Step 3: Adult-Centered Implementation
Adult-Centered Teaching-Learning Process - Create a Positive Learning Environment
Because your clients are adults, chances are they may not have been in a classroom setting for a long time. And, if they have limited basic skills and/or low educational attainments, they are also likely to have bad associations with the idea of “school.” Being in a classroom setting can ignite feelings of inadequacy, frustration, and anxiety. In order for these individuals to succeed in a new learning experience, therefore, instructors will need to make an effort to create a different kind of learning environment – one that helps to ease anxieties and that helps to build the confidence of each learner.
Tips for Creating a Positive Learning Environment
- Provide a climate of cooperation rather than competition.
- Acknowledge effort as well as achievement. Avoid using “win-lose” contests and exercises.
- Never punish or ridicule a student for taking a risk that did not work out. Emphasize rewards for effective behavior rather than punishment for ineffective performance.
- Provide a comfortable learning environment. Consider the following classroom setting:
- Ample lighting
- Good acoustics
- Adequate ventilation
- Access to refreshments
- Frequent breaks—one 10-minute break every hour vs. one 20-minute break every two hours
- If you are providing refreshments in the classroom, allow the students to get their refreshments quietly.
- Have music playing in your class pre-session. Music involves the sense of hearing, and the more senses involved, the more learning retention.
- Students need to feel that they are respected. You can create this impression by doing the following:
- Greeting every student personally
- Providing name tags or name tents and wearing one yourself
- Calling students by name
- Giving students an opportunity to ask questions
- Providing an opportunity for students to practice what they are learning
- Create a fun environment. Keep an open mind and stimulate discussions. This will increase the students’ willingness to take risks and try new things.
- When facilitating role-playing, use the terms “practice activity” or “practice session.” These terms are less threatening. (National Highway Institute, 2000)