Characteristics of Adult Learners - Self-Direction

Adults avoid, resist, and resent situations where they are not respected as adults. They desire to be treated by others as capable of self-direction.

• Adults need a learning climate that provides them with a sense of acceptance, respect and support. Criticizing or judging adult learners can quickly shut down the learning process. When necessary, those in the role of teacher must correct the adult learner in a supportive and respectful manner.
• Anxiety, fear, and lack of confidence are emotions that can negatively affect a student’s ability and willingness to learn. Well designed and delivered instruction that considers the potential for anxiety can reduce or eliminate fears. At times there is a need for time-pressured simulations or assessments that purposefully raise the level of anxiety. This is by design with the goal of lowering fear and building confidence, yet the stress and anxiety should still be considered. It is far better for firefighters to learn how to overcome their anxieties in the safety of a simulation exercise, rather than for the first time out on an active fireline.
• Students and teachers have a shared responsibility for learning. The teacher provides the atmosphere, resources and guidance the students require for success; the student is responsible for the learning.
• Teachers take on the role of facilitator, mentor, or coach, providing scaffolding (providing supports and gradually taking them away as students progress) and “just-in-time” assistance to guide students in their quest to build knowledge and gain skills. Activities that have students reflect upon their learning and self-evaluate can be very effective for adult learners because it gives them “ownership” of the problem and the solution.

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