As for Becca:
Becca is in her mid-thirties and has spent her time traveling the country, meeting new people and seeing interesting things. “Driving a truck was the perfect job for me. I didn’t like classrooms. Liked to be out in the world, you know.” But circumstances are forcing Becca to rethink her options. “It wasn’t until my back went out that I realized how hard I made it on myself by dropping out. Now I can’t drive anymore, and worker’s comp only goes so far. I need to do something else, and without a GED, I don’t have a lot of options.”
Becca’s philosophical, laid-back point of view brings a note of common sense and wide experience to the classroom. At the same time, Becca struggles with technology and basic language skills. “I never was good in school,” Becca says, “I thought I just didn’t have any school-smarts. Now I know I got dyslexia, and so I have special tutoring for reading. I try to focus on all the life experience I have, you know, meeting people and seeing different things, to help me learn.”
Becca struggles with making new goals for herself now that truck driving is no longer an option. “I need to figure out what to do. I want a job that I’ll like, and something that I’ll be good at. So I have some serious thinking to do. And what we’re learning helps with that too. When you look at it, it’s all about thinking, right?”
Becca’s story is aimed at activating thinking in passGED students. She brings a lot to the classroom, showing the value of students’ life experience as they study for the GED, no matter how little they learned in school. And she helps relate learning to real life.