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

2. EFFECTIVE CLASSROOM MANAGEMENT FOR ADULT CLASSES

3. 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.

4. 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.

5. 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).

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. THANK YOU
THE END