HOW ADULT LEARNERS CAN BE DIFFERENT FROM OTHERS

1. Usually adult learners are able to choose when, where and what they will study.
2. Adult learners can leave or discontinue a course at anytime.
3. Usually adult learners are not required or compelled to be there. Most courses are not compulsory.
4. They can decide to leave because of other students, the tutor, the course, e.g. too hard or too easy.
5. Adult learners can work at their own rate. There is not always an urgency to complete a course by a set time.
6. Many adults can often afford to undertake private tuition if required.
7. Adult learners usually have a strong personal motivation and are often keen to learn.
8. They are often rich in experiences and able to draw on their past, personal experiences.
9. They are often more patient and understanding, more accepting of the academic inadequacies of others.
10. Adult learners have definite reasons for wanting to learn, e.g. promotion, assist children.

IMPAIRED ADULT ATTITUDES TO LEARNING IN A GROUP

1. Many adults need to be convinced that they can do it, as they often see themselves as “losers”.
2. Adults are usually afraid of failing publicly
or of exposing themselves to the risk of failure and personal embarrassment.
3. Many adults have bad or negative memories of their formal school days.
4. Often adults are anxious about learning new things. They fear looking stupid in front of others.
5. Often they are reluctant to work in a group or offer answers to questions in case they might be wrong.
6. They can be affected deeply by criticism, sarcasm or ridicule.
7. Adults learners require on-going proof that they are achieving to the expectations of the facilitators.
8. They are often hesitant to go to the next stage unless they know they are succeeding at what they are doing.
9. Many adults are often suspicious of teachers and their authority.
10. Adult learners are wary of flattery and insincerity.

SPECIAL ASPECTS OF ADULT LEARNING

Studies have shown that -
1. Adults learn best:
• When they do not have to rely on memory.
• When they can see or understand “why”.
• When they can be involved in an activity at their own pace.
• When they can use their past personal experiences.
• When they are given the opportunity to practice.
2. Aging is not the main factor that affects learning. Short-term memory loss, basic intelligence, occupational background, level of education and life experiences are more important factors.

HELPFUL HINTS FOR TUTORING ILLITERATE ADULTS

1. Promote a well-planned course suited to personal needs.
2. Place less emphasis on memorization – more on doing and practice.
3. Appreciate that activity learning has great advantages.
4. Use of diagrams. The “visual” is extremely effective.
5. Ensure that impaired, adult learners are able to work at their own pace.
6. Reduce competition between course participants to the barest minimum.
7. Teach what to do rather than what not to do.
8. Work from the “known to the unknown” taking advantage of a wealth of personal experiences.
9. Use big prints, colored paper, a well-lit room, comfortable seating and limit noise.
10. Assess in stages, with results being known to individual participants.
11. Allow frequent breaks or rests. Limit the length of sessions to between 25 min. and 45 min.
12. Frequently revisit, reinforce and practice what has been and is being taught.
13. Break up course/sessions into clearly understood and digestible units or parts.
14. Ensure that the learners are not overwhelmed by detail.
15. Be ready to give advice on how to study, on taking notes and on active listening.
16. Adopt suitable seating arrangements - e.g. circular seating can have its advantages.
17. Keep groups, where possible, to between 8 and 12. Very small groups can be dominated by one or two just as larger groups limit the time available for each individual to participate.
18. Be careful not to do it all and leave nothing for learners “to do”, to think about or “to work out”.
19. Clearly establish broad aims and specific learning objectives, e.g. be able to spell, know how to pronounce particular words, be capable of creating and building words, etc.
20. Encourage active listening.
21. Ensure that sessions have clearly a defined Introduction, Body and Conclusion.
22. Be mindful that all good teaching methods have an element of Learning by Discovery.