We're All Adults Here: Clarifying and Maintaining Boundaries with Adult Learners

Autor/inn/en	Booth, Melanie; Schwartz, Harriet L.
Titel	We're All Adults Here: Clarifying and Maintaining Boundaries with Adult Learners
Quelle	In: New Directions for Teaching and Learning, (2012) 131, S.43-55 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20026
Schlagwörter	Adult Learning; Adult Students; Teacher Student Relationship; Foreign Countries; Empathy; Power Structure; Expectation; Intention; Ethics; Interpersonal Competence; Student Development; Teacher Behavior; Student Behavior; Adult Educators; College Students + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Empathie; Expectancy; Erwartung; Ethik; Interpersonale Kompetenz; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Collegestudent
Abstract	Working with adult learners presents a unique set of interpersonal boundary questions. In this chapter, the authors discuss the characteristics of working with adult learners that have led them to explore questions about boundaries between them and their students. They then identify how they might define, set, maintain, adjust, and work close to interpersonal boundaries with adult students through their consideration of two frameworks: a relational approach (Jordan, 1991, 2010; Miller and Stiver, 1997; Daloz, 1999) to teaching and learning, and Tom's (1997) deliberate relationship model. They conclude by identifying four specific strategies for effectively and deliberately navigating boundaries with their adult learners: (1) Practicing the mindful pause; (2) Setting mutual expectations using intentional and explicit language; (3) Engaging in empathy with strength; and (4) Monitoring the relationship. Their focus in this chapter is on creating and maintaining healthy, ethical interpersonal relationships that support their adult students' learning and development. (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10