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Classroom Management Training for Teachers of Adult Learners

By Eva Wright Hardrick, EDD

Chapter 2. Introduction to Adult Learning Principles
  1. Case Study
  2. Video
  3. Discussion Questions
  4. Application Assignments
Chapter 3. What Classroom Management Is Not
  1. Adult Student Behaviors
  2. How not to Lecture to Your Class
  3. Not being Prepared to Teach
  4. Not Knowing your Teaching Style and How to Adapt
  5. Not Knowing the Learning Style of Each Student
    1. Case Study
    2. Video
    3. Discussion Questions
    4. Application Assignments
Chapter 4. Classroom Management Versus Relationship for Learning
  1. Faculty Preparedness
  2. Bring Real World Experiences into the Classroom
  3. Use Five (5) Activities During Each Class
    1. Movie Study
    2. Micro-teaching
    3. Animated Video or Comic Strip
    4. Observation Protocol
    5. Personal Management System
      1. Case Study
      2. Video
      3. Discussion Questions
      4. Application Assignments
Chapter 5. How to Teach Adult Students About the Rules of Your Classroom
  1. Incorporate the Classroom Rules into the Lesson Plan
  2. Help Students Learn About Each Other
  3. Highlight Main Aspects of the Syllabus and a Clear Timeline
  4. Encourage students to attend class by Whetting their Appetite for the Course
    1. Case Study
    2. Video
    3. Discussion Questions
    4. Application Assignments
Chapter 6. Classroom Management
  1. Role-play Activities
  2. Case Study – Defined
  3. Small Group Discussions
  4. Question and Answer Sessions
    1. Case Study
    2. Video
    3. Discussion Questions
    4. Application Assignments
Chapter 7. The Importance of Consistency with Students
  1. Set the Tone for the Course
  2. Collect Baseline Data on Students Knowledge and Motivation
    1. Case Study
    2. Video
    3. Discussion Questions
    4. Application Assignments
Chapter 8. Classroom Management Techniques for Minimal Interruptions
  1. Do not Lecture for the Entire Time of the Class
  2. Encourage Students to Participate in the Learning Process
  3. Provide Hand-on Exercises for Students
  4. Do not get into a Shouting Match with Students
  5. Remind Students of their Responsibilities to Self and Other Students
    1. Case Study
    2. Video
    3. Discussion Questions
    4. Application Assignments
Chapter 9. Measure the Classroom Climate
  1. Case Study
  2. Video
  3. Discussion Questions
  4. Application Assignments
Chapter 10. Strategies Necessary to Operate a Successful Classroom
  1. Remember the Goals for the Course
  2. Always make the Learning Experience Fresh and Exciting
  3. Continue to Teach so Student will Learn
  4. Adult Learners Should be Treated Equally and Respected as Individual
  5. Avoid Burn-out
    1. Case Study
    2. Video
    3. Discussion Questions
    4. Application Assignments
Chapter 11. The Importance of Evaluation
  1. Video
  2. Case Study
  3. Discussion Questions
  4. Application Assignments
Chapter 12. Conclusion

Let’s Wrap up This Training

  1. Case Study
  2. Video
  3. Discussion Questions
  4. Application Assignments
LIST OF REFERENCES
  • 7 Reasons You Need a Personal Management System. (2019, December 3). Retrieved from 7 Reasons You Need a Personal Management System: http://www.Stage2Planning.Com
  • Bales, K. (2018, December 22). A Short Guide to Microteaching. Retrieved from A Short Guide to Microteaching: http://www.thoughtco.com
  • Brookfield, S. (1986). Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass, Inc.
  • Center for Excellence in Learning and Teaching. (2019, December 3). Retrieved from Center for Excellence in Learning and Teaching: http://www.ceh.iastate.edu
  • Five Teaching Styles. (2019, December 2). Retrieved from Five Teaching Styles: http://www.teach.com
  • Hardrick, E. (2018). Investigating Career College Faculty Members’ Use of Classroom Management Training. Ann Arbor: ProQuest.
  • Jackson, J. (2016, April 15). The Power of Self-Discipline. Retrieved from Fortify Your Faith E-zine Newsletter: www.FortifyYourFaith.com
  • Lee, S. (2005). Encyclopedia of School Psychology. Thousand Oaks: Sage.
  • Long, S. (2019, December 3). Reach to Teach. Retrieved from Teaching Adventures Abroad: http://www.teachtoteachrecruiting.com
  • Lucas, C. &. (2011). New Faculty. A Practical Guide for Academic Beginners. New York: Palgrave Macmillan.
  • Meador, D. (2019, May 4). Strategies for Teachers. The Power of Preparation and Planning. Retrieved from Strategies for Teachers. The Power of Preparation and Planning: http://www.thoughtco.com
  • Moore, K. (2010). The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making. Journal of Adult Education, Vol 39, Number 1, 1-10.
  • Peterson, D. (2019, December 1). 5 Principles for the Teacher of Adults. Retrieved from 5 Principles for the Teacher of Adults: http://www.thoughtco.com
  • Principles of Adult Learning & Instructional Systems Design. (2019, December 3). Retrieved from Adult Learnng: www.nhi.fhwa.dot.gov
  • R. Lyons, M. M. (2003). Teaching College in the Age of Accountability. Boston: Allyn & Bacon.
  • Rustagi, N. &. (2013). Higher Education in the Year 2025. Completion Forum, V II (2), 170-176.
  • Sriklaub K., W. S. (2015). Development of the classroom climate measurement model. Procedia Social and Behavioral Sciences, 1353-1359.
  • Strauss, V. (2017, July 11). I Put kids to Sleep – But Teachers Keep Lecturing Anyway. Here is What to do About It. Retrieved from I Put Kids to Sleep – But Teachers Keep Lecturing Anyway. Here is What to do About It.: http://www.washingtonpost.com
  • Tanner, K. &. (2006). Approaches to Biology Teaching and Learning: On Integrating Pedagogical Training into the Graduate Experiences of Future Science Faculty. CBE-Life Science Education, Vol. 5, 1-6.
  • The Seven Learning Styles. (2019, December 3). Retrieved from The Seven Learning Styles: http://www.learning-styles-online.com
  • Using Teaching Inventories and Classroom Observation Protocols. (2019, December 3). Retrieved from Using Teaching Inventories and Classroom Observation Protocols: http://poorvacenter.yale.edu
  • Vandenberg, L. (2012, May 3). Facilitating Adult Learning. Retrieved from How to Teach so People Learn: http://www.canr.msu.edu
  • Wilcox, L. (2018, June 4). 5 Strategies for Motivating Students. Retrieved from National Board for Professional Teaching: www.nbpts.org
  • Zackal, J. (2020, January 9). Overcoming Burnout and Compassion Fatigue in Higher Education. Retrieved from Higher Ed Jobs: http://higheredjobs.com
APPENDIX PROBLEM SOLVING STRATEGIES

Problem-solving refers to the mental process for people to discover, analyze, and solve problems. Problem-solving involves all the steps in the process to include:

(1) discovery of the problem;

(2) the decision to tackle the issue;

(3) to understand the problem;

(4) to research the available options;

(5) and to take action to achieve goals.

 

The mental processes at work during the problem-solving process are to:

recognize the problem;

remember the problem;

consider relevant information that applies to the current problem;

label, and describe the problem.

 

The case studies presented in this course have problems included at the end of the chapters. If you are to answer the questions provided in the discussion section, it is suggested to use the problem-solving strategies to answer the questions to the problems. This problem-solving tool is not a perfect solution to a way to solve the incidents offered in the case studies. These problem-solving strategies are offered as a guide to assist you in ways to solve issues and provide management for your adult learners in your classroom. <br><br>The case studies are scenarios taken from real-life experiences. Some experiences were altered to protect the actual participants. I wish you success in your endeavors.

INTRODUCTION

Is teaching adult students different from teaching children? Teaching adults in any setting are different from teaching children. The adult learners are there by choice. The teacher becomes the leader of a group of individuals from different backgrounds, learning levels, experiences, and expectations. Today’s classroom setting is very different from the classroom setting of many years ago when the teacher was the expert, and everyone sat in a chair and listened to the teacher lecture for hours. The students were responsible for taking notes, learning the materials, and taking an exam before the end of the grading period. Many students were not sure if they passed the exam or passed the class until the student received their final grade.

I taught college classes for many years and I can relate to my experience as a novice faculty member. I was hired to teach several classes in my field of expertise. I was so excited. I was given an overview by the dean of the college in a workshop. I took notes. I was told I had to be responsible for keeping up with my students. I received a textbook, a syllabus, a student roster, and schedules of my classes. Nervously, I went home and begin putting together my curriculum, an outline of all the topics I would discuss; and a major presentation for my students.

It was through trial and error and adjusting my approach to reach my adult students when I learned how to teach and retain my students. I remembered the way I learned as an adult. I remembered how much time and energy went into my work, my classes, my family, and other activities. As a brand-new faculty member, I decided to incorporate some of the methods I learned as an adult student returning to school after many years of being away from school. I realized the sacrifices I made to complete my college degree. It became my goal to reach and teach my adult learners.

How much information is remembered after two weeks? According to Edgar Dale, only ten (10) percent is remembered of what is read. Twenty (20) percent of what is heard is remembered after two weeks. Thirty (30) percent of what is seen by viewing all still images is remembered after two weeks. Fifty (50) percent of what is seen and heard by watching a movie, viewing an exhibit, observing a demonstration, or observing an action on location is remembered in two weeks. Seventy (70) percent of what is said by participating in a discussion or giving a presentation is remembered after two weeks. Ninety (90) percent of what is spoken and experienced is remembered if you are executing a drama presentation or simulating a real experience is remembered after two weeks.