Internet Master
Session 3: 

You Know More Than You Think You Do
About Teaching in the Community!

"Just Do It"

Prepared by Cynthia E. Crawford, Family and Consumer Economics Specialist. Saline County

Review: Browsing the Web - Netscape and Explorer

Three elements are essential to teaching others effectively:

1. A love for your subject
2. A desire to share it
3. A basic competence in the subject

Don't mistake a basic competence with an "exceptional" competence. People tend to underrate their competence, rather than overrate it.

The concept of "lay" teachers has a rich history. Fathers and mothers teach their children. Skilled people mentor others. Adults teach Sunday school, 4-H, Scouts, and make presentations for civic groups and professional organizations. You've always shared information with your family and friends. You already are a teacher.

Adapted from Draves, W.A., (1984) How To Teach Adults. Manhattan KS: Learning Resources Network.

Hello!

 

I know you're busy, but there's something I've needed to write you about for a long time. I'm writing as an adult learner that appreciates all that you do.

 

Sometimes I feel trapped in my chair and tortured as people think they're helping me learn in a (an):

(Check all that apply:)

At times, I've experienced the same techniques used on us in elementary and high school. I'm not a child; I'm your peer.

 

I feel put down when you don't give me credit for my life's experience and point out only what I don't know or what I do wrong. Surely there are at least one or two things right about me and what I do. In fact, I may have some great experiences and lessons from my life that you can learn from, too. As an adult, I can tell if you don't know what you're trying to help me learn, or if I don't believe in what you are teaching.

 

On the other hand, I don't expect you to know everything about your topics. Just acknowledge that up front, and I'll not expect you to be a genius or perfect. I like the idea of us learning together.

 

There's no mistaking a well-organized, well-prepared presentation. Don't waste our time with fancy theories or meaningless trivia and detail. I need information I can use today or at least by tomorrow. Think practical.

 

I know you are a busy person. I am too! Make the most of my time. My to-do list is also too long. The time you give me "busy work" is the last time you see me.

 

As an adult, I have advantages younger students don't have:

• I want to direct my learning activities more
• I am motivated to learn. It is my choice to be present; you have my attention and interest.
• I have a rich background of experiences to draw upon.
• Groups of adults generally have rich diversity and backgrounds, which give you more resources for problem solving.

Remember, in most cases I'm a volunteer learner. I can choose to be present to learn and can choose to discontinue my learning with you, as well.

 

I need to be in a physically comfortable, informal atmosphere. Focus on realistic problems. I learn best by doing, not listening.

 

Chris

 

P.S. Thanks for your hard work and caring. Not everyone cares about adult learners like you do.

"You Know More Than You Think You Know About Teaching Adults" affirms Jerry Apps. You are a teacher! While you may not live in a classroom, people look to you for information and instruction.

Jerry Apps in his book, "Mastering the Teaching of Adults," describes several approaches to adult education.

So, which approach works best? It depends.

Give people the resources and information they need, provide a congenial environment, and learning will proceed nicely. That's true for some, but not for all.

Some people benefit greatly when the teacher challenges them by raising questions and inquiring about the assumptions of what they are learning. Learners in challenging situations often emerge as "empowered learners," who can go out on their own and continue to think critically.

Most adults will not put up with the muscle-builder approach. People want practical learning that is either immediately useful, soon will be or has some direct value to them. Learning in and of itself simply does not appeal to many adults.

Unfortunately, the bucket fillers are quite prevalent. The assumption of this teaching approach is: The more information you have, the better educated you will be. Many people these days, myself included, believe that excessive information is in itself a problem for many people. By providing increasing quantities of information, we may be contributing to the learner's problem rather than helping to solve them.

The factory supervisor metaphor has gained considerable credence during the last decade or so. To be more competitive, businesses have streamlined their production and marketing, and expedited

their research and development activities. It seems logical that these firms would apply principles of efficiency and expediency to teaching their employees.

Master teachers.

Look again at the picture of yourself as a teacher. Does it fit within one of these categories? If not, how is it different? If it does fit, are you comfortable with your metaphor, or do you want to make some changes? Apps says, "In my judgement, master teachers are challengers, travel guides, gardeners, craftspeople, or some combination of these."

The TAO of Learning

Pamela K. Metz has adapted Lao Tzu's philosophies from more than 3500 years ago in China. Consider these ideas:

• Learning is like frying a small fish. You can spoil it by doing too much poking.
• Learning in fear does not last. Children learn through play. Adults play to learn. Playfulness can be present even in serious learning.
• If the learning environment is managed with acceptance, the students are relaxed and honest. If that environment is managed with repression, the students are difficult and mischievous.
• If a teacher seeks power, the more resistant the students. Therefore, the wise teacher is content to be an example and does not impose his or her power.
• Just do your job, and then let go.
• In learning, as in life, power must be shared. Learners and teachers together empower each other in the process of learning. Each one then becomes a teacher and a learner.
• There are just three qualities for learning: simplicity, patience and compassion. Simple in your process of learning and thinking. Patient with enemies and friends. Compassionate with yourself.

Assignment

For more information, contact: Don Day - daydr@missouri.edu Mark Stewart - stewartm@missouri.edu Revised 09/30/99