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Introduction:
Consider a typical classroom. The chairs are arranged in rows
and columns, all facing the blackboard or overhead at the front
of the classroom. The instructor walks in, places his or her
materials on the table next to the lectern and begins to address
the classroom. Usually, the instructor tells the students what
is about to be covered in the classroom, may ask the students
to open their books to a particular page, and begins writing
on the board.
Now, imagine that the same classroom is full of adults. Many
times, when adult students enter the college classroom, they
face the same instructional settings as they did when they were
children. However, adults learn differently than children because
they have adapted and changed as they have gained experience
in the world. For the most part, adults come to our classrooms
with experiences, ready to learn, self-directed, oriented toward
learning, and motivated to succeed.
Just what is an adult learner? Some would argue that all college
students who are over the legal age of eighteen are adults.
Others, however, and for purposed of this workshop, reserve
the term for students who are older than the traditional age
college student (usually twenty-five and older), who have acquired
greater maturity through life experiences and financial independence,
and who have experience in handling the multiple and often competing
commitments of work, family, community and being a college student
(Knowles, 1984).
The article by Knowles elaborates on how working with adults
is different than working with children (If you want a copy
contact Nancy Givens). Think about some of your students
and consider their characteristics as learners.
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