Adult Learners
I went from teaching middle school students to adult learner. It has been one of the hardest transitions I have made. I find that adult learners have more excuses of why they can't do something or why they can't be in class. When I started I used to allow them to make stuff up but I was quickly exhausted from chasing ADULTS down to complete assignments for my class. I now have a policy that while I know they have a lot going on, if they miss class, the only way to make assignments up is to bring in a valid excuse (dr note, etc..). I feel like I'm back doing middle school attendance. How else can I handle this situation so I don't have to chase after them to get the work made up?
David,
You are a poster person for the adult learner and I am sure your own experiences help to motivate and inspire your adult students. Knowing you know where they are coming from is important to them because they will respect you and what you are doing to help them move toward their career goals.
Gary
Gary Meers, Ed.D.
Being an Adult learner myself (starting my college career in my 30's). I feel that I gained more out of the experience; I put more into my work, and was more mature to deal with the stress of college. I have noticed the younger adults cared less and didn't do as well in the program I was in. I put a lot of effort into my studies and graduated at the top of my class. So I feel every adult learner is different in their own way.
Amy,
You ask a very valid question that has a number of possible answers. The simplest answer is that you don't chase them. They are adults in a career program in which they have voluntarily enrolled, paid tuition, and have selected. It is up to them to meet the requirements of the college and the program. Many colleges have their faculty chasing the students because they need to keep the retention rate up for funding purposes. If this is the case I would try to find out exactly what they expect of the faculty in terms of how much chasing, coddling, or support must be given. You may find that you are unable to continue teaching in this school if they do not support you and the standards of your course.
For students with life challenges there are ways to support them and continue them in the program but it must be clear to the students that they must put forth the effort needed to be successful. Give them the expectations and then be consistent in the enforcement of those expectations in relation to time and effort required.
Gary
Gary Meers, Ed.D.
