5 Principles for the Teacher of Adults.
Teaching Adult Learners.
The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, it's important to understand the five principles of teaching adults. It's important to know how adults learn.- They understand why something is important to know or do.
- They have the freedom to learn in their own way.
- Learning is experiential.
- The time is right for them to learn.
- The process is positive and encouraging.
Principle 1: Make Sure Your Adult Students Understand “Why”
Most adult students are in your classroom because they want to be. Some of them are there because they have Continuing Education requirements to keep a certificate current, but most are there because they’ve chosen to learn something new.This principle is not about why your students are in your classroom, but about why each thing you teach them is an important part of the learning. I’ll use my own pickle-making lesson as an example.
When I learned to make pickles, my teacher and neighbor, Marilyn, explained:
- It’s important to soak the cucumbers in ice water over night. This helps make the pickles crisp.
- If you put a towel under the jars in the canner, they won’t bounce against each other and break.
- When sterilizing the jars, it’s important to fill each at least halfway with water, AND fill the canner they’re sitting in with water. Too little water and the towel mentioned in the previous bullet will catch on fire. You know this kind of information comes from experience.
Principle 2: Respect that Your Students Have Different Learning Styles
There are three general learning styles: visual, auditory, and kinesthetic.Visual learners rely on pictures. They love graphs, diagrams, and illustrations. “Show me,” is their motto. They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher. They want to know what the subject looks like. You can best communicate with them by providing handouts, writing on the white board, and using phrases like, “Do you see how this works?”
Auditory learners listen carefully to all sounds associated with the learning. “Tell me,” is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, “How does that sound to you?”
Kinesthetic learners need to physically do something to understand it. Their motto is “Let me do it.” They trust their feelings and emotions about what they’re learning and how you’re teaching it. They want to actually touch what they’re learning. They are the ones who will get up and help you with role playing. You can best communicate with them by involving volunteers, allowing them to practice what they’re learning, and using phrases like, “How do you feel about that?”
Pickle Example: I’m generally a kinesthetic learner. Marilyn talked to me about her pickling process, explaining why she uses the ingredients she does, and showed me how she dips a liquid measuring cup into the hot brine and pours it into the jar using a wide-mouthed funnel, but my greatest learning came when I fumbled through the second jar all by myself.
Most people use all three styles while they’re learning, and of course, this is logical since we all have five senses, barring any disabilities, but one style almost always is preferred.
The big question is, “How do you, as the teacher, know which student has which learning style?” Without training in neuro-linguistics, it might be difficult, but conducting a short learning style assessment at the beginning of your class would benefit you and the students. This information is as valuable to the student as it is to you.
There are several learning style assessments available online, some better than others. I like the one at Ageless Learner.
Share your thoughts about learning styles.
Principle 3: Allow Your Students to Experience What They’re Learning
Experience can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific – activity of any kind. Activities also keep people energized, especially activities that involve getting up and moving about.The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it’s appropriate. You’ll have to be a good timekeeper because people can talk for hours when asked for personal experiences, but the extra facilitation needed will be well worth the gems your students have to share.
Pickle Example: Once Marilyn had shown me how to prepare one jar, she busied herself in the kitchen doing her own thing, close enough to keep an eye on me and to answer my questions, but allowing me the autonomy to go at my own speed. When I made mistakes, she didn’t interfere unless I asked. She gave me the space and the time to correct them on my own.
Principle 4: When the Student Is Ready, the Teacher Appears
“When the student is ready, the teacher appears” is a Buddhist proverb packed with wisdom. No matter how hard a teacher tries, if the student isn’t ready to learn, chances are good he or she won’t. What does this mean for you as a teacher of adults? Luckily, your students are in your classroom because they want to be. They’ve already determined that the time is right.It’s your job to listen carefully for teaching moments and take advantage of them. When a student says or does something that triggers a topic on your agenda, be flexible and teach it right then. If that would wreak havoc on your schedule, which is often the case, teach a bit about it rather than saying flat out that they’ll have to wait until later in the program. By then, you may have lost their interest.
Pickle Example: My mom canned pickles all during my childhood years, but I had no interest in participating, or even in eating them, sadly. Several years ago, I helped Marilyn can pickles, and even then, I was simply helping and not really learning. When I finally started enjoying pickles and planted my own cucumbers, then I was ready to learn, and Marilyn was right there to teach me.
Principle 5: Encourage Your Adult Students
For most adults, being out of the classroom for even a few years can make going back to school intimidating. If they haven’t taken a class in decades, it’s understandable that they would have some degree of apprehension about what it will be like and how well they’ll do. It can be tough to be a rookie when you’ve been an expert in your field for many, many years. Nobody enjoys feeling foolish.Your job as a teacher of adult students includes being positive and encouraging. Patience helps too. Give your older students time to respond when you ask a question. They may need a few moments to consider their answer. Recognize the contributions they make, even when small. Give them words of encouragement whenever the opportunity arises. Most adults will rise to your expectations if you’re clear about them.
A word of caution here. Being positive and encouraging is not the same as being condescending. Always remember that your students are adults. Speaking to them in the tone of voice you might use with a child is offensive, and the damage can be very difficult to overcome. Genuine encouragement from one person to another, regardless of age, is a wonderful point of human interaction.
Pickle example: I’m a worrier. I worried about spilling brine all over Marilyn’s stove, about dropping the full jars as I lifted them out of the hot bath, about making a mess of her kitchen. Marilyn assured me that spills were easily cleaned up, especially when vinegar was involved since it’s used for cleaning anyway! She encouraged me as I gingerly moved boiling hot jars. Throughout the pickle-making process, Marilyn remained calm, unruffled. She paused by me every once in a while to comment, “Oh, don’t they look beautiful!”
Because of Marilyn’s understanding of how to teach me, her adult student, the art of making dill pickles, I now have the confidence to make them in my own kitchen, and I can’t wait for my next batch of cucumbers to be ready.
This is your challenge as a teacher of adults. Beyond teaching your subject, you have the opportunity to inspire confidence and passion
January 25, 2012
Tips for Teaching Adult Students
| Add Comment |
With the number of non-traditional students
growing, many educators have discovered that adult learners are
fundamentally different than their younger counterparts in many ways.
Yet, most instructors have been left to their own devices to figure out
how best to reach these students who come to class with an entirely
different set of challenges, demands and expectations, and generally at a
much different level of maturity.How can instructors better accommodate and encourage adult student success in a classroom setting? Here are a number of ways to create a better environment for adult learners, no matter what the subject material.
- Treat them like the adults they are. Adult learners are generally more sophisticated and experienced than their younger counterparts and they benefit from realistic examples of skills they can use in “real life.” “Adult learners will be empowered as they discover they have a great deal to teach their younger classmates, and the dynamic is mutually beneficial,” said Thomas Lisack, an instructor at Rasmussen College in Wausau, WI. Lisack recommends incorporating intergenerational discussions on issues that otherwise have a generational divide as appropriate for the subject matter to engage learners of all ages.
- Be aware that their classroom skills may be “rusty.” Some adult learners have not been in a classroom for 30 years, so you may need to remind them of basic rules and etiquette, such as raising a hand if you have a question. At the same time, reassure them that, as the instructor, you will not be judgmental of their life experiences or their perspectives, and that they will be evaluated only on their mastery of the content. Be generous when it comes to formatting issues such as APA writing guidelines. Instead, focus on content. “I have found adult learners to be self-conscious, even apologetic, when it comes to being in the classroom,” Lisack noted. “They might even exhibit some shame because they feel decades behind their classmates. The more you can break down these walls of insecurity, the better.”
- Consider and acknowledge the technology gap. Students in their 50s and 60s are generally not nearly as tech savvy—or tech dependent, as some would argue—as 18 or even 30 year olds. Assess each student’s level of proficiency as it relates to class requirements and compensate. Lisack said he once spent three hours after class teaching a group of displaced workers—many of whom had never used a computer—the finer points of Microsoft Word. “The students were very grateful. I felt I’d accomplished something important to help them on their educational journey and it was very satisfying,” he said. Even if they are skilled with technology, adult learners tend to have dramatically different habits. “While younger students may be tethered to technology, adults have longer attention spans and traditional classroom approaches appeal to them,” Lisack said. “This does not mean you can lecture to them for three hours, but you can expect the older learner to concentrate on complex material without feeling ‘withdrawal’ of from a technology device.”
- Be efficient with lessons and activities. “Move fast and don’t waste anyone’s time,” advises Andrea Leppert, adjunct instructor at Rasmussen College in Aurora/Naperville, IL. “Adult students have jobs, sometimes children and tons of responsibilities, so pack every class with information and useful activities.” Consider balancing instructional time with “lab” time, giving students an opportunity to do modeling work or homework in class to give them a better chance of accomplishing all the requirements on time. Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,” she said. “Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
- Be creative: Use the unique vibe or personality of each class to teach the lesson and choose activities that engage, and even entertain to some degree. Pair highly motivated students with those less skilled on projects to create peer encouragement and mentoring. Leppert says this strategy keeps students interested, attendance high and motivation strong.
January 25, 2012
Tips for Teaching Adult Students
| Add Comment |
With the number of non-traditional students
growing, many educators have discovered that adult learners are
fundamentally different than their younger counterparts in many ways.
Yet, most instructors have been left to their own devices to figure out
how best to reach these students who come to class with an entirely
different set of challenges, demands and expectations, and generally at a
much different level of maturity.How can instructors better accommodate and encourage adult student success in a classroom setting? Here are a number of ways to create a better environment for adult learners, no matter what the subject material.
- Treat them like the adults they are. Adult learners are generally more sophisticated and experienced than their younger counterparts and they benefit from realistic examples of skills they can use in “real life.” “Adult learners will be empowered as they discover they have a great deal to teach their younger classmates, and the dynamic is mutually beneficial,” said Thomas Lisack, an instructor at Rasmussen College in Wausau, WI. Lisack recommends incorporating intergenerational discussions on issues that otherwise have a generational divide as appropriate for the subject matter to engage learners of all ages.
- Be aware that their classroom skills may be “rusty.” Some adult learners have not been in a classroom for 30 years, so you may need to remind them of basic rules and etiquette, such as raising a hand if you have a question. At the same time, reassure them that, as the instructor, you will not be judgmental of their life experiences or their perspectives, and that they will be evaluated only on their mastery of the content. Be generous when it comes to formatting issues such as APA writing guidelines. Instead, focus on content. “I have found adult learners to be self-conscious, even apologetic, when it comes to being in the classroom,” Lisack noted. “They might even exhibit some shame because they feel decades behind their classmates. The more you can break down these walls of insecurity, the better.”
- Consider and acknowledge the technology gap. Students in their 50s and 60s are generally not nearly as tech savvy—or tech dependent, as some would argue—as 18 or even 30 year olds. Assess each student’s level of proficiency as it relates to class requirements and compensate. Lisack said he once spent three hours after class teaching a group of displaced workers—many of whom had never used a computer—the finer points of Microsoft Word. “The students were very grateful. I felt I’d accomplished something important to help them on their educational journey and it was very satisfying,” he said. Even if they are skilled with technology, adult learners tend to have dramatically different habits. “While younger students may be tethered to technology, adults have longer attention spans and traditional classroom approaches appeal to them,” Lisack said. “This does not mean you can lecture to them for three hours, but you can expect the older learner to concentrate on complex material without feeling ‘withdrawal’ of from a technology device.”
- Be efficient with lessons and activities. “Move fast and don’t waste anyone’s time,” advises Andrea Leppert, adjunct instructor at Rasmussen College in Aurora/Naperville, IL. “Adult students have jobs, sometimes children and tons of responsibilities, so pack every class with information and useful activities.” Consider balancing instructional time with “lab” time, giving students an opportunity to do modeling work or homework in class to give them a better chance of accomplishing all the requirements on time. Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,” she said. “Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
- Be creative: Use the unique vibe or personality of each class to teach the lesson and choose activities that engage, and even entertain to some degree. Pair highly motivated students with those less skilled on projects to create peer encouragement and mentoring. Leppert says this strategy keeps students interested, attendance high and motivation strong.
January 25, 2012
Tips for Teaching Adult Students
| Add Comment |
With the number of non-traditional students
growing, many educators have discovered that adult learners are
fundamentally different than their younger counterparts in many ways.
Yet, most instructors have been left to their own devices to figure out
how best to reach these students who come to class with an entirely
different set of challenges, demands and expectations, and generally at a
much different level of maturity.How can instructors better accommodate and encourage adult student success in a classroom setting? Here are a number of ways to create a better environment for adult learners, no matter what the subject material.
- Treat them like the adults they are. Adult learners are generally more sophisticated and experienced than their younger counterparts and they benefit from realistic examples of skills they can use in “real life.” “Adult learners will be empowered as they discover they have a great deal to teach their younger classmates, and the dynamic is mutually beneficial,” said Thomas Lisack, an instructor at Rasmussen College in Wausau, WI. Lisack recommends incorporating intergenerational discussions on issues that otherwise have a generational divide as appropriate for the subject matter to engage learners of all ages.
- Be aware that their classroom skills may be “rusty.” Some adult learners have not been in a classroom for 30 years, so you may need to remind them of basic rules and etiquette, such as raising a hand if you have a question. At the same time, reassure them that, as the instructor, you will not be judgmental of their life experiences or their perspectives, and that they will be evaluated only on their mastery of the content. Be generous when it comes to formatting issues such as APA writing guidelines. Instead, focus on content. “I have found adult learners to be self-conscious, even apologetic, when it comes to being in the classroom,” Lisack noted. “They might even exhibit some shame because they feel decades behind their classmates. The more you can break down these walls of insecurity, the better.”
- Consider and acknowledge the technology gap. Students in their 50s and 60s are generally not nearly as tech savvy—or tech dependent, as some would argue—as 18 or even 30 year olds. Assess each student’s level of proficiency as it relates to class requirements and compensate. Lisack said he once spent three hours after class teaching a group of displaced workers—many of whom had never used a computer—the finer points of Microsoft Word. “The students were very grateful. I felt I’d accomplished something important to help them on their educational journey and it was very satisfying,” he said. Even if they are skilled with technology, adult learners tend to have dramatically different habits. “While younger students may be tethered to technology, adults have longer attention spans and traditional classroom approaches appeal to them,” Lisack said. “This does not mean you can lecture to them for three hours, but you can expect the older learner to concentrate on complex material without feeling ‘withdrawal’ of from a technology device.”
- Be efficient with lessons and activities. “Move fast and don’t waste anyone’s time,” advises Andrea Leppert, adjunct instructor at Rasmussen College in Aurora/Naperville, IL. “Adult students have jobs, sometimes children and tons of responsibilities, so pack every class with information and useful activities.” Consider balancing instructional time with “lab” time, giving students an opportunity to do modeling work or homework in class to give them a better chance of accomplishing all the requirements on time. Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,” she said. “Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
- Be creative: Use the unique vibe or personality of each class to teach the lesson and choose activities that engage, and even entertain to some degree. Pair highly motivated students with those less skilled on projects to create peer encouragement and mentoring. Leppert says this strategy keeps students interested, attendance high and motivation strong.
January 25, 2012
Tips for Teaching Adult Students
| Add Comment |
With the number of non-traditional students
growing, many educators have discovered that adult learners are
fundamentally different than their younger counterparts in many ways.
Yet, most instructors have been left to their own devices to figure out
how best to reach these students who come to class with an entirely
different set of challenges, demands and expectations, and generally at a
much different level of maturity.How can instructors better accommodate and encourage adult student success in a classroom setting? Here are a number of ways to create a better environment for adult learners, no matter what the subject material.
- Treat them like the adults they are. Adult learners are generally more sophisticated and experienced than their younger counterparts and they benefit from realistic examples of skills they can use in “real life.” “Adult learners will be empowered as they discover they have a great deal to teach their younger classmates, and the dynamic is mutually beneficial,” said Thomas Lisack, an instructor at Rasmussen College in Wausau, WI. Lisack recommends incorporating intergenerational discussions on issues that otherwise have a generational divide as appropriate for the subject matter to engage learners of all ages.
- Be aware that their classroom skills may be “rusty.” Some adult learners have not been in a classroom for 30 years, so you may need to remind them of basic rules and etiquette, such as raising a hand if you have a question. At the same time, reassure them that, as the instructor, you will not be judgmental of their life experiences or their perspectives, and that they will be evaluated only on their mastery of the content. Be generous when it comes to formatting issues such as APA writing guidelines. Instead, focus on content. “I have found adult learners to be self-conscious, even apologetic, when it comes to being in the classroom,” Lisack noted. “They might even exhibit some shame because they feel decades behind their classmates. The more you can break down these walls of insecurity, the better.”
- Consider and acknowledge the technology gap. Students in their 50s and 60s are generally not nearly as tech savvy—or tech dependent, as some would argue—as 18 or even 30 year olds. Assess each student’s level of proficiency as it relates to class requirements and compensate. Lisack said he once spent three hours after class teaching a group of displaced workers—many of whom had never used a computer—the finer points of Microsoft Word. “The students were very grateful. I felt I’d accomplished something important to help them on their educational journey and it was very satisfying,” he said. Even if they are skilled with technology, adult learners tend to have dramatically different habits. “While younger students may be tethered to technology, adults have longer attention spans and traditional classroom approaches appeal to them,” Lisack said. “This does not mean you can lecture to them for three hours, but you can expect the older learner to concentrate on complex material without feeling ‘withdrawal’ of from a technology device.”
- Be efficient with lessons and activities. “Move fast and don’t waste anyone’s time,” advises Andrea Leppert, adjunct instructor at Rasmussen College in Aurora/Naperville, IL. “Adult students have jobs, sometimes children and tons of responsibilities, so pack every class with information and useful activities.” Consider balancing instructional time with “lab” time, giving students an opportunity to do modeling work or homework in class to give them a better chance of accomplishing all the requirements on time. Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,” she said. “Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
- Be creative: Use the unique vibe or personality of each class to teach the lesson and choose activities that engage, and even entertain to some degree. Pair highly motivated students with those less skilled on projects to create peer encouragement and mentoring. Leppert says this strategy keeps students interested, attendance high and motivation strong.
January 25, 2012
Tips for Teaching Adult Students
| Add Comment |
With the number of non-traditional students
growing, many educators have discovered that adult learners are
fundamentally different than their younger counterparts in many ways.
Yet, most instructors have been left to their own devices to figure out
how best to reach these students who come to class with an entirely
different set of challenges, demands and expectations, and generally at a
much different level of maturity.How can instructors better accommodate and encourage adult student success in a classroom setting? Here are a number of ways to create a better environment for adult learners, no matter what the subject material.
- Treat them like the adults they are. Adult learners are generally more sophisticated and experienced than their younger counterparts and they benefit from realistic examples of skills they can use in “real life.” “Adult learners will be empowered as they discover they have a great deal to teach their younger classmates, and the dynamic is mutually beneficial,” said Thomas Lisack, an instructor at Rasmussen College in Wausau, WI. Lisack recommends incorporating intergenerational discussions on issues that otherwise have a generational divide as appropriate for the subject matter to engage learners of all ages.
- Be aware that their classroom skills may be “rusty.” Some adult learners have not been in a classroom for 30 years, so you may need to remind them of basic rules and etiquette, such as raising a hand if you have a question. At the same time, reassure them that, as the instructor, you will not be judgmental of their life experiences or their perspectives, and that they will be evaluated only on their mastery of the content. Be generous when it comes to formatting issues such as APA writing guidelines. Instead, focus on content. “I have found adult learners to be self-conscious, even apologetic, when it comes to being in the classroom,” Lisack noted. “They might even exhibit some shame because they feel decades behind their classmates. The more you can break down these walls of insecurity, the better.”
- Consider and acknowledge the technology gap. Students in their 50s and 60s are generally not nearly as tech savvy—or tech dependent, as some would argue—as 18 or even 30 year olds. Assess each student’s level of proficiency as it relates to class requirements and compensate. Lisack said he once spent three hours after class teaching a group of displaced workers—many of whom had never used a computer—the finer points of Microsoft Word. “The students were very grateful. I felt I’d accomplished something important to help them on their educational journey and it was very satisfying,” he said. Even if they are skilled with technology, adult learners tend to have dramatically different habits. “While younger students may be tethered to technology, adults have longer attention spans and traditional classroom approaches appeal to them,” Lisack said. “This does not mean you can lecture to them for three hours, but you can expect the older learner to concentrate on complex material without feeling ‘withdrawal’ of from a technology device.”
- Be efficient with lessons and activities. “Move fast and don’t waste anyone’s time,” advises Andrea Leppert, adjunct instructor at Rasmussen College in Aurora/Naperville, IL. “Adult students have jobs, sometimes children and tons of responsibilities, so pack every class with information and useful activities.” Consider balancing instructional time with “lab” time, giving students an opportunity to do modeling work or homework in class to give them a better chance of accomplishing all the requirements on time. Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,” she said. “Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
- Be creative: Use the unique vibe or personality of each class to teach the lesson and choose activities that engage, and even entertain to some degree. Pair highly motivated students with those less skilled on projects to create peer encouragement and mentoring. Leppert says this strategy keeps students interested, attendance high and motivation strong.
January 25, 2012
Tips for Teaching Adult Students
| Add Comment |
With the number of non-traditional students
growing, many educators have discovered that adult learners are
fundamentally different than their younger counterparts in many ways.
Yet, most instructors have been left to their own devices to figure out
how best to reach these students who come to class with an entirely
different set of challenges, demands and expectations, and generally at a
much different level of maturity.How can instructors better accommodate and encourage adult student success in a classroom setting? Here are a number of ways to create a better environment for adult learners, no matter what the subject material.
- Treat them like the adults they are. Adult learners are generally more sophisticated and experienced than their younger counterparts and they benefit from realistic examples of skills they can use in “real life.” “Adult learners will be empowered as they discover they have a great deal to teach their younger classmates, and the dynamic is mutually beneficial,” said Thomas Lisack, an instructor at Rasmussen College in Wausau, WI. Lisack recommends incorporating intergenerational discussions on issues that otherwise have a generational divide as appropriate for the subject matter to engage learners of all ages.
- Be aware that their classroom skills may be “rusty.” Some adult learners have not been in a classroom for 30 years, so you may need to remind them of basic rules and etiquette, such as raising a hand if you have a question. At the same time, reassure them that, as the instructor, you will not be judgmental of their life experiences or their perspectives, and that they will be evaluated only on their mastery of the content. Be generous when it comes to formatting issues such as APA writing guidelines. Instead, focus on content. “I have found adult learners to be self-conscious, even apologetic, when it comes to being in the classroom,” Lisack noted. “They might even exhibit some shame because they feel decades behind their classmates. The more you can break down these walls of insecurity, the better.”
- Consider and acknowledge the technology gap. Students in their 50s and 60s are generally not nearly as tech savvy—or tech dependent, as some would argue—as 18 or even 30 year olds. Assess each student’s level of proficiency as it relates to class requirements and compensate. Lisack said he once spent three hours after class teaching a group of displaced workers—many of whom had never used a computer—the finer points of Microsoft Word. “The students were very grateful. I felt I’d accomplished something important to help them on their educational journey and it was very satisfying,” he said. Even if they are skilled with technology, adult learners tend to have dramatically different habits. “While younger students may be tethered to technology, adults have longer attention spans and traditional classroom approaches appeal to them,” Lisack said. “This does not mean you can lecture to them for three hours, but you can expect the older learner to concentrate on complex material without feeling ‘withdrawal’ of from a technology device.”
- Be efficient with lessons and activities. “Move fast and don’t waste anyone’s time,” advises Andrea Leppert, adjunct instructor at Rasmussen College in Aurora/Naperville, IL. “Adult students have jobs, sometimes children and tons of responsibilities, so pack every class with information and useful activities.” Consider balancing instructional time with “lab” time, giving students an opportunity to do modeling work or homework in class to give them a better chance of accomplishing all the requirements on time. Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,” she said. “Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
- Be creative: Use the unique vibe or personality of each class to teach the lesson and choose activities that engage, and even entertain to some degree. Pair highly motivated students with those less skilled on projects to create peer encouragement and mentoring. Leppert says this strategy keeps students interested, attendance high and motivation strong.
January 25, 2012
Tips for Teaching Adult Students
| Add Comment |
With the number of non-traditional students
growing, many educators have discovered that adult learners are
fundamentally different than their younger counterparts in many ways.
Yet, most instructors have been left to their own devices to figure out
how best to reach these students who come to class with an entirely
different set of challenges, demands and expectations, and generally at a
much different level of maturity.How can instructors better accommodate and encourage adult student success in a classroom setting? Here are a number of ways to create a better environment for adult learners, no matter what the subject material.
- Treat them like the adults they are. Adult learners are generally more sophisticated and experienced than their younger counterparts and they benefit from realistic examples of skills they can use in “real life.” “Adult learners will be empowered as they discover they have a great deal to teach their younger classmates, and the dynamic is mutually beneficial,” said Thomas Lisack, an instructor at Rasmussen College in Wausau, WI. Lisack recommends incorporating intergenerational discussions on issues that otherwise have a generational divide as appropriate for the subject matter to engage learners of all ages.
- Be aware that their classroom skills may be “rusty.” Some adult learners have not been in a classroom for 30 years, so you may need to remind them of basic rules and etiquette, such as raising a hand if you have a question. At the same time, reassure them that, as the instructor, you will not be judgmental of their life experiences or their perspectives, and that they will be evaluated only on their mastery of the content. Be generous when it comes to formatting issues such as APA writing guidelines. Instead, focus on content. “I have found adult learners to be self-conscious, even apologetic, when it comes to being in the classroom,” Lisack noted. “They might even exhibit some shame because they feel decades behind their classmates. The more you can break down these walls of insecurity, the better.”
- Consider and acknowledge the technology gap. Students in their 50s and 60s are generally not nearly as tech savvy—or tech dependent, as some would argue—as 18 or even 30 year olds. Assess each student’s level of proficiency as it relates to class requirements and compensate. Lisack said he once spent three hours after class teaching a group of displaced workers—many of whom had never used a computer—the finer points of Microsoft Word. “The students were very grateful. I felt I’d accomplished something important to help them on their educational journey and it was very satisfying,” he said. Even if they are skilled with technology, adult learners tend to have dramatically different habits. “While younger students may be tethered to technology, adults have longer attention spans and traditional classroom approaches appeal to them,” Lisack said. “This does not mean you can lecture to them for three hours, but you can expect the older learner to concentrate on complex material without feeling ‘withdrawal’ of from a technology device.”
- Be efficient with lessons and activities. “Move fast and don’t waste anyone’s time,” advises Andrea Leppert, adjunct instructor at Rasmussen College in Aurora/Naperville, IL. “Adult students have jobs, sometimes children and tons of responsibilities, so pack every class with information and useful activities.” Consider balancing instructional time with “lab” time, giving students an opportunity to do modeling work or homework in class to give them a better chance of accomplishing all the requirements on time. Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,” she said. “Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
- Be creative: Use the unique vibe or personality of each class to teach the lesson and choose activities that engage, and even entertain to some degree. Pair highly motivated students with those less skilled on projects to create peer encouragement and mentoring. Leppert says this strategy keeps students interested, attendance high and motivation strong.
No comments:
Post a Comment