From Here To The Streets
2012 Revised Edition
by
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For those planning to teach this course, the introduction and screening process is critical. First impressions are lasting. Setting the mood and tone for the students is going to be a priority. Begin by giving a brief explanation of the course. The best way to do this is to go through the “Course Syllabus” step-by-step, briefly explaining the various lessons. Be sure to keep the descriptions very basic. Don't allow a question and answer session. Let the students know that all of their questions will be addressed during and after the lessons themselves. Using the “Survey Form” on a one at a time basis, personal introductions should be used to “break the ice.” You can use a similar approach to those used by the 12-Step Program Group meetings. Have each student stand, state their name and give their own personal expectations of the class and themselves. “What do you want to get out of this class?” is the key question for each student. Here are some other questions that you should also consider asking your students: What kind of employment (if any) did you have before incarceration? What was the longest period of time that you worked for one place of employment and what was that profession? Are you certified in any field or know any special skills or training? Keep the questions simple and inform your students to keep their answers simple too. There are three general types of answers that you will get from your students: Short, sloppy, and disorganized. Embellished and long-winded. Concise, short, and to the point. The better of the three is concise, short, and to the point. Use the first two or three students for examples by “coaching” them through the questions and assisting them in forming their responses. You will see that the rest of the class will fall in line by example rather than lecture. Leading and teaching by example is the cornerstone of teaching anything in the correctional institution environment.
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About the Book
The corrections employee who inspired me to design this book knew what most of you reading this already know that the only hope that more than 90 percent of incarcerated inmates nationwide have for not returning to prison is steady employment. There are numerous books on this subject already, and most of them say the same things. It’s also fair to say that most are accurate. This course doesn’t try to reinvent the wheel, so to speak, but instead gives a step-by-step guide for preparing and facilitating a prerelease employability class in a corrections environment. Prison inmates are, for the most part, challenged with a wide variety of social dysfunctions. Educational backgrounds vary as well. It is critical to make the prerelease employability class both user-friendly and student specific for the challenges presented by the prison itself. Ultimately, it’s up to an individual whether or not he or she chooses to succeed or improve the quality of their life. The key is to make this goal in life attainable and realistic to the students, thus encouraging them to make that choice. Remember that even the best plans in the world are nothing without good people to carry them out. If you’re planning to teach or assist in a corrections prerelease employability course, you must understand and believe in its benefits. Not only believe, but also participate by sharing your own personal experiences and opinions to the extent that policy allows. Only by interacting with the class on a more personal level will you get the respect and trust of your students. By operating in this capacity, you become as important an asset to the course as the written material itself. The results of your efforts will be reflected in the future success stories from your students.
About the Author
Joseph L. Chiappetta was raised in Dauphin, Pennsylvania, near the state capital, Harrisburg. He was an only child whose parents gave him an eclectic and diverse upbringing. By his ninth birthday, he was studying geology, astronomy, archaeology, and history in a special youth workshop at the William Penn Memorial Museum (now the Pennsylvania State Museum) under the direction of the curators and research staff. This continued for several years during which time he also studied judo, karate, and numerous outdoor sports and activities. At age fifteen, Joe had won his junior high school science awards and was participating in martial arts demonstrations throughout the Central Dauphin School District and all over central Pennsylvania. In his senior year, Joe was serving in the senior class council, doing a magic act in the yearly talent show, and working at Commonwealth National Bank as part of a student work program. He later took the army entrance exam and scored the highest grade possible.