Wednesday, 1 January 2014

OEI 210 : TEACHING METHODS FOR ADULT LEARNERS.

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.

Malcolm Knowles, a pioneer in the study of adult learning, observed that adults learn best when:

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

By: Brooks Doherty in Effective Teaching Strategies

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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.

Finally, beyond specific tactics, both Lisack and Leppert emphasize personal growth when working with adult students. While younger students are encouraged to do well on standardized tests and accustomed to being compared to their peers in this way, adult learners are challenging themselves. Consider making personal growth in ability and skills part of the actual grade. Leppert said, “I compare the first speech to the last one given when I grade to determine how they are personally improving. It helps build confidence and give tangible areas for improvement. School is hard enough…we should point out the positives.”

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/#sthash.mbqnVp4k.dpuf

in another human being. That kind of teaching changes lives.

January 25, 2012

Tips for Teaching Adult Students

By: Brooks Doherty in Effective Teaching Strategies

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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.

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/#sthash.mbqnVp4k.dpuf

January 25, 2012

Tips for Teaching Adult Students

By: Brooks Doherty in Effective Teaching Strategies

Add Comment

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.

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/#sthash.mbqnVp4k.dpuf

January 25, 2012

Tips for Teaching Adult Students

By: Brooks Doherty in Effective Teaching Strategies

Add Comment

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.

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/#sthash.mbqnVp4k.dpuf

January 25, 2012

Tips for Teaching Adult Students

By: Brooks Doherty in Effective Teaching Strategies

Add Comment

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.

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/#sthash.mbqnVp4k.dpuf

January 25, 2012

Tips for Teaching Adult Students

By: Brooks Doherty in Effective Teaching Strategies

Add Comment

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.

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/#sthash.mbqnVp4k.dpuf

January 25, 2012

Tips for Teaching Adult Students

By: Brooks Doherty in Effective Teaching Strategies

Add Comment

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.

- See more at: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/#sthash.mbqnVp4k.dpuf

OEI 208 : TEACHING PRACTICE.

10 Teaching Practices Every 21st Century Teacher should Do

Teaching is not only a job but is a way of life.It is a sublime task one can ever be entrusted with. Teachers educate generations of learners and in their hands lays the faith of any nation. A well developed country is a country whose citizens are well educated and this is done only by effective teaching strategies.

Teachers have also their peaks and valleys, happy moments and sad times. A small conjugal problem can severely affect how a teacher perform in the classroom. Teaching is such a sensitive job that embodies the entire societal, intellectual, and cultural values and being an effective teacher is a challenge that every single player in this field recognizes as the most daunting task.

Leading a successful teaching job requires a high sense of adaptability, for what used to be a successful teacher in the 20th century is now an outdated teacher in the 21st century. Most of us, who are still practising, have started with a certain teaching strategy only to end up with a complete different one. Teaching is a job that is extremely prone to every bit of change in society and unless we equip ourselves and our students with the right swimming suit we will definitely be swept away by the power of torrents.

One of the pivotal facts we should keep in mind is that we teach in a different milieu, a digitally focused environment where technology has the lion's share. This means that we need the relevant digital skills that can help us seamlessly blend in and leverage the power of technology to improve both teaching and learning. This list of 21st century digital skills every educator should have will empower you with the right tools to start with.

Are digital skills the only key elements needed for us to be labelled effective teachers ? Definitely not. There are also certain practices that we should develop to accompany this progress. Below is a list of some of the most important teaching practices we need to maintain. Whether you are an experienced teacher or a newly fledged one, these practices will help you focus your teaching and have bigger impact on your students. Some are about attitudes, while others are basic approaches to class structure, but they are all great and helpful.

1- Maintain good communication skills

A successful teacher is one that is able to build a rapport with his /her students, one that can easily connect with his learners and feel their needs as individuals. Open and clear communication is the key to develop a healthy friendly learning atmosphere inside your class.

2- Getting students engagement

There is nothing as challenging as getting students engagement and holding their attention. Today's students are multitasked and can hardly maintain a long concentration. They can easily get bored and therefore disconnected. There are many ways you can fight off this problem : Use interesting educational games and activities, use technology and multimedia resources and finally make your teaching student-centred and try your maximum to relate what you teach to students immediate environment.

3- Use Humour

Relevant doses of humour to spice up your teaching are highly recommended. Forget about the authoritative and coercive style of teaching , for experience proved that it only disheartens learners and kills their motivation. Use humour at appropriate times; this can lead to students engagement and build up their confidence. You need, however, to maintain the right balance between instruction and joking and don't let your whole class become an hour long comedy routine. Avoid the off-colour jokes and be sensitive to the cultural backgrounds of your students.

4- Act don't react

Students are very smart and it is part of their juvenile nature to try to get you. You are, for them, like a computer screen, they keep trying out all the keyboard buttons to find your weak point. Learn their game and play it with them carefully. Sometimes ignoring a disruptive behaviour is way better than reacting to it and in case it becomes repetitive or serious then make sure to talk it out with the student involved alone and not in front of the whole class.

5- Be clear and precise in your instructions

Remember you are teaching digitally focused students with short attention span. Several of the problems some teachers face are due to ambiguous and unclear instructions. Cut off on the clutter and be to the point. Show them the red lines and explain to them classroom ethics and what you can tolerate.

6- Give room to individualized learning

Not all students are equal in their comprehensive powers. Students learn in different ways, like seeing, hearing, and experiencing things at first hand. Research has even proved that students can perform better on test if they change study habits to fit their own personal learning styles.Therefore, some students are slow learners and others are quick, some kinesthetic ( learn by experience or doing ) others are auditory or visual. Keep these considerations in your mind and do your best to tend to every kind of learner you might have in your class.

7- Positive feedback

" good job, excellent,..ect" are simple words that might not mean anything to you but they mean the whole world to students. Think back to the days when you were a student and how a positive feedback from your teacher would make both your and your parents whole day. Publicly praise positive behaviour and show your students that you are celebrating their achievements as well.

8- Involve students in decision making.

Students tend to do great when they feel they are trusted and that they are real parts in the learning / teaching operation. Use voting and polling to invistigate about a certain topic or classroom assignment. Try from time to time to give them the wheel and let them lead. This is a great way to inspire students to increase their productivity.

9- Use peer learning

Peer learning is a form of cooperative learning that enhances the value of student-student interaction and results in various advantageous learning outcomes. For peer learning to be effective, the teacher must ensure that the entire group experiences positive interdependence, face-to-face interaction, group processing, and individual and group accountability. Here are some of the strategies to help you facilitate successful peer learning as stated in this article :

Buzz groups : This is a large group of students subdivided into smaller groups of 4-5 students to consider issues surrounding a problem.
Affinity groups : Groups of 4-5 students are each assigned particular tasks to work on outside of formal contact time
Solution and critic groups ; One sub-group is assigned a discussion topic for a tutorial and the other groups constitute critics who observe, offer comments and evaluate the sub-group presentation
Teach-Write-Discuss : At the end of a unit of instruction, students have to answer short question and justify their answers. After working on them individually they can then compare their answers with each others.

10- Love your subject/ job

The best way to get students interested in your subject, from sciences to language to arts, is to love it so much that your passion for the field shows in your attitude. Students positively respond to authenticity. And as Abraham Lincoln once said " Love the job you do and you will never have to work a day ".

OED 109 : PSYCHOLOGY OF ADULT LEARNING.

ADULT LEARNING PRINCIPLES.
Adults As Learners.
Planning an effective CME activity involves understanding how adults learn best. Compared to children and teens, adults
have special needs and requirements as learners. The field of adult learning was pioneered by Malcom Knowles. He
identified the following characteristics of adult learners:
• Adults are autonomous and self-directed. Teachers must actively involve adult participants in the learning process &
serve as facilitators for them, guiding participants to their own knowledge rather than supplying them with facts.
Finally, they must show participants how the class will help them reach their goals.
• Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities,
family responsibilities, and previous education. They need to connect learning to this knowledge/ experience base.
To help them do so, they should draw out participants' experience and knowledge which is relevant to the topic.
They must relate theories and concepts to the participants & recognize the value of experience in learning.
• Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They,
therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors must
show participants how this class will help them attain their goals. This classification of goals and course
objectives must be done early in the course.
• Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to
their work or other responsibilities to be of value to them. Therefore, instructors must identify objectives for
adult participants before the course begins. This means, also, that theories and concepts must be related to a
setting familiar to participants.
• Adults are practical, focusing on aspects of a lesson most useful to them in their work. They may not be interested
in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them.
• As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that
adult brings to the classroom. These adults should be treated as equals in experience and knowledge and
allowed to voice their opinions freely in class.
Motivating the Adult Learner
Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning:
• Social relationships: to make new friends, to meet a need for associations and friendships.
• External expectations: to comply with instructions from someone else; to fulfill the expectations or
recommendations of someone with formal authority.
• Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability
to participate in community work.
• Personal advancement: achieve higher status in a job, secure professional advancement & stay abreast of competitors
• Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a
contrast to other exacting details of life.
• Cognitive interest: to learn for sake of learning, seek knowledge for its own sake, & to satisfy an inquiring mind.
Barriers and Motivation
Adults have many responsibilities that they must balance against the demands of learning. Because of these
responsibilities, adults have barriers against participating in learning. Some of these barriers include lack of time,
money, confidence, or interest, lack of information about opportunities, scheduling problems, and problems with child
care and transportation.
Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a requirement for
competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain old skills or learn new
ones, a need to adapt to job changes, or the need to learn in order to comply with company directives.
The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers.
Learn why students are enrolled (motivators); discover what is keeping them from learning. Then plan the motivating
strategies. A successful strategy includes showing adult learners the relationship between training and an expected
promotion.
Learning Tips for Effective Instructors
Educators must remember that learning occurs within each individual as a continual process throughout life. People
learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning situation.
Positive reinforcement by the instructor can enhance learning, as can proper timing of the instruction.
Learning results from stimulation of the senses. In some people, one sense is used more than others to learn or recall
information. Instructors should present materials that stimulates as many senses as possible in order to increase their
chances of teaching success. There are four critical elements of learning that must be addressed to ensure that
participants learn. These elements are
1. motivation
2. reinforcement
3. retention
4. transference
Motivation. If the participant does not recognize the need for the information (or has been offended or intimidated); all
of the instructor's effort to assist the participant to learn will be in vain. The instructor must establish rapport with
participants and prepare them for learning; this provides motivation. Instructors can motivate students via several means:
• Set a feeling or tone for the lesson. Establish a friendly, open atmosphere
• Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the
objective. If the material has a high level of importance, a higher level of tension/stress should be established in class.
However, people learn best under low to moderate stress; if the stress is too high, it can be a barrier to learning.
• Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants
but not so high that they become frustrated by information overload.
In addition, participants need specific knowledge of their learning results (feedback ). Feedback must be specific.
Participants must also see a reward for learning. The reward does not necessarily have to be monetary; it can be simply a
demonstration of benefits to be realized from learning the material. Finally, the participant must be interested in the
subject. Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to
learn the subject.
Reinforcement. Reinforcement is a very necessary part of the teaching/learning process; through it, instructors
encourage correct modes of behavior and performance.
•Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name
implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.
•Negative reinforcement is normally used by instructors teaching a new skill or new information. It is useful in
trying to change modes of behavior. The result of negative reinforcement is extinction -- that is, the instructor
uses negative reinforcement until the "bad" behavior disappears, or it becomes extinct.
Reinforcement should be part of the teaching-learning process to ensure correct behavior. Instructors need to use it on a
frequent and regular basis early in the process to help the students retain what they have learned. Then, they should use
reinforcement only to maintain consistent, positive behavior.
Retention. Students must retain information from classes in order to benefit from the learning. The instructors' jobs
are not finished until they have assisted the learner in retaining information. In order for participants to retain the
information taught, they must see a meaning or purpose for that information. The must also understand and be able
to interpret and apply the information. This understanding includes their ability to assign the correct degree of
importance to the material.
The amount of retention will be directly affected by the degree of original learning. Simply stated, if the participants did
not learn the material well initially, they will not retain it well either. Retention is directly affected by their amount of
practice during the learning. Instructors should emphasize retention and application. After the students demonstrate
correct performance, they should be urged to practice to maintain the desired performance.
Transference. Transfer of learning is the result of training -- it is the ability to use the information taught in the course
but in a new setting. As with reinforcement, there are two types of transfer: positive and negative.
• Positive transference, like positive reinforcement, occurs when participant uses the behavior taught in the course.
• Negative transference, again like negative reinforcement, occurs when the participants do not do what they are
told not to do. This results in a positive (desired) outcome.
Transference is most likely to occur in the following situations:
• Association -- participants can associate the new information with something that they already know.
• Similarity -- information is similar to material that participants already know; it revisits a logical framework.
• Degree of original learning -- participant's degree of original learning was high.
• Critical attribute element -- information learned contains elements that are extremely beneficial on the job.

Tuesday, 31 December 2013

HOW TO IMPROVE YOUR WRITING SKILLS.

INTRODUCTION:

Do you dream of changing the world with your words? Do you aspire to be the next Annie Proulx, or the next David Foster Wallace? Or maybe you just want to be able to better express your thoughts and ideas more clearly. Becoming a great writer—or even a good writer—takes practice and knowledge, but with enough hard work perhaps someday somebody will aspire to be the next you!

Method 1 of 4: Better Writing Basics

1
Be active instead of passive. One of the most common manifestations of bad writing is overuse of the passive voice. The passive voice makes the object of an action into the subject of the sentence with verb forms like "X had been attacked by Y" instead of simply "Y attacked X." Learn to avoid these constructions as much as you can.
- "The novel had been written by Frank while he was in college" is passive. "Frank wrote the novel while he was in college" is active.
- Using the passive voice isn't always bad. Sometimes there is no clear way to make a statement active, or sometimes you want the lighter touch a passive construction allows. But learn to follow this rule before you start making exceptions.
2
Use strong words. Good writing is precise, evocative and spiced with the unexpected. Finding the right verb or adjective can turn an uninspired sentence into one people will remember and quote for years to come. Look for words that are as specific as possible. Try not to repeat the same word over and over unless you are trying to build a rhythm with it.
- One exception to this is the words used to describe dialogue. Bad writing is filled with "he commented" and "she responded." A well-placed "sputtered" can work wonders, but most of the time a simple "said" will do. It may feel awkward to use the word "said" over and over, but changing it up unnecessarily makes it harder for your readers to get into the back-and-forth flow of the conversation. When writing dialogue, you want readers to hear your characters' voices, not your own.
- Strong doesn't mean obscure, or more complicated. Don't say "utilize" when you could say "use." "He sprinted" is not necessarily better than "he ran." If you have a really good opportunity to use "ameliorate," go for it—unless "ease" is just as good there.
3
Cut the chaff. Good writing is simple, clear and direct. You don't get points for saying in 50 words what could be said in 20. Good writing is about using the right words, not filling up the page. It might feel good at first to pack a lot of ideas and details into a single sentence, but chances are that sentence is just going to be hard to read. If a phrase doesn't add anything valuable, just cut it.
- Adverbs are the classic crutch of mediocre writing. A well-placed adverb can be delightful, but much of the time the adverbs we use are already implied by the verb or adjective—or would be if we had chosen a more evocative word. Don't write "screamed fearfully";"scream" already suggests fear. If you notice that your writing is filled with "-ly" words, it might be time to take a deep breath and give your writing more focus.
- Sometimes cutting the chaff is best done at the editing stage. You don't have to obsess about finding the most concise way to phrase every sentence; get your ideas down on paper however you can and then go through to edit out unnecessary verbiage.
- Your writing doesn't just exist in a vacuum—it's experienced in conjunction with the reader's imagination. You don't need to describe every detail if a few good ones can spur the reader's mind to fill in the rest. Lay down well-placed dots and let the reader connect them.
4
Show don't tell. Instead of just sitting your readers down for a long exposition explaining a character's background or a plot-point's significance, try to let the readers discover the same ideas through the words, feelings and actions of your characters. Especially in fiction, putting this classic piece of writerly advice into practice is one of the most powerful lessons a writer can learn.^[2]
5
Avoid clichés. Clichés are phrases, ideas or situations which are patently unoriginal. They may have been powerful at one point, but now they have been overused to the point of having little value unless reimagined in some creative way. It's hard to say exactly what makes a cliché, other than that, as with pornography, you'll know it when you see it.
- "It was a dark and stormy night" is a classic example of a clichéd phrase—even now a clichéd concept. Compare these similar weather-related opening lines:^[3]
  - “It was a bright cold day in April, and the clocks were striking thirteen.”—1984, by George Orwell. It's not dark, nor stormy, nor night. But you can tell right from the start something's not quite right in 1984.
  - “The sky above the port was the color of television, tuned to a dead channel.”—Neuromancer, by William Gibson, in the same book that gave us the word "cyberspace." This not only gives you the weather report, it does so in such a way that you are immediately placed into his dystopian world.
  - “It was the day my grandmother exploded.”— The Crow Road, by Iain Banks.
  - "“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.”—A Tale of Two Cities, by Charles Dickens. Weather, emotion, damnation, and despair—Dickens covered it all with an opening line that leaves the reader ready for anything.
6
Break the rules. The best writers don't just follow the rules—they know when and how to break them. Everything from traditional grammar to the writing advice above is up for grabs if you know a transgression will improve your piece. The key is that you have to write well enough the rest of the time that it's clear you are breaking the rule knowingly and on purpose.
7
Edit, edit, edit. Don't believe your English teachers: there is no such thing as a "perfect" masterpiece in writing. Every author could have found something to change in even their greatest works if they had given it another once over. Editing is one of the most essential parts of writing. Once you finish a piece of writing, let it sit for a day and then read it over with fresh eyes, catching typos or scrapping whole paragraphs—anything to make your piece better. Then when you are done, give it another read, and another.

Method 2 of 4: Consume the Written Word Voraciously.

1
Pick up a good book or ten. Read and understand the works of great and influential writers to learn what is possible with the written word. By immersing yourself in writers who have given us the world's the most compelling stories and ideas, you will expand your vocabulary, build knowledge and feed your imagination.^[4]
- Look for different ways of organizing a piece of writing or presenting a narrative.
- Try comparing different author's approaches to the same subject to see how they are alike and how they differ. For example, Tolstoy's Death of Ivan Ilych, and Hemingway's The Snows of Kilimanjaro.
2
Map the allusions that run through our culture. You might not realize it, but books, movies and other media are filled with references and homages to great literature. By reading some classics, you will build a body of cultural knowledge that will better inform your own writing.
3
Make sure you understand why a classic work is considered great. It's possible to read a novel like The Catcher in the Rye and not "get it" or see its value immediately. If this happens, try reading an essay or two about the piece to learn why it was so influential and effective. You may discover layers of meaning that you missed. Understanding what makes great writing great is one of the best ways to grow your own skills.
4
Attend the theatre. Yes, watching a play is passive—like television or the movies—and there's not a bit of reading involved. But it will fire your imagination in ways you might not expect.
- More than a movie ever can be, a theatrical performance is like words come to life, with only the director's interpretation and the actor's delivery as filters between the author's pen and your ears.
5
Read magazines, newspapers, and everything else. Literature isn't the only place to get ideas—the real world is filled with fascinating people, places and events that will inspire your writerly mind.
6
Know when to put down your influences. It happens all the time: you finish an awesome novel, and it leaves you fired up to get cracking on your own writing. But when you sit down at your desk, your words come out sounding unoriginal, like an imitation of the author you were just reading. For all you can learn from great writers, you need to be able to develop your own voice. Learn to cleanse your palate of influences with a free writing exercise, a review of your past works, or even just a meditative jog.

Method 3 of 4: Write Voluminously

1
Buy a notebook. Not just any notebook, but a good sturdy one you can take with you anywhere. Ideas happen anywhere, and you want to be able to capture those oft-fleeting ideas before they escape you like that dream you had the other night about...um...it was...uh...well it was really good at the time!
2
Write down any ideas that come to you. Titles, subtitles, topics, characters, situations, phrases, metaphors—anything that will spark your imagination later when you're ready.
3
Fill up your notebook and keep going. When you finish a notebook, put a label on it with the date range and any general notes, so you can refer back to it when you need a creative kick in the pants.
4
Join a writing workshop. One of the best ways to improve your writing and stay motivated is to talk with others and get feedback on your work. Find a local or online writing group. In these groups members usually read each other's writing and discuss what they liked, didn't like and how a piece might be improved. You may find that offering feedback, as well as receiving it, helps you learn valuable lessons to build your skills.
5
Write every day. Keep a diary, mail a pen pal, or just set aside an hour or so for free writing. Just pick a topic and start writing. The topic itself doesn't matter—the idea is to write. And write. And write some more. Writing is a skill that takes practice, and a muscle that you can strengthen and nourish with the right training.

EditMethod 4 of 4: Crafting a Story

1
Pick a topic and lay out a general arc for your story. It doesn't have to be complex, just a way to get your head around the direction of the plot. For example, that classic Hollywood story line: boy meets girl, boy gets girl, boy loses girl, boy gets girl back again. (The chase scenes are added later.)
2
Write an outline. It can be tempting to just start writing and try to figure out twists and turns of your plot as you go along. Don't do it! Even a simple outline will help you see the big picture and save you hours of rewriting. Start with a basic arc and expand section by section. Flesh out your story, populating it with at least the main characters, locations, time period, and mood.
- Note that in an outline like this, you discover that of the 4 sections, the last one will take up the bulk of the story. When you have part of an outline that will take more than a few words to describe, create a sub-outline to break that section into manageable parts.
3
Write the first draft. You're now ready to start your "sloppy copy," otherwise known as your first draft! Using your outline, flesh out the characters and the narrative.
4
Keep some space in your story online to add characters, and what makes them who they are. Give each of them a little story of their own, and even if you don't add that info into your story, it will give a sense of how your character might act in a given situation.
5
Don't be afraid to hop around. If you suddenly have a brilliant idea about how to resolve a situation near the end, but you're still on Chapter 1, write it down! Never let an idea go to waste.
6
Let your story guide you. Let your story have its say, and you may find yourself heading in unexpected, but very interesting directions. You're still the director, but stay open to inspiration.
7
Finish your first draft. Don't get caught up in fine tuning things yet, just let the story play out on paper. If you realize 2/3 of the way through the story that a character is really the Ambassador to Dubai, make a note, and finish the story with her as the Ambassador. Don't go back and start re-writing her part till you're done with the first draft.
8
Write it again. First draft, remember? Now you get to write it from the beginning, this time knowing all the details of your story that will make your characters much more real and believable. Now you know why he's on that airplane, and why she is dressed like a punk.
9
Write it through to the end. By the time you are done with the second draft, you will have all the information about your story, your characters, the main plot, and the subplots defined.
10
Read and share your story. Now that you've finished the second draft, it's time to read it—dispassionately, if possible, so that you can at least try to be objective. Share it with a couple trusted friends whose opinions you respect.
11
Write the final draft. Armed with notes from your reading the story, plus notes of your friends or publishers, go through your story one more time, finalizing as you go. Tie up loose ends, resolve conflicts, eliminate any characters that do not add to the story.

Tips

Writing should be fun. Or it should be torture. Depends on whom you ask. It can leave you feeling revved up, or exhausted. There is no one correct way to write or feel about your writing. Find your own style.
If you don't like an idea at first, still try it and it might take you somewhere.
Similes and metaphors are fun to use! When done well, they are like the scent of a rose, and make you look smart as a whip.

Warnings

Do not plagiarize! Presenting the words or ideas of others as your own is a serious offense in academics, journalism and fiction. If you are caught, you can be expelled, fired, sued or blacklisted from further publication. Just don't do it.
Use words with care. There is no quicker way to sound ignorant than to use a word as the wrong part of speech or in the wrong context. If you are unsure of a word's usage, look it up in the dictionary and make sure you understand its meaning and connotations.

Saturday, 28 December 2013

HOW TO MOTIVATE ADULT LEARNERS.

INTRODUCTION:

Adult learners can be some of the most difficult to motivate. Unlike elementary age people, they do not respond as well to immediate reinforcer like candy, stickers, or high fives and loud praise. Unlike secondary school students, the delayed gratification of earning good grades and the carrot on the end of the stick - college and a good career with matching salary sometime within the next decade - is useless as well. They're adults. They are either in a class voluntarily, in which case you won't need to do much to motivate them, or they are there because they are forced to be in some way or another. Usually family obligation (if you're not in school you're not living under my roof for free! said my mother). Or career obligation (no GED, no job). Most likely it is the latter type of student you are working with - the type who is forced to be in your class, more or less against their will.

STEPS:-

1
Assert yourself as the type of leader that the students would like to follow and learn from. The best way to work with adults is to respect the fact that they're essentially your equal once you leave the classroom. Try to assert the kind of image that allows them to respect your outside of the classroom, too.
2
Structure your class. Set expectations on day one and hold all students accountable for their actions. Make no exceptions for the first couple of meetings, too. Own your class and control the direction it goes in, you will find that the students will choose to follow or to leave. Luckily, they are adults, and you do not have to put up with their displeasure. If they don't behave appropriately, YOU have every right to ask them to leave.
3
Have high expectations and your students will naturally want to achieve highly. If they stumble and don't perform to your expectations, give them fair and honest grades. If they come to you seeking help, assist them in identifying their specific problem areas and provide resources that the student can use to improve their skills. That is just plain good teaching and it works for all students at all ages.
4
Relax on the last day. Be the kind of teacher that is interesting and fun. Don't be so by-the-book that the students find you dry, but don't be wild and unpredictable. Maintain strictly professional relationships with students, but feel free to loosen your tie, or let down your hair, when the occasion calls for it. They are adults. You're not their role model, though you might be their mentor.

TIPS:-

Research some basic classroom behavior management techniques. Generally the theories used to development effective strategies for the public elementary and high school classroom can be modified to fit a classroom full of adults. The average person, no matter the age, tends to respond to same kind of positive attention and reinforcement. Only the reinforcer tends to change - for example, a kindergarten child gets a sticker, a high school student gets homework pass or free time in class, an adult gets recommended for new projects, encouraged to further their studies, or makes professional connections.