TEACHING NON-TRADITIONAL STUDENTS

The desire to learn, at least life long learning, is a concept that is complex and hard to define. While learning occurs throughout a person’s lifetime that does not necessarily mean that each person has the desire to learn. Learning takes place for various reasons, such as a child learns in elementary school due to exposure to information, a middle grades student learns information in order to secure an appropriate grade for the semester, a high school student learns information as a means to achieve a specifically desired end, such as a monetary allowance, a new car, going on a date, etc., and a college student learns in order to secure a degree as a means to obtain a job that will support a desired lifestyle. Learning then also takes on the form of learning accepted ways in which to act and interact within a particular culture in order to acquire and maintain friendships and relationships.

However, as a person matures into adulthood and appreciates the value of knowledge in and of itself then the desire for learning for the sake of learning or learning to improve the quality of one’s life often becomes the driving force for adult learning. I have personally experienced all of the above phases of learning. In retrospect I realize now the necessity of my traveling through these various phases in order for me to better, although not completely, understand the phase or stage in which the students I teach currently reside.

Enjoying reading Merriam, et al this semester I found myself relating to transformational learning in conjunction with experiential learning. Merriam (2007, p. 144) states “one of the assumptions of andragogy is that adults bring with them a depth and breadth of experience that can be used as a resource for their and others’ learning”. Although I love teaching on many levels, as I continue to study and read in an insatiable desire to learn more about myself both as an educator and a student, I continue to discover new and surprising reasons why I love teaching adults. I am continuously amazed at how much I learn from the adult students; perhaps I learn as much from them as they learn from me.

Merriam (2007, p. 144) “teachers can link their explanations and illustrations to the prior experiences of learners…” and I have found to this be a very effective means by which students understand and process information, by linking the new knowledge with knowledge already retained. I learned many years ago that I retain information better if I understand the concept behind the information, not merely regurgitating the information on a quiz or test, but actually understanding it. Perhaps the most difficult part of this was realizing that I do not have to agree with the information, especially concerning theories, but that I must merely comprehend it. This realization proved beneficial in more than one way, at least for me, as it opened my eyes to the fact that I do not have to agree with a theory, a concept, or even a person, but I can learn why the theory or concept exists and also why a person feels the way s/he does and this opened my eyes to many important realities in life.

As such, I believe learning along with personal growth takes place when a person opens themselves to new information, considers the information, analyzes the information, and searches for the truth in that information. Subsequently as a person journeys through life they may reflect upon that knowledge and engage in critical reflection.

Critical reflection, as defined by Merriam, “…think about our experience---muse, review, and so on---but to reflect critically, we must also examine the underlying beliefs and assumptions that affect how we make sense of the experience” (2007, p. 145). This is an important aspect of the learning process, not merely to reflect on our past experiences, but to critically reflect and decipher what happened and why it happened. Perhaps this can be identified as a type of self counseling.

Mezirow identifies three types of reflection: content, process, and premise (Merriam, 2007, p. 145). Each of these is important individually but also collectively as a person seeks to understand not only their own actions and life events but also those of others. This is important as an adult educator as I seek to understand what has brought that individual to my classroom and what knowledge they seek to gain. I try to incorporate Daloz’s suggestion that mentors use the strategies of challenging, supporting, and visioning to facilitate the learner’s personal journey of transformation (Merriam, 2007, p. 155). Contrary to many other educators, I do not wish to persuade every student I teach to believe as I believe, to live as I live, nor to embrace my values; however, I wish for them to challenge and search what they believe continuously; to analyze their beliefs; and to learn as much as they can about their life and the lives of others. “…Promoting autonomy and collaboration…” (Merriam, 2007, p. 155) is a special phrase to me as I believe that a person should continuously exam and learn about oneself, while at the same time engaging in collaborative efforts to better their corner of the world.

The desire to learn is an internal desire that stems from deep within a person. This desire for formal learning may be restrained due to other obligations and may be recognized later in life, hence adult learners in education. A person’s self-assurance and willingness to embrace the unknown is paramount in whether or not a person will act on the desire for adult education. Encouragement and support from family and friends, or the lack thereof, wreak untold influence on the individual’s decision to engage or not in adult education. However, regardless of the circumstances, when an adult engages in adult education, the experience becomes a driving force. The educator can facilitate and assist the experience enabling the student to have a positive experience allowing the internal drive to become sufficient enough to over come outside negative influences.

As an adult educator I feel I have a responsibility not only to the students I have the opportunity to teach but the community as well. These students will take back into the community the skills they learn in the classroom and apply them to every day situations and if those skills help them to make better, more informed decisions then the impact will ripple into parts unknown and enhance not only the student’s life but also the lives of all around them. I adopt the saying, “Give a man a fish, feed him for a day. Teach a man to fish he will feed himself for a lifetime.” References Merriam, S., R.S. Caffarella, & L.M. Baumgartner (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco, CA: Wiley & Sons, Inc.


References

Merriam, S., R.S. Caffarella, & L.M. Baumgartner (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco, CA: Wiley & Sons, Inc.

              - Melissa Harrell, MSCJ, BSCJ

Click here to contact me.