always ensuring lively discussions and a healthy give-and-take. Even though life sometimes gets in the way and creates obstacles our students keep moving toward their goals and a world that includes lifelong learning. They are positive role models for their families, their communities, and, in many ways, for me.

When I was a little girl I dreamt of being a teacher. Years later I took a different path and am still finding my way back. For a long time I was able to fill that need to teach by leading workshops, writing training manuals, and finding those “teachable moments” in life. Volunteering with the Minnesota Literacy Council has allowed me to realize many of those youthful dreams. As a classroom volunteer my job is to support Jane and our students in whatever capacity necessary. Sometimes that means working one-on-one with students, sometimes doing research or helping to develop classroom materials, sometimes making copies or schlepping books. I find myself re-learning information and skills I didn’t realize I had forgotten.

And so the adventure continues. I look forward to my time at Hubbs. It is invigorating and, far and away, one of the most satisfyin things I have done in a long while. I appreciate being a part of this community.

Thank you.

As June rolls in, I find myself reminiscing about when I was younger thinking that adults must have summer vacation too. There was no way that someone could go to school or work allyearlong. Now that I’m older and (slightly) wiser I realize that for many of our students and volunteers learning is a year-round process. For Open Door Learning Center- Northside volunteer Rachel Pelham, learning is something that happens constantly. Not just for her students, but for herself as well. After starting at Northside in January, Rachel teaches an ESL writing workshop twice a week in the mornings and occasionally offers the workshop in the evenings as well. “There’s no typical class,” she says. “Every student is different and every student brings new experiences.” Having worked with her students for the past five months Rachel told us the most rewarding part of her volunteer work was seeing a student have that “ah-ha!” moment after working so hard to understand a concept. With this experience under belt, Rachel is now looking to the future and thinking about pursuing a career in education specifically with adult immigrants—proving that learning doesn’t stop for the summer.

Written by Mela Shah, Volunteer Program Assistant and Hotline Referral Specialist

by Alice Guo, Community Impact Intern

Why is there tutoring in the jails? That was the question on my mind when I was about to watch a film called "How Do You Spell Murder?". Prison literacy is a concept that caught my attention after  living in the States for eight months and working as a Community Impact Intern at Minnesota Literacy Council. You know, I barely kept an eye on such a topic when I was growing up in China.

The film turns out to be a great resource to learn about prison literacy, also known as Prison Education, Inmate Education, and Correctional Education. It shows that New Jersey State Prison, the oldest continuously operating prison in America, created its own literacy program called L.I.F.E. (Learning Is For Everyone). To fight the stigma attached to illiteracy, inmates volunteer to teach other inmates to read.

Why is tutoring important in the corrections system? According to the National Assessment of Adult Literacy (NAAL), more than 60 percent of all prison inmates are functionally illiterate and 85 percent of all juveniles who get involved with the juvenile court system are functionally illiterate.

“These people are released into our communities without the skills to carry out everyday tasks that most of us take for granted, like reading a bus schedule or prescription label, filling out a job application, using a phone book, or writing a note to the teacher of a school-aged child.” says the Alameda County Library, which has provided one-to-one and small group literacy instruction to English-speaking inmates who read and write below the 8th grade level since 1989. 

So the simple fact is this: inmates who have the literacy skills to succeed in today’s world have a greater chance of staying out of trouble when they get out of jail. Also, education has proven its potential to cut re-offending, according to The Guidian News Blog.

The film How Do  You Spell Murder? explains that the inmates’ desire for education goes beyond basic literacy to the human need to communicate and express themselves. One inmate, Desi, explained his motivation for writing poetry: "You have basically only two choices in here: either you're going to try to fight against this onslaught of despair or surrender to its madness and escape into a world where everything is cold and gray. ... I think the more I express myself, the more I have grown as a person. Because before I was just an angry youth. I wasn’t trying to get my point across through words."

Several correctional institutions have sought the assistance of community volunteers to work with inmates who are motivated to learn. Therefore, this type of program proves to be a great opportunity for inmates and for community volunteers who want to make a difference.

The support of community volunteers is a key ingredient. Thinking of getting involved?  Learn more about opportunities at Hennepin County Adult Correctional Facility and Volunteers in Community Corrections. Getting the right training will prepare you for your role as a tutor. If you’d like to work with inmates who want to improve their English skills, take the ESL Pre-Service Tutor Training. To help those who are studying for the GED exams, or who want to learn reading, writing, or math skills, take the Reading, Writing, Math and GED Tutor Training.

by Alice Guo, Community Impact Intern

In order to learn more about tutoring in the corrections system in Minnesota, I was thrilled to interview Abby Roza, who is an Adult Education Instructor at the Hennepin County Adult Correctional Facility. I’m excited to share with you some valuable information and insights on this program.

The Corrections and Public Safety Volunteer Program is one of many services that Hennepin County provides to help achieve its mission, which is to enhance the health, safety and quality of life of the residents and communities in a respectful, efficient and fiscally responsible way. Volunteering with the Education Department at the Hennepin County Adult Correctional Facility provides education for a diverse group of residents and opportunities for people of all ages and interests to volunteer in their community.

Volunteers are the key ingredients of the program's success. The Education department at the Hennepin County Correctional Facility is a powerful place for volunteers to make a difference in the lives of adults who may not have been able to access their academic potential before. According to Roza, many residents earn their GED and many more improve their English skills or other academic skills through the program. Residents who leave with improved academic skills are less likely to return to the facility, are more likely to become employed, and are better prepared to support their children's academic growth.

"Our students are very appreciative of the time and skills that our volunteers share. Many of our students have commented that having the experience of someone who sees their academic work and believes they can academically achieve is life-changing for them,” says Roza. “When you volunteer in an Adult Basic Education class in a correctional facility, you are working with students who are choosing to spend their time improving their skills.”

Volunteer Opportunities

Here are 3 types of volunteer tutoring opportunities available at the Hennepin County Correctional Facility:

Computer Skills Tutor

• Teach basic computer skills to a small group of residents. The staff instructor will provide support and curriculum. Basic knowledge of Microsoft Office required. Volunteers are asked to arrive before class to make copies of student materials and document attendance.
• Morning times are available on Tuesdays or Thursdays. A weekly commitment of 2.5 hours per week for a minimum of 8 weeks is preferred.

Academic Tutor

• Assist residents working toward their academic goals.  Classroom tutors circulate among the group and help students with their work. Students may be working on GED coursework, on proficiency in English as a Second Language, or on basic skills in Math, Reading or Writing. The staff instructor will guide and support the volunteers. Volunteers may also assist with materials preparation and attendance documentation.
• Morning and afternoon times are available Monday through Friday. A weekly commitment of 2 hours a week for a minimum of 8 weeks is preferred.

Before applying to volunteer at the Hennepin County Correctional Facility, you must:

• Be 19 years old or older
• Be interested in working with a diverse group of students
• Complete a background check and an orientation with the Adult Correctional Facility
• Volunteers are also encouraged to attend a 12-hour volunteer training at the Minnesota Literacy Council.

Questions from Prospective Volunteers

Roza told me that prospective volunteers sometimes have concerns about the corrections environment. “Volunteers work alongside our teaching staff and correctional officers. As with many Education programs, it is important for volunteers to have clear boundaries, and volunteers receive guidance and training to that end.  That said, volunteers find that the environment is a very supportive and structured one. The program maintains a respectful atmosphere where the focus is on academics.”

Roza told me some prospective volunteers have questions about their own skill levels in relation to the GED or computer. But volunteers do not need advanced skills in either of these areas. Volunteers who have their own high school diploma or GED will typically have the skills they need to tutor. For those interested Computer Skills instruction, volunteers should be comfortable turning on a computer, creating a document in Microsoft Office and a very basic presentation in Microsoft PowerPoint.

Also, Roza said that volunteering at Hennepin County Adult Correctional Facility is a good fit for people who would like to volunteer for several months, but it’s not a good fit for volunteers looking to volunteer for only a few weeks or a single month.

“Considering how one volunteer's work can ripple out to the residents' lives, their families' lives and our communities, this is very meaningful volunteer work. It’s also often fun. I laugh a lot at work. Many students will impress you with their perseverance and insights. We work with a great team of co-workers and volunteers,” says Roza.

More information about becoming a volunteer can be found here:

Hennepin County Resources: http://www.hennepin.us/your-government/get-involved/volunteer-comm-corrections-public-safety

Minnesota Literacy Council Resources: http://www.mnliteracy.org/volunteers/opportunities/adults/hennepin-county-adult-correctional-facility

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For Cathy Lindsey, it wasn’t a matter of hearing that literacy volunteers were needed—she had been aware of that fact for her entire adult life. After being a literacy volunteer on and off for more than 20 years and moving from Indianapolis, Indiana to St. Paul, Minnesota, Cathy wanted to find organizations that were dedicated to addressing local literacy needs. That’s when she found the Minnesota Literacy Council and the Hubbs Center for Lifelong Learning. Since 2011, after a decade of working for a K-12 publisher Cathy has been steadily moving away from the computer and into the classrooms of the Hubbs Center. Although she has had many roles at the Hubbs Center, Cathy currently is focused on helping GED level learners in reading and language arts. With larger focus on written arguments on the new GED test, Cathy’s former careers as a freelance writer and editor for a K12 publisher come in handy when helping students learn the concept of argumentation and structure of a written argument. “I value her expertise as a writer and a reading instructor,” says Pam Ampferer, a teacher at the Hubbs Center.  “I appreciate the level of compassion and understanding for the learners that she brings to my classroom.”

After months of volunteering Cathy knew she wanted to learn all that she could about adult learning and enrolled in the Adult Basic Education Licensure program at the University of Minnesota. In December, 2013 she received an Adult Basic Education licensure. Cathy says that until she’s ready to take on her own classroom, she plans to keep honing her skills and gaining experience by volunteering.

In May 2014, Cathy Lindsey was nominated by Ruth Rodriguez for an Outstanding Volunteer Award at the Minnesota Literacy Council’s Journeys reading and award ceremony and received honorable mention.

Congratulations Cathy! Thank you for all your hard work and dedication to your students and program!

Written by Mela Shah, Volunteer Program Assistant and Hotline Referral Specialist

Written by Isolde Mueller, who volunteers at Central Minnesota ABE and is a 2014 Volunteer Story Contest winner.

When I learned to read, I struggled. Making the connection between sound and symbol, often meant that I did not have enough energy to figure out the meaning of what I was reading. Stuck with the mechanics, I did not seem to be able to get to what I now enjoy about reading, the meaning of a text, which let you imagine people, including yourself, ideas and the world in a different way. You can do it anywhere anytime, with any text, from a book to a cereal box. And best of all, sooner or later, the choices are all yours.

This is why I now work as a reading tutor. My students are adult learners, mainly from Somalia. What makes working with adult learners so enjoyable is their high level of motivation. Despite their traumatic experiences, they are engaged and eager, ready and willing to try again and again. Many of them have had little formal schooling, because the war interrupted their education and their time in refugee camps was spent on survival. What is vicious and destructive about trauma is that it takes away people’s ability to focus on anything but the trauma, which often means losing the ability to imagine options, wishes or dreams. Staying alive takes all the energy available. 

Some might argue that learning to read in a highly print-literature culture like the US, is a matter of survival, too. Immigrants need to read to set up their lives, from immigration documents, to rental agreements and to driving tests. Being able to read means being able to integrate into the new society. My students and I therefore read a wide variety of texts. Since last September we have worked our way through biographies of famous African Americans, Black Beauty (the students kept asking why a horse can talk), Robin Hood (we did give up on him because we found that nobody particularly cared for him), about the winter weather (which only seemed fitting given the weather this winter), and Little Women. 

But I believe that we read for more than information and necessities. We also read for reinventing and reimagining ourselves, which happened with the story in Little Women where Jo submits her first story to an editor because she wants to contribute to the family finances. When we left that evening, one of my students said “I want to write.” When I said “Like Jo?”, my student smiled and responded “Like Jo.” This to me is why we read – because it allows us to imagine ourselves differently, with role models in the past and options for our future. 

August, to me, has always signified back to school season. Students and parents alike busy themselves with various registrations, shopping and schedule comparison. But for many adult learners that is not the case. August is just another month. Yes, they may be getting ready for their own school age children’s return to the classroom but life hasn’t stopped for summer vacation. There’s still work; there are bills; and there is still school. Programs like the Franklin Learning Center realize that life is fluid when you’re an adult learner. To accommodate busy schedules, the FLC has set up a drop in ESL and GED program where students can come in a study whenever they have time. Which for many learners means Saturdays when the chaos of the work week has settled down.

In 2011, volunteer Anna Komor left a teaching job to go to graduate school. Because she wanted to stay involved in her community she chose to volunteer at the Franklin Learning Center (which is part of the Hennepin County library system) for 2-3 hours on Saturday mornings. On any given Saturday Anna may work with up to four different students on a one-to-one or small group basis. As she continued her work with the FLC, Anna began to notice a pattern:  the majority of her students were working immigrant women with families who were taking steps to complete their GEDs. “Working with the students at FLC has had a huge positive impact on my life. I am inspired by people who want to learn and improve their minds against all odds: language and cultural barriers, families to care for, arduous work schedules. These women are role models of persistence, tenacity and good old fashioned hard work, those values that we Americans strive to embody,” says Anna.

Staff at the Franklin Learning Center say they consider Anna a great asset. In January 2014 the GED test content was changed which meant that both students and staff at FLC needed to brush up on various content areas. “With doctoral-level knowledge of chemistry and experience teaching science to both kids and adults, Anna can make the subject feel more interesting, meaningful, and alive,” staff person Vadim Rubinchik explained.

Because of her dedication to the students of the Franklin Learning Center, Anna was nominated for the Outstanding Volunteer Award at the literacy council’s 2014 Journeys reading and award ceremony where she received honorable mention. Congratulations and thank you for being a literacy leader! 

Written by Mela Shah, Volunteer Program Assistant and Hotline Specialist 

My First Time Away from Home

Written by Adbirisack Abdirahman, Minneapolis

The first time I came to United States I came with no family and friends. After more than 48 hours of travel, I came to Jackson, Mississippi. I didn’t know where to go until I met someone who was looking around for me and calling my name. I finally met a guy and he took me where I will stay so I was worried about where I was going; I was  so tired and hungry too. After that we came to a beautiful house and he told me this house is where I’m going to stay. We went inside the house and he introduced me to the host family. Everybody met me and they asked me my name but they couldn’t say my name. They asked me if I had a nickname and I said,“You can call me by my father’s name, Adem.” That was easy for them. That moment was sad, I even lost my name. That night I was so tired I went  to bed early. I fell asleep. When I woke up in the morning, I went to the kitchen and I saw unfamiliar foods that I never knew existed or what was inside. I didn’t eat, I only ate fruits.

Communication was difficult. Calling back home was very hard because I had no money for the phone. Another hard part about communication was talking English with the host family I lived with. I had no family in Jackson, Mississippi and that made me worried and sad. Every morning when I woke up, tears came down. I didn’t even know what to do; I needed to call my mom so badly. I completely felt I just didn’t belong there. I missed my mom and my family and relatives and friends so much. Almost every night I wished and prayed to God to let me back to Somalia as soon as possible, but deep inside I had to admit that I had to live more days in America.

After few days living in America, I just wanted to go back to Somalia, a place where I used to live about 15 years ago when I was young, or at least I wanted to go to another place where people speak Somali. At home in Mississippi, almost everyone was very quiet and I absolutely was homesick. Using electricity for the first time was hard too. At that minute I started to think how bad America was.

Being away from mom was not easy. But being away from mom has made me more independent because I have had to do things on my own. When I was back home my mom did everything for me. But when I left I had to do what I could. Because I didn’t have my mom right by my side anymore, I needed to become independent in doing things on my own. 

After two years, when I knew how to speak English and understand American culture, and once I made friends and knew about how to communicate through technology, then America was just perfect. I hated it at first, but now I’m totally in love with America about the freedom and free education etc. I still want to go back to Somalia, not to live but just for a visit, because I know there are more steps that I need to take to reach my goal. I know my English is not perfect, but being able to communicate with others in English is one of the greatest  accomplishments of my life. When I think about scary moments that I had before, now sometimes I laugh out loud when I think about those embarrassing moments.

Now I trust myself. I know I can and will handle it. I’m ready to make a big jump to get closer to the goal in my life. However, the most important part is that I’m also not forgetting my own culture and language.

Adbirisack Abdirahman is originally from Somalia. His story appears in Journeys: An Anthology of Adult Student Writing

If you walk through the doors of Open Door Learning Center- Northside before class begins, you’ll be immediately struck by the hustle and bustle of the program. You can see students working on math skills, Rosetta Stone or working on perfecting their resumes with a little help from the coordinators or volunteers. You can also see relatives and friends coming in to learn together. Open Door Learning Center - Northside is a busy place where both volunteers and students alike seem to be in good spirits. There are three young ladies in particular that make their time at the learning center a family affair.

Alaa, Amina and Entisar volunteer at Open Door Learning Center four nights a week. They all come with members of their families who are enrolled in classes at the center. Alaa runs a spelling practice session with intermediate and advances level ESL students; Entisar assists with her mother’s beginning level ESL class (making group work much, much easier); and Amina provides administrative help before attending classes both in the morning and evening. All three are immigrants or children of immigrants and know how important it is for their family members to learn English so that they can be successful. “[Alaa, Amina and Entisar] are an extremely positive presence at the school,” says evening coordinator, Kat Aymeloglu.

When asked why they volunteer all three immediately agreed that they do it because they enjoy helping others and realize that volunteering and working with others will help them with future endeavors—like applying to college. Amina says, “[Volunteering] helps me to understand more English and gives me more experience because I’m new to the country.”  

Every night after classes are done, you can find Alaa, Amina and Entisar checking in with their family members and joking with other students and volunteers as everyone prepares to head home. As the sound of giggles and laughter slowly fades you can safely assume that the night was a success for everyone.

Thank you Alaa, Amina and Entisar for being Literacy Leaders! 

Written by Mela Shah, Volunteer Program Assistant and Hotline Referral Specialist

Every couple of months or so I send out an email to a few volunteer coordinators at various Adult Basic Education programs throughout the state asking if they have any volunteers they’d like to highlight in our monthly blog post. I am always met with a resounding “YES!” or the question, “Am I allowed to pick more than one volunteer?” This month was no different. When I asked Neighborhood House’s Allie Riley if she had a volunteer she’d like to highlight, she immediately directed me to Cara Berger.

Cara first heard about volunteering at Neighborhood House through a friend who was already a volunteer. With ambitions of being a college professor, Cara decided to try out an ESL teaching position. Now two years later, Cara is pursuing a master's degree in ESL with hopes of having her own ESL classroom one day. “Neighborhood House has done a lot to prepare me for this, giving me loads of practical experience to apply in my classes,” she says.

With work and grad school, Cara’s days can be extremely long. But all of that is forgotten when she steps into her classroom at Neighborhood House. Cara explains that , “after a long day at work [and] feeling exhausted, the students soon put me in a good mood and make me feel energized. I love seeing them make friends and interact with each other while learning English, and I love hearing their stories and learning more about them.”

Thank you Cara for all of your hard work and dedication to the students of Neighborhood House.  And thank you for being a Literacy Leader! 

When walking through the Phillips neighborhood of Minneapolis you’ll see groups of children playing in surrounding parks and adults walking to the nearest corner store. You’ll hear the noises of cars and trucks passing through on their way to Interstate 94. What you may not see or hear are the students and volunteers of Centro Guadalupano.

Centro Guadalupano was founded in 2000 in response to the growing diverse population in the Phillips neighborhood.  Located inside of the Holy Rosary (Santo Rosario) Church, Centro Guadalupano provides more than 1,000 individuals and families with educational and wellness programs, along with other human services.

The longest standing program at Centro Guadalupano is their volunteer-driven English as a Second Language program. Many of their volunteers have been with the program for multiple years. One of them is Susan Schirber, who is committed to helping adults gain the English skills they need to thrive in the United States.

After retiring from her nursing career in 2007, Susan Schirber began volunteering at Centro Guadalupano as the morning Advanced Intermediate instructor. Because Susan was an exchange student in Brazil when she was a teenager, she knows how hard it can be when you can’t tell a joke, ask a question or be who you really are. That’s why at the beginning of the year or when a new student joins, she makes sure to ask them why they want to learning English so she can gear the classroom activities and examples to their individual needs. “I like to impress on them how important their own life story is,” says Susan. “I love to hear [my students] share their stories with each other and, in a way, build a community and learn from each other.”

As many of us know, communities are based on shared stories and experiences. Thanks to the work of volunteers like Susan, the community continues to foster the hopes and dreams of New Americans. 

A lot has happened in the last 13 years; 9/11, the election of  two different presidents, the iPhone, Oprah retires, internet cat sensations and much, much more. During all of this, Amy Sitze has been volunteering with Minneapolis Adult Education- South Campus. In fact, Amy started volunteering in 2001 in the aftermath of 9/11. She says that in an environment of mistrust, it felt good to [begin] meeting, caring about, and helping people from different countries and faiths.

But in all honesty, working with immigrants and refugees is not something new to Amy. Her mother, aunt and grandparents are all immigrants to this country. They came to the United States after World War II. Amy remembers hearing stories about how difficult it was to adjust to a new country and a new language. “I have so much admiration and respect for my grandparents and the sacrifices they made to come to this country, and I see that same determination, perseverance, and love of family in the students I work with,” she says.

In the 13 years Amy has been volunteering she has done everything from teaching her own class to serving as a classroom aide. Right now Amy leads two Speaking and Listening classes where she facilitates conversation  groups. This small group work allows Amy to get to know her students and their cultures more intimately and allows her to structure lessons to students’  specific needs.

“I am so inspired by my students and what they are achieving. Many of them get up early in the morning, work several backbreaking jobs in a row, and still come to class with a passion for learning. It is humbling and inspiring to be surrounded by such hard-working, motivated learners every week,” said Amy.

Thank you for being a Literacy Leader, Amy! We hope to see you around for many more years. 

There are some people in this world who love volunteering. They love their community. They love the feelings of giving back. They love feeling like they can make a difference. Jenna Yeakle is most definitely one of those people.

Jenna has a long resume of volunteer experiences. Most recently she served as an AmeriCorps VISTA (Volunteers in Service to America) member with the Minnesota Literacy Council for two years before moving on to her current volunteer position as a beginning ESL co-teacher on Monday nights at Open Door Learning Center- Lake St..  Jenna’s class is constantly changing. New students arrive and former students advance. “Working with adults offers a whole new world of stories, hardships and hilarities. I adore the relationships I’ve built with the students at Lake St.,” says Jenna.

When asked how her volunteer experience has impacted her, Jenna told us, “volunteering in a community space grounded in learning and literacy has fostered a profound feeling of connectedness for me. Experiencing the challenges and new ideas with the students is so powerful. My love for this city (Minneapolis) and its people just grows and grows.”

Thank you for being a literacy leader, Jenna! 

We all have our individual passions. Something we care wholeheartedly about. Maybe your passion developed through a class you took. Maybe you’ve seen the need for certain changes. Or maybe, your passion steams directly from firsthand experience. For Peter Zambrano, an Intermediate ESL teacher at the English Learning Center, it’s the latter.

Peter is a first generation American. He watched his parents, who were highly educated, struggle with learning English throughout his childhood. Peter tells us that volunteering to teach English has reminded him of his parents’ struggle and how valuable learning English will be for his students and for their own families.

Although teaching may be hectic and challenging at times, Peter says his Tuesday nights are “a great deal of fun.” Kathleen Roche, the evening coordinator at ELC, says whenever she walks past Peter’s classroom “you can hear the laughter of the students and the energy of [Peter’s] voice.” “He empowers students, is inquisitive and has a unique comradery with students, staff and other volunteer teachers,” Kathleen explains.

Thank you for all that you do to support the students of the English Learning Center. And thank you for being a literacy leader, Peter!

Last year more than 3,000 volunteers contributed 207,000 hours to Adult Basic Education programs througout the state proving that volunteers are an integral part of what we do.

In light of those numbers and in honor of National Volunteer Week (April  12-18) we decided to ask local Adult Basic Education program staff and teachers a question: What do volunteers mean to you?

Here are their answers:

“Volunteers are fabulous. With volunteers, my program can serve more learners better. They build the capacity of my program, keeping it open longer hours, providing one-on-one support to learners, and bringing their unique perspectives and ideas to the classroom. Every week, I learn something new from a volunteer. I'm so happy I get to work with such giving and selfless people!” –JennaRose Bondeson, Distance Learning and Digital Literacy Coordinator  at Open Door Learning Center- Midway

“Volunteers bring the community into our classrooms and the experiences they share about their work with learners carries our mission into the community.  Before I started managing volunteers, I had no idea how many ways they contribute to literacy education.  They generously share time, funds, materials and networks, but also their experience, skills and personality.  It's an honor to witness their endless generosity every day.” –Erin Cary, GED Coordinator at Open Door Learning Center- Lake. St.

“This year Osseo Area Schools ISD 279 chose “Volunteering is a Work of Heart” for their volunteer recognition theme.  That message is so true for our ABE volunteers.  The ABE volunteers add so much to our student learning experience and they expand the impact our teachers have on student progress. Whether our volunteers are reviewing a teacher’s lesson plan with a student, coaching students one-to-one, or leading a small group discussion their volunteer service is always a “Work of Heart”.  Thank you volunteers so very much for your service.” -Marlene Stumpf-Johnson, Volunteer Coordinator at Osseo Adult Basic Education

“Volunteers are not only the glue that hold our program together, but also front line workers whose giving nature directly serves individuals in our community. Without them, we would not be able to do what we do.” -Lindsey Cermak, GED Instructor and Coordinator at Open Door Learning Center- Northside

“The volunteers provide the learners the extra time and attention that can make or break success.  They give the teacher another set of eyes to personalize education.” -Catherine Ryan, Teacher at the Hubbs Center

“Having a volunteer in my classroom (level 0,1,2, or 3) has meant a better ability to differentiate curriculum and delivery as well as more opportunity for focused one-to-one attention where it's most needed. Also, I get to attend monthly staff meetings :)”- Marta Jungkull, Teacher at the Hubbs Center

“Volunteer teachers, tutors, and administrative helpers make it possible for us to do what we do at the Open Door Learning Center-Northeast.  Truly, without them we would not have our program.   On numerous occasions during my time working with volunteers at this learning center I have been filled with deep gratitude, joy, and awe at the level of compassion, creativity, dedication and effort our volunteers bring to the work they do with our learners and in administrative roles.  They are incredible!” -Susan Marshall, Evening Coordinator at Open Door Learning Center- Northeast

“Volunteers mean our program gets to exist! We work with about 40 students every night and all of my teachers are volunteers, so anything that anyone learns from a teacher at our school was learned because someone volunteered.” -Kat Aymeloglu, Evening Coordinator at Open Door Learning Center- Northside

“Volunteers mean many things to me, but most of all they mean flexibility with working with students, so I can work one to one while volunteer leads class, or have volunteer give that much needed individual attention, and this is immeasurable to students and myself!”- Laura Rumantis, Teacher at the Hubbs Center

“Volunteers create the welcoming, supportive learning environment we provide for our students at Open Door-Rondo.  Our volunteer teachers work to learn the name of every student in their classes.  They not only help to welcome new students to our learning center, but also new volunteer teachers.  Our program and sense of community would not exist without our valuable volunteer team. I feel honored to work with such an awesome team of talented volunteers!” -Leah Hauge, Coordinator at Open Door Learning Center- Rondo

“Volunteers are the life blood of our program.  Without volunteers, many of those we get the privelidge of working would not be able to get the help they need, the way they need it. Thank you for all you do in support of literacy.” – Rollie Finke, Coordinator and Instructor at Alexandria Literacy Project

“I never realized how much the right volunteer could bless my class.  The volunteers for my math class, Kristi and Richard, have changed how I teach.  I trust them and thank them so much!”- Christine Drieling, Teacher at the Hubbs Center

"The work that is done to support our adult learners is so very, very vital. The time and talents generously offered by our volunteers allow us to spend that much more quality time with each student, to help them achieve their dreams. I am especially grateful to our volunteers, Dick and Karen Piepho, for their expertise in reading, writing, and mathematics that they so willingly share in the classroom and with our independent study students. Thank heaven for volunteers!"–Katie Hill, ESP at Osseo Adult Basic Education

“Volunteers are friendly, caring people who support the work of teachers and support the learners in meeting their goals.

Volunteers provide more opportunities for learners to interact with native English speakers.

Volunteers contribute a wealth of knowledge and life experiences, which enhance the learning experience.

Volunteers bring enthusiasm, energy, new ideas, and a fresh perspective to the classroom.” –Barb Verville, English Language Teacher at Dakota Valley Learning Center

In celebration of National Volunteer Week, we want to take this opportunity to say thanks to each volunteer for your great service and for supporting the students at our learning centers. 

We were reminded of the spirit that can be seen in so many of the students and volunteers in an interview with David Brooks, who said,

"And then I would come across people once a month who just — they just glowed. I remember I was up in Frederick, Md., visiting some people who tutor immigrants; they teach them English and how to read. And I walk in a room — 30 people, mostly women, probably 50 to 80 years old — and they just radiated a generosity of spirit, they radiated a patience and most of all they radiated gratitude for life. And I remember thinking: 'You know, I've achieved career success in life, but I haven't achieved that. What they have is that inner light that I do not have.'"

Thanks for sharing your enthusiasm and caring spirit!

Happy National Volunteer Week!

(Thanks to Susan Marshall at Open Door Learning Center - Northeast for the share!)

“In many Muslim cultures, when you want to ask them how they’re doing, you ask: in Arabic, Kayf haal-ik?or, in Persian, Haal-e shomaa chetoreh? How is your haal?

What is this haal that you inquire about? It is the transient state of one’s heart. In reality, we ask, “How is your heart doing at this very moment, at this breath?” When I ask, “How are you?” that is really what I want to know.” — Omid Safi, "The Disease of Being Busy"

That same authenticity can be seen in the interactions between Kurt Hannes and the students he engages with. 34 years ago, Kurt taught his first ESL class in South Korea. 12 years ago, he taught his first early learning class with his oldest son by his side. 4 years ago, Kurt returned to the ESL classrooms of Mounds View ABE, and soon after he expanded his volunteer time by joining MORE.

Kurt volunteers three days a week in both beginning and intermediate ESL classrooms. All those who know Kurt will say that his area of expertise in the classroom is during conversation circle. Jeanette Fordyce, a teacher at MORE, shared: “Kurt draws out the best in people everywhere through conversation. Everyone is included: the person at the front desk, the person who manages the computer lab, substitute teachers and all members of the community. Where Kurt is, there is much laughter and genuine relating.”

“The ESL classroom is a celebration of shared humanity,” says Kurt. He’s right. Where else would you see people from all over the world sharing common struggles, joys and achievements? Mothers share stories about their children. Older students counsel the younger.  “The learning begins with language but what unfolds in this context is truly the unleashing of the human spirit, and to play even a tiny role in this remarkable drama is a privilege that goes beyond words. I’m a lucky guy.”

Thank you for sharing your haal, Kurt. And thank you for being a literacy leader! 

Many say that volunteers can be any age. Whether it’s a child volunteering to pass papers out in their classroom; a college student working on their service-learning project; or someone like Joyce Philipson, who now at age 80 continues to volunteer in different capacities at Adult Academic Program in Golden Valley. 

Joyce came to Adult Academic Program nine years ago after a customer at a thrift store she was volunteering at told her about an opportunity to work with ESL students and recent immigrants. Joyce’s love for her neighborhood and community and interest in local and federal government was noticed and transformed into what is now a weekly Citizenship Study Group. Joyce works with students every Wednesday on the questions that will likely appear on the citizenship test, vocabulary, and interview questions. “Students love Joyce and miss her if she has to skip a day of volunteering!” says Julie Kleve, Special Projects Coordinator at Adult Academic Program. Joyce is so invested in the success of her students that she throws them a celebration complete with treats and flowers in her citizenship classroom.

 “I look forward to the class every week and enjoy working with the students,” Joyce tells us. It’s very apparent that her students and the staff at Adult Academic Program enjoy working with her too. Thank you, Joyce, for your continued dedication to your class and thank you for being a Literacy Leader! 

The following is a story selected from Journeys: An Anthology of Student Writing. The authors of Journeys are adult literacy students enrolled in ESL, GED, and basic skills classes across the state. They highlight their personal ups and downs; their very own journey. These stories bring us one step closer to the realization that humanity is a shared experience. In light of recent events in the United States and around the world, I hope this story touches you, the reader, as it touched me.

–Mela Shah, Volunteer Program Assistant and Hotline Referral Specialist 

Hmong in Thailand

Ratchada Santithanyoroj, St. Paul

I have many wonderful memories of Thailand which I will treasure for life, except one: racism. It is a disease that infects minorities worldwide, especially since I’m Hmong and lived in Thailand.

I’m a sixth generation Hmong born in Thailand. My ancestors immigrated from China due to political conflicts. They settled in the Northern Thai province called Nan. They resided in the mountains for many years. In 1966, all minorities were required by the government to move to the city due to the war in Laos. The King of Thailand was supportive to our people during this time. This is where my five siblings and I were born. My parents talked about how hard their life was in the city. They lived in poverty and faced discrimination. They have been called, “Miao,” which means wild cat and uncivilized people, instead of Hmong. We’ve always been segregated.

In 1974 my parents got married. My father changed their first and last name into Thai names. Shortly after that, he was hired as a primary school teacher. When we were born our parents gave us all Thai names, so we could go further in life. For example, it was easier to go to college and locate a good job with a Thai name.

In 1998, I attended college in Uttaradit, a province in Thailand. It was hard being a minority. So I studied hard and tried to speak Thai fluently. At the same time, I never forgot my Hmong. During the last semester, my American professor advised me to focus on jobs that involve my first language, Hmong. In late 2005, I got hired by the United Nations and then the International Rescue Committee. Hmong aren’t uneducated and uncivilized people. We’re a rich culture and always strive to be better, as other ethnic groups do.

In 2008, I moved to the United States of America. My perspective about who I am has changed completely while living in this developed country. I have freedom and opportunities in life equal to other people. Every ethnicity is mandated by law to be treated equally here. I no longer feel ashamed about my nationality. I am so proud to be Hmong! 

After her move from Rochester to Brooklyn Park in 2012, Kate Reinicke started her job hunt. As many of us know, finding a job isn’t always a walk in the park. To fill the void, Kate decided that volunteering would be a good use of her time and skills. After logging into Volunteer Match and finding an Adult Basic Education posting, Kate found herself at Metro North ABE- Brooklyn Center Community Corner.

Kate began volunteering one morning a week in various areas of ABE. Kate holds a Ph.D. in Bio-Chemistry and is very well versed in multiple areas of mathematics. After seeing a need for help in higher level algebra she gradually moved to volunteering three mornings a week. “Some days I teach class, most days I supplement the teacher’s lesson plan by giving additional examples, alternate ways of solving problems, or further explanation,” says Kate. When she’s not helping in Metro North’s math classrooms, you can find Kate helping the center in many other ways. “She will sort and fold clothes for our donation shelf, for example, along with making regular personal contributions to it herself. She will do any paperwork that we ask of her, and just as happily work with a student on short-vowel sounds as a student with a complicated rational equation problem,” said LeeAnn Triden, an Adult Basic Education Instructor. Along with sharing her math skills, Kate says she also been able to hone her “cheerleading skills.” “[My students] have full and busy lives already with family and work, I admire them for making the time to go back to school.”

It’s clear when you speak with Kate she values her time at BCCC immensely. It’s also clear when you talk to the staff at Metro North ABE- BCCC that the feeling is mutual. “…[Kate] is patient and kind, always pleasant, always smiling, builds people's confidence, instills humor in the classroom, is very professional in demeanor and dress, generous with time and resources to both students and staff, and extremely bright to boot! She's the perfect volunteer for ABE,” exclaimed LeeAnn.

Thank you , Kate, for the time you dedicate to the students of Metro North ABE- Brooklyn Center Community Corner and thank you for being a literacy leader!