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Teaching One on One

There are many instances where you could be teaching a skill to an individual one on one: reading, medical procedures, computer skills, mechanical skills, crafts, cooking etc.

I have taught many skills one on one: CPR, Marksmanship to Korean soldiers, braiding, woodcarving, metalwork and knot tying.

At least since WWII the US Army has used a technique called "By the Numbers" to teach individual skills. In the 1960's -I believe- UCLA conducted a research project to develop an effective technique for One on One teaching. Below is a description of the technique.

A. The instructor neeeds to analyze the task and break it down into small individual steps and arrange them in a logical sequence. Test the sequence to make sure it works as expected.

B. Student and teacher should be side by side facing in the same direction. This way the student gets the same view of the task or procedure as the instructor.

C. If the instructor is right handed, put the student to th instructor's left. If the instructor is left handed put the student to the instructor's right. This arrangement gives the student the best view of the procedure with the least obstruction by the instructor's hands and arms.

D. The instructor should now demonstrate the individual steps of the skill or procedure by the numbers: No. 1, No 2 etc. with the instructor exkplaining each step as he or she goes along. Encourage the student to stop the instructor if any step is unclear so the instructor can redemonsstrate and review the step.

E. After demonstrating and explaining the procedure by the numbers, the instructor should demonstrate the process slowly, moving through the steps without explaination. Again encouraging the student to stop the instructor for clarification.

F. After this the instructor should demonstrate the procedure at normal speed.

G. The next step is to have the instructor and student switch positions. Instructor to the left of a right handed student or the right of a left handed student.

H. Now have the student carry out the procedure or process by the numbers under the instructor's supervision.

I. Next have the student demonstrate the process slowly without comment by the instructor unless the student makes an error.

J. Finally have the student demonstrate the process at normal pace. Once the student has the process correct he/she can practice to develop speed an efficiency.

Strategies for Teaching Adults

• Invoke a teaching style that is egalitarian and recognizes the accomplishments, responsibilities, and maturity of adult students.
• Develop clear objectives, a detailed syllabus, a well defined schedule and within some flexibility stick to it. Nothing frustrates adults more than frequent changes in schedule, material etc.
• If it is required, use a well thought out testing and evaluation system and make it clear to the students at the beginning of the class.
• Develop an economic style of teaching that gets to the meat of things quickly and clearly.
• Develop a variety of teaching techniques, especially those that allow the adult student to be responsible for his/her own learning under guidance or supervision.
• Devdlop exercises that let the adult student apply what he/she has learned as soon as possible. Promote learning by doing.
• Recognize that the authority the teacher holds is essentially developed through the respect of the student because of the expertise that the teacher displays in his/her trade or profession, personality of the teacher, relationships established with the students, and the skill displayed in teaching and managing the learning experience.
• The teacher of adults is not a purveyor of information but a manager and guide for learning.
• The teacher should have the most current information, techniques and methods in use available to present to the class.
• Make clear at the beginning of the course what the student should know, understand and be able to do at the conclusion of the course and outline expectaions and standards.
• Adults respond well to high expectations and standards coupled with a flexible and interactive teaching style

Adult Learner Characteristics

1. Lives away from parents.
2. Usually responsible for spouse or significant other,children, parents, other family members, job.
3. Financially independent. Dependent on his/her own resources for living. Feels financial pressure especially if unemployed or underemployed.
4. Has little patience with authoritarian figures in many areas of life expecially if he/she feels the authority figure is unfair, unjust, patronizing, humiliating or unnecessary.
5. Has a clear reason why he/she is attending school:Aquire informati0n, Solve a personal or professinal problem, Personal development.
6. Is critically worried about time and wants to accomplish as much as possible in as short a time as possible
7. Usually attending because he or she wishes to. Will simply leave if instruction is bad. Will complain to teacher or higher authority if instruction is below par.
8. Usually will challenge teacher if he/she feels information is erroneous or outdated. Usually has aquired a fund of knowledge through living and work experience.
9. Usuallly does not identily with a school group (Other than class members) in which he/she can find social support or aid with school problems (A grapevine)
10. Usually attends class between 5 pm and 10 pm.
11. School is essentially a part time activity.
12. Student's age is equivalent to or older than the instructor. The adult student is aware of and respects the accomplishments of the teacher.
13. Discipline is hardly ever a problem with adult students.

Adult Learner Characteristics v Adolescent

These are characteristics of Adolsecent versus Adult Learners that I developed through research conducted while I was working as a consultant fot Tulsa Vocational Technical School(Now Tulsa Technology Center.

Characteristics of the Adolescent Learner

1. Lives with parents or guardians
2. Little family or job responsibilities.
3. Financially dependent, at least to a great extent, even if working. Doesn't really feel much financial prressure even if frustrated about having little money.
4. Accepts or at least tolerates adult authority in most areas of his/her life even if it is unfairly administered.
5. Has few clear goals in the area of education or career. Is essentially in an exploratory mode.
6. Is not particularly worried about time. Mostly diversion from class routine.
7. Usually is required to attend class under compulsory attendance laws. Will be in class whether instruction is good or bad.
8. Usually will not challenge instructor even if he/she feels information given in class is incorrect or outdated. Has not acquired much information through work or living.
9. Usually has a school group of which he/she is a member and which he/she finds social support, aid with school problems and information through the "grapevine".
10. Usually identifies with the school and school group as a primary social group
11. Attends school between the hours of 8 am - 3 pm.
12. School is essentially a full time activity.
13. Student's age is much younger than the teacher. Students not usually aware of the accomplishments of the teacher.
14. Discipline is a problem in many cases.

Goals for Teaching and The Adult Learner

I have been teaching adults in a variety of subjects ever since I was a Boy Scout in South Carolina. I have learned a great deal about teaching adults, how they learn what problems they have studying and learning and how to help them overcome these problems and become successful learners.

I would like this web site to be a central resource for anyone who teaches adults in sunday school classes, makes presentatins to clubs or other groups, coaches sports teams, teach in schools, colleges or univesities and for those adults who are looking for resources to learn which would include distance learning, learning at the worksite, books, DVDs, Videos, local classses and friendship groups.

I became interested in adult learning because my parents had their schooling stopped before finishing high school. However they both read passionately and my father took every course the Navy offered as a civilian employee and eventually attained a management position in the Civil Service. I wonder what he might have accompliched if he had had the resources for adult education that we have today.