A Working Philosophy of Teaching Adult Learners

Marina Ferreira de Melo

important concepts that pertain to a single area. Most of the concepts I consider the most important

would be within more than one specific area. Designing and implementing of learning experiences is

one of them, once it has provided me with extremely valuable content. Nonetheless, familiarizing with

the major components of Andragogy in the area of conceptual and theoretical framework of adult

learning constituted a solid basis for further expansion of my knowledge in the discipline.

Brookfield (2015) defined a term that summarizes what most teachers feel throughout their

careers, muddling through."Muddling through a situation sounds like something you do before you’ve

learned the truly professional response to it. It seems random, uncoordinated, and not a little

amateurish. But muddling through should not be thought of as haphazard, nor as dishonorable.

Muddling through is about all you can do when no clear guidelines exist to help you deal with

unexpected contingencies."(p 1). This is particularly true in Andragogy, once not too long ago,

theoretical efforts were rather concentrated in Pedagogy for natural and justifiable reasons. Though,

times have changed and education is not limited to the youth any longer and education professionals

must prepare for an ever growing influx of adult individuals looking for further education at any level

of instruction.

According to Knowles (1984), it is essential to consider the principles of Andragogy, which are:

1) Instruction should be task-oriented; learning activities should be in the context of common tasks to

be performed, and a hands-on approach is preferable;

2) Instruction should take into account diversity and the wide range of different backgrounds of

learners, hence learning materials and activities should allow for different levels/types of tasks;

3) Since adults learners are self-directed, instruction should allow them to discover things for

themselves, providing guidance and orientation as well as individualized help when outcomes are not

as desirable.
 There is no doubt that within this context, teachers/instructors should develop ways to know and

understand their students as a whole. Adult learners are packed with experiences that might guide the

teacher into a path that will lead them to figure out a way to teach that works for students. Here, we

must agree that “a blank slate” simply does not apply and that such an approach could lead to a great

deal of frustration for both, teacher and learner. Brookfield (2015) proposes the use of techniques to try

to identify and assess learners’ perception of their learning. Utilizing gauging tools such as the Critical

Incident Questionnaire (CIQ) is one of the most important concepts I have learned in this course.

Diagnosing potential issues in a classroom is a primordial task when it comes to knowing who you are

teaching to and what aspects can be expected or forecast for future planning, being them negative or

positive. “Using CIQs helps teachers detect early on in a course any serious problems that need

addressing before they get out of hand.” (p 34).

Another important concept is considering what students value in teachers. According to

Brookfield (2015) authenticity and credibility are the most relevant traits learners appreciate in their

teachers. Brookfield (2015) mentioned that "Credible teachers are seen as teachers who are worth

sticking around because students might learn something valuable as a result." (p 43). Learners must feel

they can count on the person whose life mission is to enlighten others, that this person has the

knowledge and skills to make them acquire and construct new knowledge. Brookfiled (2015) added

that "Authentic teachers don’t go behind students’ backs, keep agendas private, or double-cross learners

by reversing expectations midway through the semester." (p 43). Teachers should always try to keep a

line of dialogue open, so that students are encouraged to share their expectations, difficulties,

challenges. This is also a way to develop rapport and trust, which are essential in any human

interaction.

The third concept I believe had an impact on my learning is that when teaching adults,

teachers/instructors must bear in mind diversity, being it related to age, gender, social economic

background, ethnicity, personality and learning styles or multiple intelligences. Gauging diversity is the
first step towards a more inclusive learning experience and Brookfield (2015) states that "Various

instruments exist that purport to assess personality types and learning styles, many of them based either

on the Myers-Briggs Personality Type Inventory (Briggs-Meyers and Myers, 1995) or on Kolb’s (1984)

cycle of experiential learning."(p 99). These instruments might be helpful for teachers to better

acknowledge personality, and multiple intelligences. Having collected data from these instruments

might support the teacher when planning and designing materials that will cater to learners’ needs in a

more efficient way. Brookfield (2015) also proposed methods for working in diverse classrooms, such

as team teaching, mixing student groups, implementing a more visual approach to instruction instead of

a primarily/exclusively oral type of delivery. I strongly believe that the complex nature of diversity has

to be explored by teachers within their unique settings. For instance, I have had the chance to teach

ELL to Saudi Arabian students for the first time and, in a way, my empirical experience taught me what

works best from what does not. Cultural aspects are part of who individuals are and these must be

respected. I have noticed that some things will be better understood based on practice instead of theory

alone. By this, I mean that this change in paradigm is a natural and inevitable aspect of teaching adults

and the collection of events, victories and losses are what truly builds a teacher’s ability to share

knowledge.

Moreover, teaching students to think critically is another major concept in Andragogy.

Brookfiled (2015) brilliantly stated that "When working with students who are new to the term critical

thinking I usually begin by saying that the point of higher education is to help them to take informed

actions in life. An informed action is one that is grounded in reviewed evidence and experience, that

can be explained to any interested party, and that stands a good chance of having the results intended

for it."(p 155). Learners must be equipped to fend for themselves and try to look at ideas from different

perspectives, especially after graduating and joining the workforce. Learning to think critically is a step

by step process and can be introduced by modeling real-life problem-solving tasks (scenario analysis

technique), exposure to this is certainly going to increase students ability to appraise, analyze, seek for
adequate resources, and eventually decision-making that can be applied. Nevertheless, caution should

be used when it comes to dealing with students whose beliefs clash with scientifically accepted facts so

the teacher can guarantee that no misunderstandings or bad feelings result from this practice.

I personally found the last chapter, 16 maxims of skillful teaching, really useful and realistic.

Brookfield (2015) offered us great insight on coping with complex emotions and feelings resulting

from teaching adults. The roller coaster analogy seems to be a defining one when discussing the

muddling through reality of working in education. Some of the maxims that make a great deal of sense

to me are:

1) Attending to your own emotional health is crucial to avoid unmanageable stress levels and

even diseases. Balance is key.

2) Ambiguity is always going to play a role in the teaching-learning process. The teacher is

never in full control of outcomes, which, to me, aligns with the fact that perfection is an illusion.

3) Your instincts as a teacher should not be ignored. Solutions might be coming from this

channel if you watch it!

4) Learning is emotional and being sensible to this might help teachers understand the whys

and wherefores of common issues.

All of the above mentioned concepts have impacted my perception of how different it is to be in

adult education compared to younger learners. I see my role as a teacher as one of a facilitator, an ally,

and someone who can offer ways to help learning take place. Theoretical knowledge promotes

awareness and provides teachers with data based on current and relevant research that must be

observed, valued and further on, implemented. Though, I must confess I am the type of student who

learns best by observing, modeling and practicing. I view empirical experience as a priceless resource

for the collection of information that will most likely lead one to reflect, appraise, adapt, design and

deliver better learning opportunities.

is the best way to teach what I have to teach”, so I am willing to take a step back and redesign or

diversify my planning as soon as a need is perceived. Considering that teaching is a science in constant

evolution, I definitely want to deeply understand and take part in these changes. The idea of counting

on the “good old ways”, by this I mean the educational concepts one might have used decades ago, is

not going to be part of my repertoire.

Brookfiled (2015) wisely stated that "You have power so you may as well accept it and use it to

model publicly your own commitment to the kinds of learning you wish to encourage in students."

(p 274). I truly believe that by offering models that inspire future teachers is one of the most rewarding

experiences in teaching. I like to remind myself that I have been inspired by many others, who

provided me with models that were effective, and if, in any way, what I do now inspires a future

teacher to develop a skillful career, I could consider myself a lucky and accomplished professional.
 References
Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the
classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
http://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/