• For example:
    • Being patient means giving learners time to think and to respond.
    • "Demonstrating a desire to learn more about culture" could mean' asking learners if they are doing something special to celebrate' Lunar New Year or Buddha's birthday.'
    • Ask for additional examples from the participants.
  • Discuss the intended results of the tutor's action.
    For example:
    • Sharing your records with the learner can really motivate her because the learner now has a tangible record of the progress made.

B: The Learner

Who are our learners?

  • Present the information Characteristics of the Adult ESL Learner orally, simply referring to the tutor training manual.

C: Teaching Adult Learners

  • Have each participant work with a partner to discuss a memorable learning experience. What happened? What role did the instructor (facilitator or teacher) play?
  • Possible additional questions for discussion: What role did you play? How much input did you have? How did the instructor get you to understand the information? How did the instructor gain your interest? Was the instructor gaining your interest or did she recognize an existing interest? How was this learning experience connected to the goals you had at that time?
  • Show overheads, Defining the Approach: General Guidelines for Teaching Adult Learners and connect them with the information generated from the participants.
  • When showing the overheads, Defining the Approach: General Guidelines for Teaching Adult Learners, discuss how "active learning" results in greater learner motivation and learner independence.