leavers might prefer being in an adult environment to a school environment and, as such, pay more attention. Never assume, under- or over-estimate your learners’ skills, knowledge and understanding, or make any presumptions about them or their past experiences.
Depending upon your subject, you will find your own ways to reach each individual, giving them confidence to progress with their learning. Always give positive encouragement to retain motivation, and treat all questions from learners as valid, no matter how silly they may seem to you (or them) at the time.
Adult learners
Adult learners, aged 19 and over, are usually motivated to learn, either for their own personal benefit or for professional reasons. They might be retraining to enhance their job role, perhaps as a result of redundancy, or wanting a new challenge or opportunity. Their motivation ensures they are keen and enthusiastic learners, usually attending voluntarily in their own time and probably at unsociable hours. However, some adults might have been told to attend a course either by their employer or as part of a programme to help them gain employment; therefore, their motivation might not be as high as you would like it to be. You might find with some adult learners that they feel they know more than they do. You will need to be tactful at finding out what they do and don’t know to help them realise this. You might also feel some learners know more than you. This is nothing to worry about and can be used to your advantage. For example, if you don’t know how to use a particular software program very well, you could involve a learner who does. This might make them feel good that they have shown the teacher what to do. However, some older learners might feel they know more than you, and may try to dominate the session. Let them have their say at first and then state that you value their input based on their experience. However, if they do try to dominate, you will have to tactfully ask them not to interrupt you, perhaps because you are short of time to cover everything in the session. Alternatively, when explaining something, you could add the words ‘as some of you may know….’ or ‘some of you might already be familiar with this’. This will show that you are aware of their prior knowledge and experience.
Some adult learners might be apprehensive if they have not attended education for a few years. You will need to reassure them that you are there to help them. Depending upon your subject, there will be ways of integrating your learners’ experiences to benefit everyone.
Example
Haani teaches a weekly two-hour information technology course, which will last eight weeks. There are ten learners aged 19 to 65. As part of the first session he asked them to introduce themselves and say a little about their experience of using a computer. He soon realised the older learners had very little experience and three had never even switched on a computer. The younger learners are more confident and have used computers at school and home. He therefore decides to sit a younger learner next to an older learner so they can help and support each other. Each learner will be working individually through a series of tasks at their own pace and can ask each other questions when necessary. They can therefore learn from each other as well as from Haani.
Adults are often used to being active and having self-discipline when it comes to learning. They are frequently confident to ask questions and to challenge theories. They often like to relate new learning to their own experiences. If you are asked a question you cannot answer, say you will find out. Then make sure you tell them the answer next time you see them, or email them in the meantime. While you are expected to have an in-depth knowledge of your subject, you won’t know everything and this is fine. It’s best to be honest and admit when you don’t know something rather than bluff your way out of it.
Quite often, adults are not afraid of making a mistake as they have learnt this through experience, whereas younger learners would not want to embarrass themselves in front of their peers. Adults are often keen to tell you and the group their experiences and how they have learnt from them. Conversely, some adults might lack the confidence to discuss things in front of their peers until they get to know them well.
When teaching adults, try and plan tasks in a logical order, relate theory to practice and involve them with discussions of their own experiences. Always clearly state the aim of your session and what the learners will do. With all learners, you should check their prior knowledge and experience, recap and summarise topics, repeat key points, and ask questions on an ongoing basis to check that learning is taking place.
Adults will usually make the effort to arrive on time, have the necessary materials, e.g. pens, paper and textbooks, and not be disruptive. However, you need to consider their personal circumstances and situations: for example, if you are delivering an evening class and some of your learners have been at work all day, looking after children, travelling far, or haven’t yet eaten.
Some adults might have had negative experiences at school or of previous courses they have attended. This might have stayed with them and could affect their current learning. Try and get to know each learner as an individual to enable you to support their learning in an appropriate way. You could be on first name terms with adults and have a more informal delivery style if you feel this is appropriate.
Mixed age ranges
It could be that you will teach a mixture of age ranges within the same group. This could affect the learners’ attitudes and the way they act and interact with each other. The demographics of populations are continually changing. What follows is generalised and not meant to be stereotypical, but to give you an idea of the different generations.
The veteran generation (aged 65 plus) may have been with the same employer for a long time and be thinking of retiring. They have probably paid off their mortgage, have children who have left home and therefore have different priorities from younger generations.
The baby boomers (born 1946–1965) might be working fewer hours and increasing their leisure pursuits, have grown-up children and a low mortgage. This generation will increase over the next few years and may lead to a larger number of older than younger people in the workplace.
Generation X (born 1966–1976) might be mid-career, have had several jobs, and perhaps experienced redundancy and unemployment along the way. They might have a large mortgage and a growing family.
Generation Y (born 1977–1994) might be unemployed, be in training, be first or second jobbers. They could still be living with their parents, have few responsibilities and possibly have debts. They use technology a great deal and the line between work and social use can become blurred.
Generation Z or the millennium generation (born 1995 onwards) have had lifelong access to technology, the internet and social media. Access to multimedia to such an extent can lead to a change in communication methods, which to other generations can look like a lack of social manners. Communication becomes via technology rather than face to face. This can lead to poor spelling and grammar when writing. Personal aspects often take priority over work due to the immediate and switched on lives they lead. This generation has been subjected to a fame culture through the many reality television shows, and is often influenced by celebrities and fashion.
With these different generations come different aspirations, expectations, attitudes and values towards work. As a result, attitudes might be different towards their peers or indeed towards you as their teacher.
Activity
How do you think the different age ranges of learners could affect the way you teach and the way they learn? What challenges might you encounter with each age group listed and how could you overcome them?
Modes of attendance
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