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Adult Educators – Good characteristics of a Adult Learner Facilitator/Trainer


1. I would like to prepare a charter for adult educators/facilitators or trainers.
10-12 good characteristics or things they should follow to assist adult learners in theie learning.

2. What helps and hinders adult learning?
useful areas to visit willalso help a lot.

3. Contextual factors that will encourage any trainer to follow a study course or qualification.

2 Responses

  1. Adult teaching and learning
    Percy, regarding 1 & 2, a search on the internet will lead you to lots of sites which have this type of information. Regarding a checklist, the following may be useful:

    Welcome, register, comfort, health & safety
    How this session links with other sessions
    Introduce the session
    Make the aims clear to students
    Establish students existing knowledge
    Establish what students want to achieve
    Move clearly from stage to stage
    Emphasise key points
    Summarise each section
    Maintain an appropriate pace
    Encourage discussion
    Encourage students active participation
    Capture students’ interest
    Maintain students’ interest
    Handle problems of inattention
    Ask questions to check understanding
    Handle students questions and responses
    Direct student tasks
    Cope with the range of ability
    Monitor student activity
    Use aids to maximise visual communication
    Make contact with all class members
    Cope with individual difficulties
    Keep the material relevant
    Use appropriate voice and body movements
    Check on student learning
    Build up student confidence
    Convey your enthusiasm
    Provide a model of good practice
    Conclusion and summary
    Evaluate – did they like it?
    Evaluate – did they learn it?
    Evaluate – what are they going to do differently back at work?
    Reflection – what did you learn, how will it be different/better next time?

  2. A charter blueprint
    Hello again Percy,
    Good/essential qualities every adult educator should follow.
    1. Do a in depth analysis of what works for your students. Talk to them inlcude them in the process.
    2. Act on their responses.
    3. Check they see the relevance in the area of training they are participating in.
    4. Always corelate the training to personal as well as organisational gain.
    5. Work in small groups and encourage all questions.
    6. The purpose of the training is the quality of the experience for the student. Remember this at all times.
    7.Keep complex esssions short( no more than 15 minutes in duration) switch these with accessible areas to kee
    up up the dynamics of training sessions.

    What causes adults to switch off?

    Being humiliated or laughed at for questioning an area in front of others.
    Also not seeing the relevance of the area causes problems.
    Subject being taught by an incompent or inexpereinced trainer.
    Please provide further info on tyour lst query as I am not clear what you require here.

    Best Wishes

    Sue McGaughran
    Training By Design Global Ltd


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