One of the challenges of assuring adult learners that you respect them is that there is an inherent tension between any two individuals, especially two adults, when one assumes the superior role. What right, thinks the adult learner, does the teacher have to tell me what to do? This is why a teacher must seem committed to class policies, even if he or she does not feel committed to them in his or her own secret heart and mind. It is essential that an adult teacher have authority over the classroom, because it can be so difficult to establish over other adults. If the adult learner has a high sense of self-esteem, he or she may be more willing to accept the teacher's authority in a classroom context, knowing that the teacher's authority is indeed contextual, and he or she will reassume being a 'grown-up' in other parts of life. However, for other adult learners, the teacher's assumed superiority of knowledge appears threatening.
A teacher of adult students, because of the greater sense of equality between the two parties in the classroom, may also be inclined to expect more of adult learners. It is my nature in general to assume those whom I teach are adults, and capable of a similar level of responsibility, commitment,...
I think that showing respect to one's students encourages them to rise to the challenge, and usually it does -- however, when it does not, I do have to be careful that my disappointment is not reflected in my demeanor to my students.
Inevitably, because of their age, greater wisdom, and other aspects of their shared experience, adult learners and teachers will exhibit a different dynamic between one another than individuals with a great age gulf. Children tend to more willingly acquiesce to the authority and knowledge of adults because they are accustomed to do so as part of their daily life, although they may also take greater glee in circumventing assignments. Adult learners will often ask questions about assignments, and try to really learn how to do something, for the sake of their work or personal knowledge, while children simply sit in the classroom because they feel compelled to do so. It is the challenge of the adult teacher to use the adult learner's assets to their maximum potential, and to make this stronger commitment and sense of equality a source of greater dialogue in the classroom, rather than a barrier to effective…
