Teaching disadvantaged adults could be one of the biggest challenges that an educator could face. Adults are already set in their ways. Their brains have already developed to the point where very little will be reshaped and habits are already set in. Not only can this pose difficulty when trying to teach something new to adults, it becomes an even harder task when trying to teach something novel to disadvantaged adults. Situational factors such as poverty, lack of complete grasp of the English language, and cultural factors could come into play and both negatively and positively affect their ability to learn and be taught (Kerka, 2002). A key concept in teaching disadvantaged adults is in the methods and materials chosen to appropriately affect their learning. An educator needs to make sure that these things are appropriate to an adult given their disadvantaged situation and that whatever method is chosen will place both disadvantaged adults on the same plane than those who are of better circumstance. When choosing what teaching methods to use, an educator needs to be aware of the actual disadvantages that these adults have. It is not just enough to have in mind that these adults are not coming from the best background nor that they do not have the proper training, but an educator needs to actually know what it is that the adults are going through to better understand their situation (Kozma & Wagner, 2006). Most likely, these adults come from a background of poverty, of low socioeconomic status, and that in itself brings along an array of issues. From...
Either way, they pose almost the same issues when trying to teach them something new.
As a result they are often excluded from the mainstream and from being productive members of society. I feel that it is not only ethically and morally important to help these individuals but that it also makes economic and social sense to assist those who are disadvantaged to receive a better education and advance their potential in life. I also believe that we should be careful to consider the fact that
In Level 1 almost all of the adults can read a little but not well enough to fill out an application, read a food label, or read a simple story to a child. Adults in Level 2 usually can perform more complex tasks such as comparing-contrasting, or integrating pieces of information but usually not higher-level reading and problem-solving skills. Adults in levels 3 through 5 usually can perform the
Adult education has two branches. One can be called the purpose of education and the other can be named the practice of education. Many times it happens that in a practical set up the difference between the purpose and practice of adult education results in some sort of tensions in the working area. Tension does not necessarily mean that a problem arises that cannot be solved but it just means
I saw self-directed learning in my mother as she set her goal, which was to complete each class, and to earn her degree. Motivation to Learn I felt like my mother was really motivated to learn. She was internally motivated because she had always wanted the opportunity to earn her degree in education and to become a classroom teacher. She often spoke about how she wanted to be able to help
Adult education [...] advantages and disadvantages of returning to school as an adult. ADULT EDUCATION Returning to school as an adult has many advantages. Many times, adults returning to school have discovered that they really do not like the career they chose to major in as a teenager, and their interests and thoughts have changed. They return to school to study a new discipline. For example, a lawyer discovers they really
This model views literacy as woven into the person's identity, based in turn from his acculturation and participation in his socio-cultural community. Spoken or written communication is understood and appreciated according to who is reading or writing and the context and purpose of the communication. Learners come to the educational setting with individual experiences, perspectives, values and beliefs. They perform tasks subjectively. Their cultural background is, therefore, an essential
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