The Adult Learner
Being an Adult Educator
Respectful
Adults who return to the classroom after a long time away, or who approach a new learning situation with apprehension, need to feel valued, know their opinion is appreciated, and feel they have been heard – that is, need to know they are respected.
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“I didn’t want to be treated like a baby, or no high school student, you know? I wanted to be treated like an adult.” |
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She [teacher] knew what we needed. She treated us like adults who knew us a little something. Some [teachers] come in and the first hour is like reading A, B, C, (like we needed to start from the beginning), and you just kind of have to put up with that. |
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“Number one is respect your students. Takes a lot of courage to come to this class and say, ‘I need some help.’ So number one - respect.” |
Take a moment to consider what a need for respect implies for the instruction of adult literacy learners.
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On your worksheet, record your initial thoughts on the need for respect when working with adult literacy students. Note any insights or ideas you may have at this point. |
Effective instructors show respect in many ways: tone of voice, body language, active listening, and word choice. You, too, are an adult; how would you like to be treated as an adult learner? Remember, most adults are attending voluntarily – they can choose not to attend a class in which they do not feel comfortable.
Below is a real-life adult education scenario. While you are reading, consider how the student is feeling. How might the instructor have handled this differently? What specific behaviors, skills or attitudes would demonstrate respect?
Real-Life Scenario—Mr. Chad at the Coffee Pot:
Marissa: (nervous) Mr. Chad, do you have a moment? I’m having a lot of trouble with this math…
Mr. Chad: (interrupting) Ok, I notice you’ve been out for a couple of classes. You’ve missed a lot of important stuff that we’ve tried in class the last two weeks.
Marissa: I have, but…
Mr. Chad: (interrupting) Most of the other students are picking up on it pretty well.
Marissa: (unhappy) Oh…great. Um, but the reason I’ve been out is, um, my baby…
Mr. Chad: (interrupting) I think you can get through it if you just work a little harder. You’ll be fine. I’ll give you some more homework. You can work on it on the weekend. You’ll be fine, really.
Marissa: (overwhelmed) More homework…? Oh, um, well, weekends…OK. I guess. Yeah, that will, be…um, great - yeah thanks.
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On your worksheet, record your thoughts on the student’s situation and feelings. Then record any ideas you have for the instructor. What specific feedback might you offer him? |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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It is important for teachers to listen respectfully to students. Sometimes it takes time for students to open up to a teacher – patience is the key. Eye contact, non-verbal signals, these are all important as well.
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To engage a learner in problem-solving and generating solutions, ask open-ended questions, such as, “What ideas do you have?”
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I try to validate a student’s ideas and feelings – empathize with their issues – and, if possible offer a specific, immediate solution. Otherwise, I may try to schedule an appointment with the student to talk further if necessary.
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?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors suggestions. |
In Summary:
- Respect is essential in any learning situation.
- Not only must students feel valued and appreciated, but they must feel that the learning place is a safe place to be and that it is okay to make mistakes. Mistakes are part of the learning process.
- The effective instructor makes a point of setting the tone of respect in the class.
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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.
