TEACHING ADULT LEARNERS

Teaching Adult Learners

Teaching Adult Learners

Introduction

There are many theories of learning, each of them special attention to various aspects of teaching and learning process. The paper supports the statement that adult education should be viewed as an independent style of learning, and is unique in that child and adolescent learning. Adults bring their life experiences in the classroom. They provide knowledge of the past, as well as past prejudices and beliefs. Adult students want to acknowledge that adults do. They should take an active part in determining how and what they will learn, and they need to be active rather than passive experience. Many adults stressed by their daily life responsibilities when they arrive in the classroom and teaching style need to be a creative, lively and humor to hold their attention (Knowles, 1984, pp. 52-298).

Methods for Adults Learning

Adult educators need to prepare a learning environment in which all students can feel they perform something or use somehow. Types of manuals and the interpretation of results may vary depending on the individual, socio-economic status, culture and situation in life, age and number of other indicators.

Of an experience of success will depend on the adult educator to understand the differences in people. No less important is the personal experience of a teacher has with various parties and their characteristics. No one will be consistent with the theory of each learning situation. There is an exception to every rule. There are two theories that are closely supports to this study line of reasoning.

First is Knowles' theory of Andragogy

Andragogy makes the following assumptions about the design of training:

Adults need to know why they should learn something

Adults need to learn experientially

Adults approach learning how to solve problems, and

Adults learn best all, when the topic is of direct importance (Knowles, 1984). Knowles tried to ...