Jerry,
Great post. Thanks for the great explanation of how we need to consider the students' perspectives in all we do.
Jeffrey Schillinger
Hi Jeffrey,
Because adults will encounter barriers to learning that can often steer them off course, I believe an effective instructor is first and foremost always cognizant of these barriers and willing to make accommodations as needed. For example, an instructor who has set up office hours to be during the mornings may need to consider being flexible to meet with a student who can only get to campus during the evening.
Also, in addition to the institutional barriers, an effective instructor will anticipate the situational barriers these adult learners will inevitably face, and attempt to use as many motivational strategies as possible to help the learners to become successful.
I find that it is so important to get to know the adult learner on a one-to -one basis and to genuinely care about their desire to increase their knowledge and skills. Behind every adult student is a personal sacrifice to be in the course, and feel that this new learning is worth their time invested.
It has to make a difference for them to continue.
Good points, Bryce. One of the challenges we now have is the new guidelines requiring colleges to document academic rigor equal to two hours of outside class for every hour inside of class. How is your school addressing this issue?
Jeffrey Schillinger
An instructor that is mindful that an adult's time is valuable tends to be an effective instructor. Although this may appear on the surface to be an overly simplistic characteristic, I believe it encompasses many other. Choosing the right content, delivering it in a instructionally sound manner and ensuring the content has direct applicability are all directly related to being mindful of adult learner's time.
William,
Thank you for this post. What are some things you do to get your students to open up and share this information?
Jeffrey Schillinger
It's important to know your students - know their names, why they are there, what do they want to get out of it, how do they learn, what motivates them. Teach to all of them - vary your approach or style, get them engaged - let them guide you.
William Austin DC
Reggie,
What are some specific ways someone could demonstrate these characteristics?
Jeffrey Schillinger
Flexible, good listener, responsive, current and relative. All those charateristics are important for anyone teaching to adults.
Sor Angel,
Thanks for this post. I also try to make sure I include the "why" when I teach adults.
Jeffrey Schillinger
I am total agreement with your statement. Adult learners need to know the reason behind the rule. I have taught both teens and adults. I find that adult learners tend to desire the reason that the rule is used.In English grammar needless to say, there is always an exception to the rule. I always have a power point that helps the student visualize that what i am teaching has guidelines and how it is used in everyday life. Since my students work and have interaction with others, knowing how to use the material helps them to be more accepting of what is being taught and see that it is a necessary skill. They have no time to waste on things they deem not needed. As a review I use Jeopardy games that make the lesson less tedious. Adults love games. Just because you teach adults does not mean that you have to use lecture. Fun is needed at any age.
Allowing for more balanced intellectual developmental instruction, it’s crucial. Using a variety of educational activities in your classroom. Students tend to engage in a great amount of left-brain activity such as writing and reasoning in the classroom. Are they doing anything to utilize their right brain? You might want to incorporate multimedia and hands-on activities into your lesson believe it or not, I have my students play Jeopardy to review grammar and after a game they are confident that they can pass the test many instructors feel these games are below the students when in fact they engage them and the repetition helps them to practice the skill. We also have a lot of fun. Who doesn't like to have FUN!!!
Keith,
Thank you for this well-written post.
Jeffrey Schillinger
I subscribe to the theory that the classroom must stay "alive". 1. Hands on activities do not need to be elaborate to be effective. Draw a plan, building, or project idea etc. on a sheet of paper and spend 5 minutes discussing these ideas at others at your table or in your area. 2. Students should not be seated for more than 45 minutes. Find a way to get them to a lab, a work station or anything that requires students to be active for a few minutes. 3. Allow team or table discussions or problem solving sessions. These type of activities not only keep the classroom alive, but encorporates several learning styles as an added benefit.
Judith,
What are some specific things you do to "maintain respect?"
Jeffrey Schillinger
Know that even though they are adults they may have special ways of learning that need to be brought into the course. Also that you are able to stand your grounds as instructor and maintaine respect.
Anne,
Thanks for this interesting post. How do you address the impatience?
Jeffrey Schillinger
Jeffrey,
since the majority of my students are the more mature adult learner, I find that they are less patient after asking a question whereas the less mature student is willing to wait for the answer or for the instructor to respond to their needs. I believe that this "need for immediate attention" is something that arises from getting their subordinates to respond immediately and this becomes part of their overall attitude towards everyone, without really recognizing it.
Anne Fox
Deborah,
I have found that adults tend to want an instructor to "prove it" before buying in.
Jeffrey Schillinger
Of course, understanding adult learning styles is important to be an effective instructor, but I also think that good interpersonal skills are needed. Adults will "judge" how you get along with them before they respect your instruction. I think this is a little different than teaching children. They tend to accept you before the instruction begins. Have you found this to be true?
