LEARNING BEHAVIOURS

Learning Behaviour in Adults

[Name of the Institute]

Learning Behaviours in Adults

Introduction

Teachers have always played a pivotal role in nurturing their students. That is why teachers have enjoyed a respectable position in both the Eastern and Western societies. In this paper, the discussion on how to improve adult student learning, in the context of best practices in human development, is presented. Motivation and group discussions play an important role in motivating adults to learn and understand the concepts taught in a class. The notion of diversity and its impact on students' learning is also included in this paper.

Motivational Theory

To get the desired results, teachers need to continuously use strategies to motivate students, thus enticing them to get involved in classroom activities. The phenomenon of motivation can be divided in to two principles. Controlled beliefs are students' perceptions regarding the likelihood of accomplishment of desired goals. Competence beliefs are students' perception about his or her abilities to achieve an aim or a set goal (Wallace, 2007, pp. 241-245). While developing curriculum, teachers should consider the fact that the lesson plan should be devised in such a manner, so as to develop intrinsic and extrinsic motivation among students of a particular class. In case of adult learning it is also important to consider the significance of group discussion and critical thinking on the subject matter. Group discussions and brain storming are significant strategies to motivate adult learning. This requires a teacher to look into the psyche of students internal energy sources and channel this energy to push them to learn with commitment, enthusiasm, satisfaction, and mutual effort. There will then be no boredom or monotony, and learning will be more effective and meaningful.

Different types of student participation

Various studies have addressed the issue of different levels of involvement of students and the socio-participatory activities, in the class.

Full cooperation associated with application behaviour. In this case, adult students listen attentively to the teacher's explanation, assist in organizing activities and perform the task as the teacher has designed. However, the regular engagement of students in group discussions will enable to different learning perspectives.

Detailed cooperation behaviours associated with transformation of the task. The student changes the situation of the task to suit your skills (change the difficulty of a task to more complex parameters or easier) and needs (competitive do a task that was not originally).

Cooperation simulated behaviours associated with elusive. In this case, adults students are involved ...