Being an Adult Educator is a Tough Job Essay

Being an Adult Educator is a Tough Job Essay

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Being a teacher of adult education is a very demanding job. It requires an absolute commitment towards embedding real-life tasks into the curriculum to make learning more meaningful and purposeful for adults (Early & DeCosta, 2007, p.1). At the heart of it, teaching adults really is about being flexible enough to address the needs of an individual student; being creative enough to challenge adult students’ ways of thinking; and finally being sensitive enough to understand that some students’ paths towards higher education can be more challenging than ours (Early & DeCosta, 2007, p.2). In other words, a good teacher of adult education is a teacher who is able to inspire and motivate students to think differently, read and write meaningfully, and communicate purposefully. In this paper, I will present a critique of an adult education program that I designed and taught to a group of twenty-five adults for the Toronto District School Board. I will begin this paper by providing a brief overview of this program and the thought processes that helped me to design this program. In the second section of this paper, I will explore my biases and underlying assumptions about adult education, and how it impacted my teaching process. In this section, I will also explore theoretical perspectives through which I can approach adult education. Lastly, I will present two lesson plans that I have created through which I can engage my adult students in the learning process in an engaging, thoughtful, meaningful and constructive manner. Overview of the Program In the fall of 2010, part of my teaching assignment was to teach a grade 12 English course to a group of twenty-five adults, between the ages of ...


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...engaging, thoughtful, and useful tasks. The point of all learning assignments should be student development – there is no point in teaching how to write compare/contrast essays if they are not going to be useful to students in their future academic careers.
• Provide books and materials that reflect students’ cultural, linguistic and social backgrounds. Adult students need to be able to see themselves reflected in the curriculum in order to be able to connect literacy learning to their life experiences.
• Provide opportunities for “learning beyond the classroom” to make learning hands-on and enjoyable (“Cooperative education,” 2000, p.8). Create assignments that utilize field trips, guest lectures, and work experience as sources of information through which students can create their own understandings of the larger world by building upon their existing knowledge.

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