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Classroom Management Plan for Adult Education

ClassroomManagement Plan for Adult Education

ClassroomManagement Plan for Adult Education

Thepurpose of classroom management plan is to create a conduciveenvironment that promotes learning process and ensures that theclassroom activities are performed as expected and with minimaldisruption. Adults require a learning environment that suits theirneeds. The technique of teaching adults is referred to as Andragogy.Adults usually learn for the purpose of practically applying theconcept acquired to various situations that they encounter, it is,therefore, necessary that the instructor explains to them thesignificance of these concepts. The approach of teaching adults iscompletely different from that of teaching the young students. Thetwo category of learners have varied behavior adults areself-directing on the other hand the activities of the young studentsare usually directed by the instructor (Springer, Alexander, &ampPersiani-Becker, 2012).


Thesuccess of adult learning is based on the implementation of aneffective classroom management plan. The class brings together peopleof different ethnic background it is, therefore, important to builda new community of learners to facilitate the learning process. Oneway of building community in the classroom is through trust which isestablished through interaction as well as sharing of knowledge(Springer,Alexander, &amp Persiani-Becker, 2012). The instructors shouldinvolve all the class members when teaching. Adult learners feelmotivated when they become part of the learning process by beingengaged in class activities such as practical session and discussion.Besides, they need to share the outcome of these activities withintheir ‘new community’ (Spalding, 2014).

Additionally,involving the adult learners in group work facilitate collectivelearning. Moreover, it grants them the opportunity to discussdifferent concept learned in class, for instance, they are able togive their opinion on contentious issues, and this form of learningpromotes creativity and critical thinking. The application of anall-inclusive learning technique is important in community-basedlearning. It acts as a source of motivation for the adult learnerssince the learning needs of everyone are met. Adults should beappreciated when they do good work in class and should also getconstructive feedback from the instructors (Shelton &amp Pollingue,2014).


Technologyhas significantly enhanced learning it is necessary to integrate itinto the class environment in order to facilitate the learningprocess.Technology makes teaching more dynamic. The instructor designs theteaching materials primarily delivered via the Internet consequentlymaking the instructor to become more of a resource and coach. This isuseful in adult education due to their self-directing nature. Adultlearner prefers having more control over what they want to learn(Jones, 2015). Besides, the integration of technology into the classenvironment expands the forms of media that are used for learningpurpose. The use of electronic registration, assessment, and teachinghas reduced the administrative tasks and cost.&nbsp Moreover,teaching electronically has made learning more exciting to the adult(Ertel, Kovarik, &amp Kappa Delta Pi, 2014).

Planfor Instruction

Theways in which instructions are issued to the young students aredifferent from the way adults should be issued with instruction. Theinstructor needs to accord them more respect when giving theminstructions (Jones, 2015). The plan of instruction inadult classesshould incorporateadult learning theory and should consider the following guidelines:

  • Give room for practice-The instructors should give the adult learners the opportunity to individually or collaboratively practice the skills that they have learned, this facilitates the application of the concept learned to the work environment.

  • Time consciousness- The time for adult learners is usually limited by the many obligations that they have. It is, therefore, important that the instructor respects their time by only focusing the on the critical areas of learning.

  • Keep the learners motivated-The learners should be satisfied with the type of knowledge and skills that they are acquiring.

Attendingto Barriers

Barriersin adult education refer the disruptive behaviors among the studentsthat interfere with the normal learning process. Late arrival is abarrier that can be managed by the through the design of a teachingplan whereby the important parts of the lesson are scheduled towardsthe middle of the lesson when most people have arrived (Ertel,Kovarik, &amp Kappa Delta Pi, 2014). Chronic absenteeism is anotherbarrier to adult education it can be handled by creating a policythat discourages absenteeism of the students.

Thenext barrier is attending classes without learning materials suchbooks and pens the instructor should emphasize the importance ofsuch materials and the benefits of taking short notes during thelecture. Finally, dominant talkers may hinder learning by otherstudents thus acting as a barrier since not everyone will get theopportunity to make contributions. In order to prevent or avert thissituation, the instructor should have rules on how the learnersshould contribute to the class activities such as discussions(Mokoele, 2015).


Adultlearners are appealed by learning a process that is goal-oriented andhas a practical element. In most cases they prefer a system whichthey can control and not where the training is imposed on them by theinstructor, this is because they believe that they can direct theiractivities on their own. Moreover, they desire an active learningwhere their contribution is valued. The classroom management planshould, therefore, take into consideration their needs.


Ertel,&nbspP.&nbspA.,Kovarik,&nbspM., &amp Kappa Delta Pi (Honor society). (2014). TheABC`s of classroom management: An A-Z sampler for designing yourlearning community.

Jones,&nbspS.&nbspR.(2015). Book Review: How to teach adults: Plan your class, teach yourstudents, change the world, by Spalding, D. Adult EducationQuarterly, 65(3), 286-287. doi:10.1177/0741713615591009

Mokoele,&nbspM.(2015). Correctional Sentence Plan: A Pathway to Adult CorrectionalEducation. Adult Learning, 27(2), 87-89.doi:10.1177/1045159515596138

Shelton,&nbspC.&nbspF.,&amp Pollingue,&nbspA.&nbspB. (2014). The ExceptionalTeacher`s Handbook: The First-Year Special Education Teacher`s Guideto Success. New York: Skyhorse Publishing.

Spalding,&nbspD.(2014). How to Teach Adults: Plan Your Class, Teach YourStudents, Change the World.

Springer,&nbspS.,Alexander,&nbspB., &amp Persiani-Becker,&nbspK. (2012). Theorganized teacher: A hands-on guide to setting up and running aterrific classroom.