Teaching Adults E-Book

Ralph G. Brockett

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 231

Veröffentlichungsjahr: 2014

Beschreibung

A highly practical guide for new instructors teaching in any setting Regardless of the context, teaching is a tall task--and for those teaching adults, unique challenges await. Teaching Adults: A Practical Guide for New Teachers is chock-full of ideas that can be read quickly and implemented immediately in formal and informal settings, in classrooms and workplaces; in short, wherever adults are learning. Written with straightforward language that eschews jargon, yet grounded in theory, research, and practice in adult education, the book will benefit readers who have not previously been exposed to these ideas as well as more experienced teachers who seek new ways to reach adult learners. The book will serve as a resource to revisit from time to time as readers face new challenges and questions in teaching adults. Readers will delve into to a variety of topics, including: * A general teaching framework, including the author's four keys to effective teaching * An in-depth exploration of the primary components of effective teaching * An examination of the unique challenges involved with teaching adults, including how to best create a positive learning environment, overcoming resistance to learning, motivation techniques, and dealing with difficult or disruptive learners The book elucidates the techniques required to connect with adult learners and provide instruction that is specifically tailored to the unique learning needs of these students.

Leseprobe

Table of Contents

Title Page

Copyright

Preface

About the Author

Part One: Getting Started

Chapter 1: So, You're Teaching Adults?

A Teacher by Any Other Name

Further Reading

Chapter 2: What Is Effective Teaching?

A Teacher in Seven Words

Four Keys to Effective Teaching

Conclusion

Further Reading

Part Two: Four Keys to Effective Teaching

Chapter 3: So, What Are You Teaching About?

Two Clichés

Teachers as Learners

An Ethical Dilemma: When to Say No

Strategies for Keeping Up

Further Reading

Chapter 4: A Dozen Things You Need to Know About Adult Learning

1. Most Adults Are Actively Involved in Learning and Undertake at Least One Learning Project Every Year

2. Adults Have the Ability to Learn Successfully Throughout Their Lives

3. Adult Learners Bring a Wealth of Experience to the Teaching-Learning Setting, and This Experience Can Be a Valuable Resource

4. It Is Important to Recognize That Decisions You Make About How You Will Teach Are Based on Whether You Are Trying to Change Attitudes and Values, Skills and Performance, or Knowledge and Factual Information

5. Most Adult Learning Is Self-Directed

6. The Need for Adult Learning Is Often Triggered by Some Kind of Developmental Transition or Crisis

7. Adults Choose to Learn for Many Different Reasons, and You Need to Know What These Are

8. It Is Important to Understand Something About Motivation and How You Can Use Motivation Strategies to Help Excite the Learners About What You Are Teaching and, in Some Cases, to Help Break Down Learner Resistance

9. Teachers of Adults Need to Understand the Many Kinds of Barriers That Can Limit Whether Adults Choose a Learning Activity or Stay with the Activity

10. Understanding Learning Style Is Important, but It Is Often Misunderstood and Misused

11. Most Successful Adult Learning Takes Place in a Collaborative or Cooperative Setting, Where Sharing and Synergy Are Crucial

12. The Ultimate Purpose of Adult Education Is to Help Learners Think for Themselves

Further Reading

Chapter 5: Building Blocks of Adult Learning

Andra … What?

Assumptions of Andragogy

Self-Directed Learning

Conclusion

Further Reading

Chapter 6: Planning Instruction

Conclusion

Further Reading

Chapter 7: Teaching Techniques

Tips for Selecting Teaching Techniques

Six Techniques to Help You Start

Conclusion

Further Reading

Chapter 8: Knowing Yourself: Understanding the Teacher Within

Self-Understanding: The Heart of Effective Teaching

A Closing Thought About Style and Caring

Conclusion

Further Reading

Part Three: Unlocking Doors to Effective Teaching

Chapter 9: Creating a Positive Learning Environment

Climate Setting: Making a Difference from the First Meeting

The Physical Learning Environment

The Social Environment

Large vs. Small Classes

Teaching in a Connected World

Conclusion

Further Reading

Chapter 10: Overcoming Resistance to Learning

Resistance to Learning

A Personal Experience

Conclusion

Further Reading

Chapter 11: Motivation

What Is Motivation?

Two Important Concepts in Motivation

Strategies for Increasing Learner Motivation: The ARCS Model

Another Approach: Five Pillars of a Motivating Instructor

Conclusion

Further Reading

Chapter 12: Dealing with Dilemmas and Challenges

Facing Your Fears About Teaching

Disruptive Learner Situations

Cheating and Plagiarism

Professional Distance

Should You Share Your Own Views with Learners?

Conclusion

Further Reading

Epilogue: Now You're Ready … Go and Teach Adults

Seven Attributes

The Four Keys to Effective Teaching

Two Credos

A Final Word

References

Index

End User License Agreement

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Guide

Cover

Table of Contents

Part One: Getting Started

Begin Reading

The Jossey-Bass Higher and Adult Education Series

Teaching Adults

A Practical Guide for New Teachers

Ralph G. Brockett

Cover Design: Wiley

Cover Art: © Vasya Kobelev | Shutterstock

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ISBN 978-1-118-90341-4 (hbk)

ISBN 978-1-118-90359-9 (ebk)

ISBN 978-1-118-90377-3 (ebk)

Preface

Most of us, at some time in our lives, teach adults. It may be in a classroom or training setting. But most likely, it is in an informal way: teaching a friend or relative a craft or skill that we can pass on, in the workplace when we help a colleague learn a new computer application, during a religious education class at the local church or synagogue, teaching first aid techniques to a group of adult volunteers, or organizing a protest around a controversial issue facing the community. The point is that most people who teach adults do not primarily identify themselves as adult educators. For many educators, such as college instructors, adults usually represent a percentage of all learners. However, adult learning can be found in almost any setting in our society; and where adults are learning, there is someone who is teaching these adults or helping to facilitate their learning.