This selection is a summary of the second chapter of William Dravesí book How to Teach Adults. It is reprinted by permission from the Learning Resources Network (LERN), the leading association in lifelong learning. For more practical, how-to information, E-mail info@lern.org or visit www.lern.org.
An adult must be emotionally comfortable with the learning situation to learn. Many adult learners come to our classrooms with a low self-image and a recognition that they have failed in some way. There are natural feelings about inadequacy that stem from growing older; some feelings are artificially induced by society; some feelings come from past personal experiences with family, peers, and educators. It is important to recognize that adult students must feel welcomed, encour aged and enabled. They should not be judged or criticized.
Adults are attuned to comfortable surroundings and more sensitive to discomfort than younger learners. Set up your room so that it is as comfortable as possible. Set no one to face the sunlight; be sure charts, board writing, overhead materials and handouts can be read by everyone, even those with limited vision; remove any sources of noise, or seat learners as far away as possible from them. Be sure that not only you can be heard, but that individual learners can be heard when they talk as well.
Mentally, adults are eager to learn. Part of that readiness to learn may be a natural growth process in which 'true learning' – self-study, personal inquiry, or self-directed learning – is more welcome than formal schooling. Adult learning is problem-centered. Adults come to class to address a particular problem, and are more satisfied with their learning if it applies to their everyday experi ences, is practical, or is current. Adults are aware of their limited time and prefer what can be learned today or in the near future to what can be learned over a longer period of time. Adults' interest in solving problems within this time perspective makes them value specific, narrow topics of relevance over broad, generalized or abstract subjects.
The most important social characteristic of adult learners is an abundance and variety of experiences. Adults come with both positive and negative experiences of group interaction, so that some will see the group (the class) as an opportunity to display talent and knowledge while others will see it as a possible threat to exposing their lack of talent and knowledge. Every adult will come to your class with some perception about the subject to discuss. Social psychologist Gardner Murphy says that adults, contrary to common assumption, are not able to detach themselves emotionally from the subject at hand. This means the backgrounds and value systems and current living situations of your adult learners greatly influence how you must teach them in the classroom.