How I Learned Not to Fear the Classroom

in Education by Casie Forbes — May 28, 2011 at 8:00 am | 2 comments

A Young Teacher’s Perspective

In an effort to help adult students, I have compiled the following:

My biggest fear when I started teaching college students was that the students who were older than I would not take me seriously.

Since finishing my first rookie year as an adjunct, I’ve learned that it is actually not a concern as a teacher; however, returning adult students may find it difficult to learn from someone younger than they are.

I first had to learn what the most common differences are between returning students and those just out of high school. There are a variety of ways to compare young students to adult students. What works for younger students may not be as effective for returning adults. Here are just a few common problems that arise in the classroom and some ways that adult education students can fix them.

Differences in Learning Styles

Many adult students have been out of a school setting for a while, and because of this,
there can be a difference in learning styles. According to the Rochester Institute of Technology, adult learners are more problem-centered, whereas youth learners are more subject-oriented. As a result, adults look to find solutions that will lead them to their individual goals.

These students are also more self-guided, they expect more, and they need to understand what an activity has to do with the lesson in order to make sense of it all. For a new teacher, this can be a lot to handle. Adult students are more likely to challenge a younger teacher’s standpoint because that student may have more experience outside a classroom setting.

An inexperienced teacher can still teach adult students new ideas and concepts because he or she is probably still enrolled in, or has recently graduated from, a master’s or Ph.D. program. This means the teacher has spent his or her recent years studying the new concepts that are being taught in a specific field of study, which usually is reflected back to his or her own students. Don’t forget that teachers remember what it’s like being behind the desks, especially those who have just recently graduated.

If a younger teacher is not appealing to an adult student’s learning style, it is important to bring it up with that instructor early on in the semester. When a student brings this to the teacher’s attention, it is easier to help mold the lesson plans around a new way of teaching that appeals to everyone’s learning styles.

 

 

Technology in the Classroom

Technology is now implemented in a classroom setting at a high rate of speed. Whether it’s a computer lab or a classroom, professors are using word processors, Internet applications, blogs, and much more to appeal to students. The benefit is that it makes a lesson hands on, and it also appeals to those visual and audio learners as well. The difficulty is that some students may not have the proficiency in computer skills that may be necessary.

When a student doesn’t understand the technology being used within a lesson plan or activity, it’s crucial to ask questions. It can be intimidating, and sometimes embarrassing, to ask a teacher about technology that most young students already understand; however, if a student doesn’t ask, a teacher usually assumes the student understands fully. If asking the teacher is too stressful, returning students can ask their fellow classmates or tutors for help.

Asking for Help

As I just stated, it’s essential for any student to ask questions when he or she is confused. I was just as scared to ask professors to clarify a lesson as a student, so I understand what it can be like. However, teachers love when students ask questions. If a student finds him or herself struggling with a particular concept that is more complicated, sometimes it is better to ask a teacher after class. This will allow time for a better clarification if the student needs a more step-by-step approach.

The wisest statement I have ever heard about this topic is this: If you have a question about something confusing, you are most likely not the only one who is confused. Hence, by asking the question, you are likely to assist other students who are afraid to speak up as well.

I’ve had some adult students who have avoided asking me questions because they believed that, since I am so young, I would not have the best answer. The best challenge you can give a teacher, especially new ones, is to ask them questions they may not have the answer to. This forces the teacher to do the research and answer the question at a later time.

Setting a Reasonable Pace

One of the biggest mistakes many students make is taking on a class load that is far above their level of ability. For undergraduates, it is usually suggested to take up to 12-credit class load. Depending on the institution, this usually breaks down to three to four classes. There is no shame in taking less than the suggested amount of classes if a student doesn’t feel comfortable balancing this many courses at once. In fact, easing into the educational realm can be beneficial. Many adult students who I have come in contact with have preferred taking one class per semester to be able to balance everything out.

Effective Study Habits

One concept that has changed is studying. Using techniques like cramming for a test the night before usually have more consequences than benefits. It’s important a student also paces him or herself in this area as well.

According to TestTakingTips, it is difficult for a student to retain information that he or she has been studying in a short amount of time. This is why cramming for a test should only be used as a last resort. Students can also set aside a period of time each day to study for his or her classes to ease the burden. Doing this will prevent students from feeling overwhelmed and overloaded with information.

If a student is still struggling to keep up with a professor’s schedule, a student must contact the instructor to explain his or her concerns. In a case like mine, I jumped in with both feet when I came up with a lesson plan. In my field of study (communications), I didn’t take any classes on how to set up a schedule for a semester’s worth of activities, discussions, examples, and so on. Rather, I was pretty much trying to wing it by imitating those I’d seen from other instructors. Sometimes this works out, but sometimes it fails miserably. By bringing up the problem, it allows the teacher to take a second look at his or her timeline and adjust it as necessary to ease the burden on students.

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Tags: adult learners student teacher