TEACHING ADULTS: IS IT DIFFERENT?(Reflection) Teaching adult is really different, compare with teaching children and adolescentsbecause teaching adolescents need more motivation for them to work and having a sense ofresponsibilities for the task given, also there in confident to teachers. But impulsive and swayinfluence without weighing the cause and effect of each decision. Whereas the adult act as if theyknow everything, they seldom shows, express real appreciation and interests but more often theyexpect of answers might and willing to apply into action what they have given.(Reaction) It is really true that teaching adults is not the same as teaching children. It is veryimportant that a teacher should teach adults different strategies and approaches in teaching. As ateacher, we must know how and what are we going to do in teaching adults for as to understandtheir interests, likes, dislikes, and if they could appreciate what we are teaching them. We mustknow their learning abilities, capabilities, skills, to give them the right information they need.ANDRAGOGICAL MODEL: (Learner Centered Method)Based on the following assumptions:Underlie Malcolm Knowles’ Andragogical Model:1. Adults tend to be self-directing.(Reflection) There is negative be true, but not all adults have reach the proper maturity of handlingthemselves when it regards of doing correct analyzing, decision making etc. Some adults even attheir right age still don’t know how to become specific and to manage themselves.(Reaction)
Not all adults can supervise or manage themselves because not all of them become mature eventhey are old enough to do something. Sometimes they just think of what is right for them andnever thinks of the consequences in life.2. Adults have a rich reservoir of experience that can serve as a resource for learning.(Reflection)Good or bad experiences are both consider best teachers that bad people into becoming morecareful, curious & wit to whatever phrase of like she/he had. But sometimes, having a lot ofexperiences tend the people to act as if he/she knows everything, more often they are the kind ofpeople who have a hard headed and hard to convince because of lots of information, ideal &beliefs which is firmed and founded, such cases, their experiences cored hinder them to acceptnow teaching.(Reaction)Yes, it is probably true and correct that adults have a rich reservoir of experience that can serveas a resource for learning. It is because adults reach their age with so much good and badhappens to their life. From the first day of being aware and understanding the real world until thetime of maturity or adolescents stage.3. Adults readiness to learn is frequently affected of their need to know or do something.(Reflection)This could be resulted to caller the lesson objective to a very high demand to meet the studentsneed like having more action rather of long discussion the subject matter not give moreemphasis.(Reaction)Adults will be confused of what they need to know or do something if we as teacher don’t knowhow to explain the difference between the two.4. Adults are generally motivated to learn due to –
(Reflection)As for me, the motivation to moved the adults to learn is not because of internal or intrinsicfactors, the way to motivate them is through the educational materials we used, how realistic theexplanation to become motivated. Thus, the teacher itself should have a charisma and sense ofhumor to motivate her/his students. Adult are differs from pre-adult learning them it follows that adults should be taught differently. Adults and pre-adults have a different needs & differ of interest therefore, it is necessary to served them different approach and offer them different strategies according to their ages & measurement of knowledge.(Reaction)Motivating adult is not the same as motivating children that needs a simple thing to show them toget their attention and interests. Especially in a subject that needs a clear explanation and aspecific answer.CONSIDERATION FOR PRACTICE(Reflection) As for me, determining the purpose of the teaching-learning situation knows what wewanted to teach the learners and our objectives in giving that kind of lesson. Is it really importantor is it necessary for the adult learners to teach that lesson? What kind of practices a teachershould undergo with? Did we meet our objectives in that lesson? According to Darkenwald andBeder, the real issue is not whether learner-centered methods are universally applied by teachersof adults, but rather for what purposes and under what conditions such methods and others aremore appropriate and effective used by teachers. We have to consider the different teachingstrategies, methods, techniques, and approaches in teaching not only to children but also toadults. Not all adults have a wider knowledge than of a child. It is also depends to the place andenvironment in which or where they belong.
If I will be teaching adults, I will study harder and research more about the type ofteaching skills that I will need in handling them. It is good to handle the younger age which is,the children on my first year of teaching if I could get a chance to teach in the future. It wouldhelp me to become an effective and efficient teacher. It would give me an experience in theteaching-learning process in the future. From the child, I will also learn many things.(Reaction) Andragogical or learner-centered approach cannot be applied in all adult educationsetting when the involved students are came from different culture and had their own beliefs,most of the time, the danger of using andragogical method, students could manipulate the wholeclass, in fact, few students who are told to impost or insist his/her own belief. Create clashed toeach member of the class when the teacher cannot handle properly. I allowed some opinions orideas to rule yet against for some students. Responsive teaching techniques as the approve practice for educators at all levels.Interactive learning-style that initiates the students to response or cooperates during class testifiesthat everybody in the class is able to relate and they are existed to cite suggestions & opinions tomake the learning process more broaden.
ENGL 120DIVINE HEIDI G. CABIGUIN MS. MAE L. CENDAŇABSE – E 3 IRREG. JULY 13 , 2012