Yes, I agree, I always ask myself "who is my audience" What is their age, gender, cultural background, knowledge base, to mention just a few of the things that I need to consider when working with students.
I look at my students a little different. I always try to put myself in their shoes and try to do better for them every day.
we need to understand their background (social background/ethnic/age/even economics) to cater to their need and adjust our lesson plan and learning activities.
I've found that there are two different kinds of older students when they are mixed with the less mature ones. For the most part, the older ones have been "exposed" to the world enough that they know how the younger students are, even though they may not like it, and will tolerate it fairley well. Then there are the ones that totally don't understand them and they have a hard time. Those are the ones I like to get involved in mentoring the younger ones. It keeps them busy and it sometimes helps them understand the younger ones.
I agree. It usually takes 3-4 days and sometimes until the first test of the class to tell exactly what kind of class you have. It let's me know not only the pace to proceed at, but also how much extra information I can throw at them without toally loosing two or three or if I need to just stick to what's in the lesson plan.
When first starting out as an instructor, I came equipped with lecture notes, and a handful of activites that I thought would appeal to each type of learner in the classroom. The class would go according to my plan.
Several years later, I have discovered that I have adapted to the specific group that I am teaching to. For example, if I am teaching a class that asks a lot of questions, I format the class to be more of a discussion rather than a lecture format, and I plan activites based on where the class as a whole is at.
I have learned that every course has a "shell" of information that I need to communicate to the students, but how I go about it is based on the individual make-up of the class.
This also keeps me interested in teaching, as there is always a new activity or approach to take to my classes, giving me a fresh perspective.
It is important to not only understand the learner’s characteristics but also understanding generational themes. How do students who are in their 40’s perceived their world versus students who are in their 20’s and how do we get them to be respectful of one another’s views. Along with individual preferences, we must consider individual learning styles. It is important when working with adults to have a variety of teaching styles. The challenge is to be able teach to the younger student as well as the older student.
It is important to not only understand the learner’s characteristics but also understanding generational themes. How do students who are in their 40’s perceived their world versus students who are in their 20’s and how do we get them to be respectful of one anothers views. Along with individual preferences, we must consider individual learning styles. It is important when working with adults to have a variety of teaching styles. The challenge is to be able teach to the younger student as well as the older student when they are in the same classroom.
By understanding how people process the information that you are giving them that will help you in how you present the material to your class. People absorb information differently and if you can understand that about your class your success rate will be much higher
Understanding learner characteristics is very important. At my school, I have lot of working people. Sometimes they cannot make it to the class and come late because of their hectic work schedule. I try to do make-up at their convenience so that they stay most current in the class.
Jacqueline,
After being at center stage do you sometimes feel after a class you should be in the entertainment field? I know after a really good class there is a great high that comes with it.
Because of the ratio of students to training aids, a class of 30 students are divided up into groups of five. This frees up time for the instructor to spend more time on the groups that are really struggling.
I would say that as instructors we are at center stage, (we educate, entertain and address) with that in mind, every successful communicator needs to know his audience. No audience is alike just like no class is alike, therefore in understanding learner characteristics, an educator can attempt to reach out to all. Adjusting the lesson and the delivery aid in relaying a message.
Hi James,
The use of students as assistants is an excellent way of allowing them to demonstrate their skill development plus you have an additional resource in the class by using them. Good job.
Gary
Knowing the learner characteristics will help with planning by letting you know if you will need to spend extra time, wheather it be in the classroom or during tutoring sessions, with certain students to keep them up to speed with the rest of the class. You can also use this to your advantage with the more advanced students. In that situation, you can use them as assistance to help the other students along.
dealing with diversity in student population
facilitating various age levels
accommodating handicaped population
I ask my students to write something about themselves on the first day of class. They can write anything the want. I just ask them to use their English grammar and usage rules. I ask for a paragraph or two, but no more than a page so that it isn't too overwhelming.
Then on the third day of class I ask them to write a story of a scary, funny or exciting experience.
I also try to learn their names as quickly as possible and greet them by name and ask about their families, work or whatever else I've learned about. Sometimes another teacher has asked me to tutor a student; when I see that student again, I stopped and visit with him or her a minute.
I use examples from my life in my teaching and encourage students to do the same. I also let my students know that I am available for help outside class or just to talk. I try to be observant and notice body language and verbal actions of students, so I know if someone has a headache, a sick child or had to work an extra long shift before coming to class.
I observe whether my students handwrite or use a computer, and whether they seem to be proficient on the computer.
These are just a few of the ways I get to know my students.
Hi Michael,
The format you are using is associative learning and is effective because the students get a solid knowledge foundation while developing skills in the application of that knowledge through the examples given. Good approach.
Gary
Hi Thelma,
What are some strategies you use to get to know your students better and to identify their learning characteristics?
Gary
Hi Andrew,
What are some ways you use to learn the learning characteristics of your students? How do you provide learning support for your students once you know their learning preferences?
Gary
