How to Teach Adults. Leadership Pamphlet #5.

Institution	Adult Education Association of U.S.A., Washington, DC.
Titel	How to Teach Adults. Leadership Pamphlet #5.
Quelle	(1955), (52 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Stellungnahme; Adult Education; Adult Educators; Adult Learning; Adult Students; Classroom Techniques; Dropouts; Leaders; Leadership; Leadership Training; Student Evaluation; Teacher Improvement; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Fachleiter; Führung; Führungsposition; Führungslehre; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This pamphlet on teaching adults is the fifth of 16 in a series to provide leaders in adult activities with sound introductory material to give practical help in using a method of adult education or working in a particular area. Its objective is to help adult teachers in a variety of institutional settings who specialize in teaching many different subjects. Nine articles and how-tos are included. "Improving Your Teaching" suggests a frame of mind and some ideas to get started. "What is Learning?" examines some complexities in the teaching-learning process. "Who Hasn't Acted This Way?" pokes fun at some things teachers and students do to prevent themselves from learning. Attention is given to ways in which adult learners differ from children in "Adults as Learners.""Planning for Growth" is intended to sensitize the teacher to conditions which can make learning easier in classroom groups. "Using Informal Methods" and "Ideas for Technical Subjects" suggest some specifics for organizing materials and methods into new and more rewarding patterns. An idea is offered in "When Students Drop Out" on the problem of the teacher of the non-compulsory class. The final article, "Adults Evaluate Themselves," considers methods of evaluation that must necessarily be different from those used with younger students. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01