COORDINATOR; SCHOOL OF EDUCATION MKU KIGALI-RWANDA – NOVEMBER 6 , 2014 Obilan abubakar umar COORDINATOR; SCHOOL OF EDUCATION MKU KIGALI-RWANDA – NOVEMBER 6 , 2014

EFFECTIVE CLASSROOM MANAGEMENT FOR ADULT CLASSES

ANDROGOGY Adult education, formally known as "androgogy", can be defined as the set of specific skills and associated knowledge geared towards the educational development of adults. It emphasizes that fact that adults are self-oriented and are expected to take the responsibility to make their own decisions.

The principles of adult education 1) Adults will only learn when they want to 2) Adults will only learn when they feel they need to 3) Adults learn by doing. 4) Adults will only learn by solving problems they can associate with their reality. 5) Experience will interfere in adult education. 6) Adults learn better in an informal environment. 7) Adults need feedback. 8) Adults require a variety of teaching methods.

MOTIVATION OF ADULT LEARNERS Knowles' theory can be stated with six assumptions related to motivation of adult learning: Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem centered rather than content- oriented (Orientation). Adults respond better to internal versus external motivators (Motivation).

ADULTS NEED TO KNOW THE REASON FOR LEARNING SOMETHING (NEED TO KNOW) EXPLAIN THE OBJECTIVES OF THE COURSE WITH AN INSPIRATIONAL TOUCH. WIN TRUST BY ADVERTIZING THE COURSE- (SELLING THE BRAND) GUIDE THEM TO CREATE AN UNEQUALLED VISION BE SHARP SUPERIOR THINKER HIGHLY INSPIRED ASPIRATION GENERATOR REARING TO SET OR BREAK A RECORD PASSION CHARGED

EXPERIENCE (INCLUDING ERROR) PROVIDES THE BASIS FOR LEARNING ACTIVITIES (FOUNDATION). BASE LEARNING ON REAL LIFE EXPERIENCES. IDENTIFY A PARTICIPATORY STRATEGY THAT ADDS VALUE AND PROMISE FOR THE FUTURE. DEFINE CLEAR TASKS, CLARIFY PROCEDURES AND SPECIFY SOURCES OF INFORMATION DEFINE THE CRITERIA FOR INDIVIDUAL AS WELL AS GROUP CONTRIBUTION MENTORING AND COACHING SKILLS TO BE APPLIED

USE PARTICIPATORY PLANNING ADULTS NEED TO BE RESPONSIBLE FOR THEIR DECISIONS ON EDUCATION; INVOLVEMENT IN THE PLANNING AND EVALUATION OF THEIR INSTRUCTION (SELF-CONCEPT). USE PARTICIPATORY PLANNING SCHEDULE OF MEETINGS ASSINGMENT SCHEDULE GROUP PRESENTATIONS TOPICS FOR INDIVIDUAL RESEARCH FORMAT OF PRESENTATIONS PARTICIPATORY EVALUATION SELF EVALUATION PEER EVALUATION COURSE EVALUATION

ANALYSE THEIR CURRENT WORK AND CAREER ASPIRATION THEIR DREAM ADULTS ARE MOST INTERESTED IN LEARNING SUBJECTS HAVING IMMEDIATE RELEVANCE TO THEIR WORK AND/OR PERSONAL LIVES (READINESS). ANALYSE THEIR CURRENT WORK AND CAREER ASPIRATION THEIR DREAM THEIR DRIVE PREVIOUS CHALLENGES AREAS OF EMPOWERMENT JOINT GOAL SETTING

ADULT LEARNING IS PROBLEM CENTERED RATHER THAN CONTENT-ORIENTED (ORIENTATION). EMPHASIZE PROJECT WORK USE ACTION RESEARCH USE CRITICAL EVALUATION OF DOCUMENTED RESEARCH REPORTS VALUE PROPOSALS ON COURSE IMPROVEMENT ENCOURAGE CREATIVITY

REQUIRE THEM TO PERFORM A PERSONAL SWOT ANALYSIS ADULTS RESPOND BETTER TO INTERNAL VERSUS EXTERNAL MOTIVATORS (MOTIVATION). REQUIRE THEM TO PERFORM A PERSONAL SWOT ANALYSIS ASK THEM TO SET PERSONAL TARGETS APPEAL TO THE ATTITUDE OF ACHIEVERS ASPIRATION DRIVEN CHARGED MIND HIGHER ASPIRATION INTELIGENT INFORMATION SEEKER ENERGETIC WORKER VISIONARY PLANNER ENTHUSIASTIC WORKER ROLE MODEL

THANK YOU THE END