The Problem-centered Grownup
The Coach & Mentor's Guide to Effective Support and Coaching of Teachers in the Age of Technology
(Not everything you need to know...but a good start!)
A mini-book By Constance Brown
Click Suggah to get started
In today's classrooms, teachers are required to teach to national standards, introduce various technology in a fun, and engaging way, and continue his or her own education. Add to this already heavy load, teachers are also expected to manage integrated classrooms with differently-abled students. Did we forget to mention that too many teachers are also required to work around limited budgets, antiquated technology, and inadequate training? If so, sorry!
As teachers are introduced to new technology and educational requirements, and as more challenged students enter school, many administrators are seeing the value of providing teacher-coaches and mentors.
This booklet is for you, the Teacher-coach and Mentor. The information you will read here is not intended to instruct you on your coaching style, but rather, to introduce you to the concept of the teacher as a learning adult, and the principles of Andragogy (adult-centric learning).
Table of Contents
Who is an adult?
Adults learn differently
The mystique of adult learners--five assumptions
Knowles and the Theory of Androgagy, Andragogy
Knowles' Four Principles
Putting the principles to work in coaching
Final word
Who is an adult?
As simple as it should be, it is difficult to define the word, adult. Some definitions simply draw the line at age, such as reaching 18 years. Other definitions define adulthood as reaching certain milestones such as the dependency status when applying for federal financial aid, or being old enough to buy a beer-legally.
Many educational scholars and researchers seem to agree that adults learn differently than children, and much of that difference is based on shifts in responsibilities, duties, learner expectations, and reasons for learning. Pedagogical (child-centric) learning is built on the beliefs that children have limited life experience, his or her learning is deferred, and the teacher has superior knowledge and authority.
The theories behind Andragogy (adult-centric learning) are built on the beliefs that adult learners have broader experiences, can be self-directed in learning, have higher-level motivations, and have a need for immediate application of learning.
Please take a minute to consider these questions. Click Puffalop for more, please.
Adults Learn Differently
In his perfect world...
You show up to do your job filled with a wonderful, warm, delicious breakfast. You know you look incredible-freshly scrubbed, hair glistening, teeth brushed to a polished shine, clean, in the latest matching attire. You are an absolute fashionista. You're packing a bag filled with your favorite lunch and a few mid-day snacks and maybe a little to share. The gas, water and electric are on, cable and Internet is waiting for you. Bills are paid, in full. Hello! You walk with a bit of pep in your step...you are the man!
In your real world...
You can't believe the little scoundrel wanted an extra sandwich in his lunch. Yes, you saw him sneak the Skittles in to his backpack. You aren't the least bit fooled by his wet the brush, and rinse and spit routine, but the baby is sick so Jr. got away with it.
You accept that fact that you may never know why his socks are the ones that seem to get sucked in to the dryer, but the down on your knees routine looking for a single missing sock is really not fun anymore, but looking beats yelling for him to find it. You are correct, yes!, there is a written rule that he must torment his sister every morning. You know he will be about half-way to school before he realizes he is wearing his sister's polo shirt.
You'll check on your Mother during your break, and go online to make the credit card payment at lunch...of course you'll stop by the ATM to get cash for the lawn man. Wait, is test prep today or Wednesday?...You're a Mom, a wife, a caregiver, a teacher.
Adult demands. Adult responsibilities. Adult experiences. Adult problems.
The Mystique of Adult Learners--Five Assumptions
Andragogy refers to the methods and techniques used to understand adult learners. As you prepare to become a coach and mentor you will find that understanding how, and why, adults learn will help you create a better and more productive coaching environment for both you and the mentee.
Respected educator and education researcher Malcolm Knowles is credited with bringing the study of adult directed learning-Andragogy-to the forefront of educational research in the 20th Century. Between 1980 and 1984, Knowles developed five assumptions of adult learners. The foundation for understanding the challenges of adult learners, and his or her problem-centered approach to learning is found in the assumptions:
Five Assumptions of Adult Learners
Self-concept
Maturity typically means a shift away from the dependency of a child to a more self-directed adult.
Adult Learner Experience
Adult experiences means the adult learner develops beliefs, traditions, perceptions, and is also very often a resource for other learners.
Readiness to Learn
Maturity typically increases readiness to learn, and that learning is usually oriented to developing skills needed based on the learner's social role, or place.
Orientation to Learning
Maturity changes perspective and the adult has a desire to learn for immediate application to real-life problems.
Motivation to Learn
Most children learn because of external demands and expectations. As the learner matures, attainment of knowledge, skills and abilities is prompted by internal motivators such as career goals, personal achievement, a desire for more money, and personal satisfaction.
For some trivia about Dr. Knowles, click on Carlyle, below.
Knowles and the of Theory of Andragogy
This comparison of Pedagogy versus Andragogy (assumptions) summarizes the differences in intent, purpose and expectations of learners.
Understanding the differences can help you as the Coach better understand the adult learner and the challenges as well as expectations, that should be considered in your coaching of the adult learner.
Can you think of three experiences you have had in coaching where you may not have understood the best approach to suggesting corrections to classroom challenges the teacher may have been experiencing?
How can a better understanding of Andragogy have helped you in those three situations?
Knowles' Four Principles of Andragogy
Malcolm Knowles published his four principles in 1984. Although much has changed in the past 30-years, such as the demands on teachers' time, local and government requirements, new delivery methods for teaching and learning; the principes still have a place in your position as a Coach of adult learners. Understanding the principles and how to apply them may increase the effectiveness of your coaching. That is the goal, to make you a more productive coach with the knowledge to coach and support teachers.
1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for the learning activities.
3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented.
Putting the Principles to Work in Coaching/Self-reflection
Have you involved the teacher in the planning and evaluation of his or her coaching sessions?
Can the teacher describe challenges and share learning (good and bad) with you?
Do you understand the teachers views on the coaching, and how correcting or building on quality skills will impact his or her life, career, opportunity?
Are you seeking to help the teacher in solving a real problem?
A final word...or several
The purpose of this booklet is to support your growth as a coach-mentor to teachers. Hopefully, you may look at your role differently as you achieve a greater understanding of the adult learner and his or her challenges, and driving motivators to develop personally and professionally.
Grownups really do learn differently than children, and that difference is primarily due to the fact that adults enter learning environments for different reasons, but they always bring their own experiences, personalities, and expectations with them.
Your role, and development, as a successful coach-mentor is to understand the mentee, involve them in his or her learning opportunity, and to create a supportive environment where the mentee is comfortable enough to share and participate.
Each picture or graphic used has been sourced. I mean, come on, let's give credit where it is due.
Malcolm Knowles assumptions and principles were adapted, and directly quoted from the e-Learning Industry web site which can be found here: http://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Here's to your commitment to life-long learning!
THE END