Adult-teaching

Begin with introducing yourself . Then ask the adult learners to introduce themselves.

Share some of yourself (humor, experiences, feelings, self) be honest, authentic & self-disclosing.

Pray with your adult learners: Scholar-Prayer

Make sure their 1st experiences with the subject or class are as positive as possible.

Relate learning to adult interests, concerns & values.

Selectively emphasize & deal with the human perspective of what is being learned, with applications to the personal daily lives of the adult learners whenever possible.

Use needs assessment techniques to determine the felt needs & actual needs of the learners using assessments administered by the instructor & self-assessments by the adult learner.

Provide opportunities for self-directed learning where adults can participate in setting objectives, selecting instructional methods, self-evaluating & analyzing their performance.

Make the learning goals as clear as possible & as appropriate to the learners as possible.

Give the rationale for assignments, procedures & instructional methods.

When possible, clearly state or demonstrate the learning that will result from learning activities.

Ensure successful learning by planning instructional activities that match the needs & objectives of adult learners.

Introduce the unfamiliar through the familiar.

Make learner reaction & active participation an essential part of the learning process.

Provide frequent response opportunities for all adult learners on an equitable basis.

Promote learners personal control over the context of learning by involving them in the planning & setting of goals, self-evaluation & determination of their strengths & weaknesses & recording & analyzing progress.

Make the criteria for evaluation as clear as possible'.

Use consistent feedback to learners regarding their mastery, progress & responsibility in learning.

Be aware of the needs of adults: their physiological, safety, love & belonging & self-esteem needs & curiosity, sense of wonder & need to explore.

Remove or reduce components of learning situations that lead to failure & fear.

Plan with the motivation of the learners in
mind. Don't assume that the content or the
teacher will maintain their motivation

When it is necessary, use constructive criticism

Create a learning environment that is
organized & orderly.

Effectively use praise & reward learning.

Encourage & challenge the learners.

Use collaboration as an instructional technique
to develop & maximize cohesiveness in the
group.

Create components in the learning
environment that tell learners they are
accepted respected members of the group

When appropriate, plan activities that allow
adults to share & to display publicly their
projects & skills.

Provide variety in presentational style,
methods of instruction & learning materials

Selectively use breaks, physical exercise &
energizers.

Use humor liberally & frequently.

Use examples, stories, analogies & metaphors.

Thank adult learners for attending &
participating (meet again, give timetable).

Have time to answer question 1 on 1.

After session when alone Self-evaluate your
performance. Make notes in your journal
concerning impressions & knowledge gained
(learned) from teaching this group.
Act on your self-evaluation.