So You Teach Adults!

Yours is a special challenge.

While many of the principles of the teaching/learning processes apply equally to children, youth, and mature adults, there are certain characteristics that are distinctive to adult learning. If you are aware of these characteristics, it may help you to increase your effectiveness as a teacher of adults.

Many of the adults in your class may not have a learner’s attitude. They are not accustomed to sitting in the classroom—likely they spend most of their week in accomplishing, not sitting back and absorbing. While they are still learning, their learning as a rule is not occurring in an academic or structured setting. Because of this, they may not feel totally comfortable in a “classroom” situation.

Your class members may come accompanied by some definite ideas. In adulthood, personalities and beliefs may be set. Adults tend to be resistant to change.

Your adults will come to class having had much more exposure to ideas and experience than children have had. Because of this background, they are able to relate new information and ideas of their own lives easier than other age groups. However, if they are not allowed to contribute from this basis to what is going on in the class, they may feel thwarted.

Adult involvement should be voluntary. Adults are past the age where contests, games, and treats provide motivation. They need to see that what they are being asked to learn is directly related to their concerns and interests.

You may find that your adult class members are apprehensive in learning situations. They may find it difficult to open up and voice opinions or share ideas in a discussion. The reasons for such fear may be many. They may be concerned that their answers will reveal ignorance. They may feel insecure in their ability to express themselves orally. From their vantage point of experience, they may feel hesitant to voice definite answers to questions, knowing there can often be more than one right answer. They may not want to become involved in a difference of opinions with another class member. Last, it is simply easier to remain a passive listener and let someone else speak.

Adults come into the class with more pressures and responsibilities than children or adolescents. This may make it difficult for them to concentrate entirely on the subject at hand.

Many factors affect the success of an adult class. Even though they may attend, they will tend to withdraw mentally from a learning experience that does not satisfy them. Adults will accept and continue to do those things that are satisfying to them. Make your subject matter come alive through vivid examples, visual aids, and personal involvement. Any presentation that meets a need in the life of a person will be received, but you must present the lesson in such a way that the person realizes his needs are being satisfied.

Here are a few tips that might help your students develop positive attitudes toward your class and what they are learning there.

• Acknowledge responses.

• Present information in logical steps. Build to your objective.

• Know the adults’ biblical background and avoid repetitious content.

• Build on your knowledge of your students’ background and experiences.

• Use a variety of teaching methods and visual aids.

• Be sure your lesson makes a point that applies to daily living.

Remember, your goal in teaching your adult class is to help them experience the possibility of living in God’s Word. Pray that, as you teach, God will help you present the Bible as His revelation of reality.