Classroom Management and the Adult Learner

1
Welcome!

• Classroom Management and the Adult Learner

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Introduction

• Imagine youve walked into the first class of
  your new program after having been out of school
  for twenty years. Whats going on in your mind?
• Im not sure how this is going to go. What if Im
  dumber than everyone else?
• Gee, I barely made it here on time. Traffic is
  nuts and I cant leave work any earlier than I
  did.
• I remember hating when instructors asked
  questions in class. I hope thats not going to
  happen tonight.

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Stories from the battlefield

• Anxiety and Attack a role play gone bad
• Youre so boring! the classroom beauty salon
• Cell phones Grrr!
• Whose priorities count here? Baseball over all

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Major Assumptions of this presentation

• Many classroom management problems begin with
  student anxiety
• Many poor choices in managing classroom dynamics
  stem from instructor anger which has its roots in
  anxiety

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Clear Expectations Classroom Management via the
Syllabus

• Clear instructions, due dates, grading rubrics
  (Setting the Frame establishing the
  contract/informed consent)
• List expectations about arrivals, cell phone use,
  etc.
• Note how to contact you should extensions be
  needed
• Clearly identify your criterion for granting
  extensions
• Clearly identify results of late submissions or
  deficient submissions for your assignments
• Articulate your teaching style
• Apply reading to discussions

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Characteristics of Adult Learners

• "Adults have accumulated a foundation of life
  experiences and knowledge that may include
  work-related activities, family responsibilities,
  and previous education. They need to connect
  learning to this knowledge/experience base. To
  help them do so, teachers should draw out
  participants' experience and knowledge that is
  relevant to the topic. They must relate theories
  and concepts to their students' prior experiences
  and recognize the value of experience in
  learning.
• Stephen Lieb's essay "Adults as Learners"
• http//www.league.org/gettingresults/web/module1/d
  iversity/accomodate_adult_learners.html

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Characteristics of Adult Learners

• "Adults are practical, focusing on the aspects of
  a lesson most useful to them in their work. They
  may not be interested in knowledge for its own
  sake. Instructors must tell participants
  explicitly how the lesson will be useful to them
  on the job."
• Stephen Lieb's essay "Adults as Learners"
• http//www.league.org/gettingresults/web/module1/d
  iversity/accomodate_adult_learners.html

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Characteristics of Adult Learners

• "Adults need to be shown respect. Instructors
  must acknowledge the wealth of experiences that
  adult participants bring to the classroom. These
  adults should be treated as equals in experience
  and knowledge and allowed to voice their opinions
  freely in class."
• Stephen Lieb's essay "Adults as Learners"
• http//www.league.org/gettingresults/web/module1/d
  iversity/accomodate_adult_learners.html

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Setting up a psychologically safe classroom
Helping students manage anxiety

• Physically manage the space (U shaped group
  clusters)
• Place yourself in a position of friendly
  authority
• Inviting participation by creating clear
  guidelines for it

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Setting up a psychologically safe classroom

• Target the development of success through guided
  practice learning relates to self-esteem
• Normalize learning from mistakes
• Enough anxiety to push, but not too much!
• Articulate assumptions and ask for feedback
• Take Breaks

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Setting up a psychologically safe classroom
added notes on adult learners

• Learning speed decreases with age depth of
  learning increases
• Adult learners are very diverse age experience
• Goals and Relevance uppermost in their minds
• A need for control

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What does this look like in your classroom?

• Describe one of the difficulties you face in
  classroom management
• Identify possible feelings/thoughts that might
  motivate the problematic behavior
• Identify your trigger what is it you want to
  accomplish as you intervene? (contain the
  disruption move on
• Identify your own anxiety (if any)

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When the professor gets mad. . .

• If you can adopt a calm tone (even if inside the
  storm is raging), you will help yourself remain
  calm and youll maintain control of the class
• Breathe and pray
• Repeating a calming word to your self
• Humor