ADULT STUDENTS AND THEIR TEACHERS/ ESTUDIANTES ADULTOS Y SUS MAESTROS

One of the most difficult challenges for teachers whose primary training experience is limited to traditional methods and techniques for teaching traditional students is to understand that the knowledge that adults bring with them to the classroom is based primarily on experiential learning versus the academic abilities of traditional students which are based mostly on theoretical learning acquired in earlier grade levels.

Seasoned teachers who have been in the "impact stage" of teaching for some time tend to be more equipped to work with and to reach adult learners effectively; more so than those who are either in the "survival or task stages" of teaching.

One daunting challenge in particular for the "younger or less experienced" teacher, when dealing with adults, is to be able to differentiate between the adult learners' interest in, and motivation for, expressing different perspectives versus the misconception that adult learners are attempting to "challenge the teacher's background, training experience, or authority."

Another challenge is for teachers to ensure that they address adult students with respect and dignity given the backgrounds and training experience they bring with them to the classroom.

Most values, beliefs, and societal practices that teachers inculcate in the traditional student have long been acquired, tested, and refined by adult learners.

What may appear to the teacher to be a "standard classroom related comment" which is used with traditional students, such as "you're not allowed to use a book or consult other sources while taking this examination" or "we all have problems that we have to deal with," will have the potential of insulting the adult learners' system of values and mores. These comments will be very condescending and demeaning to adult learners.

Uno de los retos mas difíciles para maestros cuya experiencia primordial se limita a métodos y técnicas tradicionales dirigidos a estudiantes tradicionales, es entender que el conocimiento que los adultos traen con ellos a los salones de clases se basa primordialmente en aprendizaje por experiencia y no en las habilidades académicas de estudiantes tradicionales, las cuales se basan mayormente en aprendizaje teórico adquirido en los niveles tempranos de estudios.