Adult Learning in Groups
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Adult Learning in Groups
Luckily, your students are in your classroom because they want to be. When a student says or does something that triggers a topic on your agenda, be flexible and teach it right then. By then, you may have lost their interest. For most adults, being out of the classroom for even a few years can make going back to school intimidating. 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. 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. This is your challenge as a teacher of adults.
Barriers to Learning & How to Overcome Them With Engagement
Beyond teaching your subject, you have the opportunity to inspire confidence and passion in another human being. That kind of teaching changes lives. Share Flipboard Email.
Table of Contents Expand. Principle 5: Encourage Your Adult Students. Deb Peterson is a writer and a learning and development consultant who has created corporate training programs for firms of all sizes. Updated September 10, They understand why something is important to know or do. They have the freedom to learn in their own way.
Adult Learning in Groups [Brid Connolly] on giuliettasprint.konfer.eu *FREE* shipping on qualifying offers. Group learning plays a central role in contemporary education. The use of groups has deep historical roots in adult education, and, if asked, most adult educators would say that learning in groups is a fundamental principle of.
Learning is experiential. The time is right for them to learn. The process is positive and encouraging.
Adult education theories of practice are analyzed in historical perspective. Many of these students may have either started a degree and never finished, or entered the workforce before earning a credential. How I plan to use this article for lesson delivery is to use it as a planning checklist in supporting how I will motivate my adult students. As groups engage in collaborative or transformative learning, however, the distinction between individual learning and group learning becomes more invisible. Give your older students time to respond when you ask a question. Are there ways to simplify the application form?
If you have previously obtained access with your personal account, Please log in. If you previously purchased this article, Log in to Readcube. Log out of Readcube. Click on an option below to access. Log out of ReadCube. The use of groups in adult education has a long history. The focus, however, has been on group process rather than on learning. Recently, adult educators have begun exploring learning in groups. Other areas that have received attention are how power issues are manifested in groups and the role of the facilitator.
Selected aspects of learning in groups, power, and the role of the facilitator are discussed and some suggestions for structuring group learning for adults are provided.
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