"Treat Learners Like Adults"
- Adults are people with years of experience and a wealth of
information. Focus on the strengths learners bring to the
classroom, not just gaps in their knowledge. Provide opportunities for
dialogue within the group. Tap their experience as a major source of
enrichment to the class. Remember that you, the teacher, do not need to
have all the answers, as long as you know where to go or who to call to
get the answers. Students can be resources to you and to each other.
- Adults have established values, beliefs and opinions.
Demonstrate respect for differing beliefs, religions, value systems and
lifestyles. Let your learners know that they are entitled to their values,
beliefs and opinions, but that everyone in the room may not share their
beliefs. Allow debate and challenge of ideas.
- Adults are people whose style and pace of learning has probably
changed. Use a variety of teaching strategies such as
small group problem solving and discussion. Use auditory, visual, tactile
and participatory teaching methods. Reaction time and speed of learning may
be slow, but the ability to learn is not impaired by age. Most adults prefer
teaching methods other than lecture.
- Adults relate new knowledge and information to previously
learned information and experiences. Assess the specific learning
needs of your audience before your class or at the beginning of the class.
Present single concepts and focus on application of concepts to relevant
practical situations. Summarize frequently to increase retention and recall.
Material outside of the context of participants' experiences and knowledge
becomes meaningless.
- Adults are people with bodies influenced by gravity.
Plan frequent breaks, even if they are 2-minute "stretch" breaks. During a
lecture, a short break every 45-60 minutes is sufficient. In more interactive
teaching situations, breaks can be spaced 60-90 minutes apart.
- Adults have pride. Support the students as
individuals.
Self-esteem and ego are at risk in a classroom environment that is not
perceived as safe or supportive. People will not ask questions or participate
in learning if they are afraid of being put down or ridiculed. Allow people
to admit confusion, ignorance, fears, biases and different opinions.
Acknowledge or thank students for their responses and questions. Treat all
questions and comments with respect. Avoid saying "I just covered that"
when someone asks a repetitive question. Remember, the only foolish question
is the unasked question.
- Adults have a deep need to be self-directing. Engage
the students in a process of mutual inquiry. Avoid merely transmitting
knowledge or expecting total agreement. Don't "spoon-feed" the participants.
- Individual differences among people increase with age.
Take into account differences in style, time, types and pace of learning.
Use auditory, visual, tactile and participatory teaching methods.
- Adults tend to have a problem-centered orientation to learning.
Emphasize how learning can be applied in a practical setting. Use
case studies, problem solving groups, and participatory activities to enhance
learning. Adults generally want to immediately apply new information or
skills to current problems or situations.
Note: New information and skills must be relevant and meaningful to the
concerns and desires of the students. Know what the needs are of individuals
in your class. Students do not wish to learn what they will never use. The
learning environment must by physically and psychologically comfortable.
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