There are three primary differences between adult learners and K-12 learners. These include: a readiness to learn, problem orientation, and specific time perspective (Draves, 1997, p. 9). Aside from these mental characteristics that supply adult learns with internal motivation to learn, adult teaching strategies also differ compared K-12 strategies with respect to social characteristics. Adult learners have a much greater variety of experiences to bring with them. Further, strategies must differ due to physical characteristics of adult learners that range from visual and hearing impairment to physical condition other considerations. Strategies for adult learners must also encompass the idea that adultsÆ emotional states ôare inextricably tied up in their ability to learnö and strategies must help foster a positive emotional climate to help resolve self-esteem issues connected with learning in adults (Draves, 1997, p. 6).
There are a number of qualities that promote success for teachers of adult students. A sense of humor, excellent listening skills, the ability to foster a positive climate, and active caring about students are all traits that promote success. However, before being in a position to successfully teach adult students, Draves (1997) maintains that there are three requirements that must be met:
A basic competence in the subject (p. 15).
Other skills of the successful adult teacher will include being able to put aside personal viewpoint, showing interesting, modeling of learning, and active listening. Providing feedback but avoiding negative feedback are also sound skills for success. Being able to provide praise that is motivating is another important skill for success in teaching adult learners.
The acronym of DIVE encompasses four components that Draves (1997) maintains are important for a successful teaching experience with adult learners. The four components of DIVE are: Discovering your p...