case study

The GBS Teaching Experience

Allison Moore, GBS Teacher at the Achieving Independence Center, Philadelphia

After participating in Youth Advocacy Center's training, I brought Getting Beyond the System to foster care teens at the Achieving Independence Center in Philadelphia. The Achieving Independence Center is a "one-stop" self-sufficiency program for youth transitioning to independence. I did not have any formal teaching experience, but I was familiar with the Socratic Method from researching and observing alternative teaching techniques in graduate school.

YAC's approach pushes students to use critical thinking skills to fully explore their own ideas and projects. It also forces instructors to focus on asking questions to deepen students' understanding and responses. There are difficulties and rewards that come with using this method. The teacher must struggle to stay true to the method and youth sometimes resist the process. Teens are not used to actively participating in the learning process and can become frustrated when you don't give the "answer."

Both the students and the teacher, however, gain from this type of interaction with practice and over time. In order to successfully teach GBS, it is important that the teacher feels comfortable in an environment that gives power to the students to explore and discover for themselves. The youth taking the class rarely experience learning situations that put them in control. It is exciting to see them take control, learn self-advocacy skills and recognize they have power to shape their educational experiences, and it takes some of the pressure off of the teacher.

I watched students gain confidence in the Seminar. Before referring a student, one of the AIC Coaches informed me that she struggled with reading aloud. This teen was apprehensive about speaking up during the orientation and first class. At the second class, she was volunteering to read examples. Now she is partnering with other students to work on reviewing the cases outside of class. Another student became more interested in dedicating her time to school. She felt that she could make better presentations for the things she needed if she was organized and her thoughts were in order. The Seminar is hard work for both the teacher and the students but the results are worth it and the students learn that the hard work pays off.

My students met with an architect, a nurse, and a computer engineer for their informational interviews, and they understand more about what it means to accomplish those goals and are closer to doing so than before.

Ms. Moore received her MSW from University of Pennsylvania in May 2002, and has now brought GBS to Valley Youth House in Philadelphia.