Governor’s Adult Literacy Task Force

June 3, 2004

 
     Good afternoon, my name is Wayne Hoffman. I am thirty-seven years old, and the father of an eleven-year-old son, Nicholas. I am employed full-time, as a manager/coordinator, for a multi-company distribution warehouse. I am also a part-time student attending CCRI, preparing to major in business.

     I left High School in Nineteen eighty-five; I was in the twelfth grade, with all of the credits I would have needed to graduate.  My downfall was that, at that time, I needed someone to tell me how important it was to graduate.  Unfortunately, I did not receive what I needed. Seventeen years later I went back for my G.E.D. and, without taking any classes, I graduated with High Honors.  I accomplished this goal through Project RIRAL, and The Woonsocket High School. Project RIRAL provided my fellow graduates and myself with a graduation ceremony, which proved to be an extreme mental boost. That was when I realized I had done something to be proud of.  Approximately three weeks later, I received a pamphlet in the mail, from Project RIRAL. It was an invitation to Transitions to College. My first thought was, "Now these people are not going to leave me alone." Now, I must make this extremely clear; I was very content with my G.E.D. I have a great job and did not a want to change. However, for the sole reason of becoming a better role model, I made the phone call and kept the appointment. The whole time figuring, if I pass this program, that will be good enough. For, I had never even considered college. However, it
was not good enough for the (persistent) people at Transitions to College, who for three months pushed, shoved, scratched, and I think kicked me once. I was told how important it was to move on, how to create goals and take hold of them. If I only had them when I was in twelfth grade, I would be much further at this point. The people involved in TTC were more than just teachers; they were like my own personal Onstar system. They gave me direction in a caring voice, and would not let me stray off track. I drove with my pencil and they guided me to college.

     Thanks to Project RIRAL and Transitions to College, I am looking forward to starting my second full semester at CCRI, and I find it very much like the third grade. I receive an assignment, complete that assignment, hand it in when due, and bubble with anticipation awaiting my grade and comments on it. I loved the third grade. However, unlike the third grade, college lacks structure and discipline.

     What started out as just being a good role model, has trickled in to several goals. I would like to major in business, graduate with my degree, and open my own distribution warehouse. All the while watching my son further himself with the guidance that I can now pass on to him. I have been fortunate enough to experience and learn from several different types of adult educators in, now, a few different programs. I would consider myself a flexible learner, partly because of my age, mostly because of my determination. I feel, as long as I am given an assignment, I will find a way to complete it. I am an adult learner, and I have responsibilities that come along with that;  such as, If there are distractions in the class, I have a voice. If I feel that I am not being taught, I have a choice, meaning that it must be realized that it is not solely in the instructors or the programs’ hands for leaning to be successful.

     What makes a good program?  In my opinion, based on my experiences and learning style. I want the ability to fail. I can not count an accomplished goal, if there was no chance that I could not do it. I do not want a class that if I sign up, I pass. I had that class this past semester, and I did not appreciate it. I need structure and discipline. I want to feel obligated to show up to class on time. I want to feel pressured to hand in a homework assignment. I want the need to study for a test, the need to ask people questions. I want to feel that my "A" was earned. Then and only then, will I cross one more short-term goal off my list.

     I appreciate receiving a syllabus, in fact; I almost live by them. They give freedom and choice to be as prepared as possible. If a learner is struggling, that learner can plan ahead. If a learner is pro-active, that learner has a road to follow. A syllabus also shows signs of structure. A program can only be as successful as its instructors. In my short stint in college, I have experienced night and day instructors. One comes to mind every time I am asked to talk about classes or instructors that I have enjoyed. This instructor held my interest throughout the entire semester, challenged me to the point that I could not wait until the next class to show that instructor what I was taught. This instructor was never unprepared, knew the answers for all questions, had the ability to use exciting and amusing examples, and kept a certain energy in the class. At the end of the semester, I was told that this instructor had never taught this particular subject, and was asked only three days ahead of time, to do so. This instructor had earned my respect, and one can only hope the respect of the program. I hope to find more instructors with such ability.

In conclusion, thanks to Project RIRAL, Transitions to College, and CCRI. I have received my G.E.D., a certificate of completion from TTC and, so far, credits toward a degree. However, on a much more important level, I have become a better role model, I have accomplished many goals, and set many more. Most of all, I am proud of myself.

Thank you.