The Adult Learner
Being an Adult Educator
Supportive
Adult literacy learners may bring many fears and worries to the learning process; because of outside pressures, insecurities, and past negative learning experiences, they may need a guide or advisor. Adult educators need to be aware of these issues and be prepared to be supportive.
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“If teachers know a little bit about their [student’s] background, then they’ll know better how to relate to students and know what to look for, y’know, what to expect them to do and if they’re not doing it, then ask why? Be able to talk to them and say, ‘Do you have a problem today? Can I help?’ And make the student open up and be more closer to the teacher and say ‘She really cares and I can share this with her’.” |
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“I need them to feel that I can be a friend as well as a teacher and still maintain the type of decorum in a class that would enhance the teaching that they need to have take place.” |
Take a moment to consider how the need to be supportive can influence instruction for adult literacy learners.
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On your worksheet, record your initial thoughts about being supportive of adult literacy students. Note any insights or ideas you may have at this point. |
Adult educators have knowledge of skills and resources that can assist adult learners with not only the learning process but also with some of the other issues they may be facing. Instruction should include learning and practicing skills that will assist them both inside and outside the classroom.
Below is a real-life adult education scenario. While you are reading, consider what you think are the student’s needs at the moment. What ideas or advice would you give the instructor?
Real-Life Scenario—Gong Li's Concern:
Bob is about to start working one-on-one with Gong Li, who reads at a low literacy level, as reflected on the intake assessment/evaluation form. She has not finished high school and, in fact, left formal education at the age of 16. She is currently employed and about to become a mother for the first time. Gong Li wants to be able to raise her child and improve her job skills. She is worried she won’t be able to attend class, meet her work obligations, and cope with being a new mother. She has come to Bob to express her concerns and exhibits quite a bit of stress.
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On your worksheet, record your thoughts on the student’s needs. Then record any ideas you have for the instructor. What might he do quickly to support this learner? |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. |
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I would have a conversation with this student about becoming a mother – give her a chance to talk about the experience and her future. I would tell her that I could help her learn to read about children and child rearing. I would also invite her to bring in any pamphlets or doctor’s reports she might receive so we could work together to improve her reading around these topics.
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I would ask this woman what she wants to learn to read. I would then set up lessons to enable her to accomplish this. I’d also help her with goal-setting so she can start feeling successful in her studies by marking the goals that she reaches along the way.
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Above all, remain calm. Consider assisting her with stress reduction techniques. Talk with her about her fears and worries. Perhaps make arrangements for her to change her class schedule or focus on fewer skills for the time being.
In reviewing these idea, 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:
- Adult educators need to be aware of the needs of their adult learners.
- Teachers are able to bring valuable knowledge and resources, as well as insight, to adult learner worries and frustration.
- As part of creating a safe and caring learning environment, the adult educator needs to be seen as available and supportive.
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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.
