The Adult Learner
Who is the Adult Learner?
Apprehensive
Adult literacy students may come to a program with a variety of fears and anxieties that center on apprehension about putting themselves in a new situation, fear of failing, or worry about what others will think of them when they admit that they lack literacy skills. They may believe they can’t learn or aren’t sure they can learn – that “this won’t work.”
 |
“For me going to school and staying in school has been an emotional safety issue. All of my life I have had to hide the fact that I had reading and writing difficulties. I was ashamed of that fact that I could not read well. When it came time for me to do something about it, I found it impossible to face going back to school because of the fear I had.” |
 |
“Self-esteem building is a primary goal. I’m so amazed that some people come in here and are so smart and don’t know they’re smart. They truly don’t know; their self-esteem is so bad.” |
|
“I think the first thing that you have to do is to put students at ease and make them feel comfortable. A lot of them had bad experiences when they think back to high school. For whatever reasons they dropped out or stopped going to school, and I think that you need to show them that you know where they are coming from.” |
Take a moment to consider how student apprehension regarding school and learning can affect instruction for adult literacy learners.
 |
On your worksheet, record your initial thoughts about students’ apprehension. Note any insights or ideas you may have at this point. |
Some classroom conditions motivate, while others discourage. Adults want to feel safe in the learning situation. They want to know that it is okay to make mistakes without running the risk of ridicule – either by the instructor or by other students. Student perception of classroom climate is critical to student persistence and effort.
Below is a real-life adult education scenario. While you are reading, consider the thoughts and feelings of both the dominant and the more timid students. Then consider ideas for the instructor – how might she address the needs of both groups?
Real-Life Scenario—Rachel’s Class:
Rachel recently noticed that a couple of students in her literacy class sometimes dominate the conversation, giving other students little opportunity to contribute. At other times, these same students make cutting remarks when quieter students try to speak up. She is concerned that these quieter students might stop coming to class.
|
On your worksheet, record your thoughts on the feelings of both groups of students. Then record any ideas you have for the instructor. What might she do to strengthen the environment in her class? |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
-
Always smile and call a student by name when they arrive in class. Try to engage more timid students by directing questions to them by name. Ask the dominant students to “help” you support their peers – giving them the role of “encourager” during a lesson may help.
-
Sometimes students need to know what behavior is expected. I take a few minutes once a month (or as needed) to review the classroom ground rules. Included in these ground rules is the need for courtesy and turn-taking. It is also important for me to model positive and supportive behaviors in the classroom.
-
We try to build dynamics that facilitate group learning, trying to make students feel comfortable so that they enjoy the class and want to be part of the program. Whenever they succeed, they become even more motivated. We encourage participation, and allow them to assist each other, to interact.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
|
On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
Effective adult basic education instructors help allay learners’ apprehensions by:
- creating a safe environment for the students.
- providing ample opportunity for success.
- allowing errors to become positive teaching points.
- guiding students to identify and cherish their assets and accomplishments.
Instructors might, for example, ask former students to visit and speak with the class about how they overcame various challenges.
|
On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click “Next” below or a specific topic on the outline to the left to continue.
