When I am teaching adults, the thing I am most mindful of - despite all of the literature and theories there are about different learning and teaching styles - is my own experience as an adult learner.   

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I know, for example, that I respond better to kind words and understanding than to a voice that has even a hint of  judgement, criticism or the suggestion of my being stupid in it. I feel anxious in a new learning situation because I often doubt my learning ability and do not want to be shown up in front of others.   I want to know how what I am being taught is relevant to my personal learning goal and how it fits into a bigger picture.   I need regular and specific feedback, both to keep me motivated and to know that I am on the right track and getting somewhere.   I need time and patience to allow me to filter the new learning through the maze of what has already been learned, and then to make adjustments in light of what I discover from that process.  And I like to take responsibility for my own learning and be self-directed in the process.    I simply hate having a theory or an opinion delivered with an attitude of righteousness and a requirement that I do as directed without explanation.   Perhaps school days have something to do with that.    Admittedly my approach has upset a few teachers through my adult years, and I have also been called a resistant learner. Upsetting at the time, but nothing could be further from the truth.

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However, when I do refer to the research literature, I find that my requirements as a learner fit nicely with the Principles and Guidelines that are recommended for those who teach adults.   How reassuring to know that I am "normal".   My theory is that most adults in a learning situation feel as I do and that they would like to be treated as I do:  in other words, to be treated as an adult with personal and individual needs, and with respect.    And that forms the basis of how I facilitate learning with adults.

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On a more formal note, the theorists also highlight that

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Adult Learners Learn Best When

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• They can link what they are learning with what they already know.

• Different learning rates, styles and abilities are recognised.

• What is learned is consolidated by application and revision.

• A combination of various teaching methods is used.

• Feedback is specific and given regularly.

• Some degree of success is experienced quickly and in a way that is ongoing.

• They are actively engaged in their own learning process.

• It is recognised and respected that often their motivation is driven by intrinsic factors rather than goals (e.g. self-esteem, confidence etc.).

• The learning environment is comfortable, friendly and "safe".

 

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And I just happen to like this, and consider it worth sharing:

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         Did     is a word of Achievement

Won't      is a word of Retreat

Might   is a word of Bereavement

Can't      is a word of Defeat

Ought    is a word of Duty

Try        is a word of each hour

Will       is a word of Beauty

Can       is a word of Power