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