Andragogy, and How it Applies

I’ve never considered the term andragogy until this class, and it’s an important term to consider when teaching FYC.  Andragogy means the method of learning for adult learners, and the question is how do we approach teaching of first year composition with this term in mind. How do we get adult students to approach a subject such as composition? We can aim for motivating at a level that applies to them. In a class full of diverse students (a classroom full of different majors and ideas), teachers need to get creative when it comes to motivation. We have to think about making it relatable to our students, and we can attempt this by making the lessons simple and applicable to the students’ aspirations; sustaining a strong energy level as best as we can manage; keep the classroom open for discussion so students can voice their opinion and concerns; enforce professionalism to instill what it’s like in the real world as well as the rest of their college career; and not to be afraid to challenge them.

Adult learners can have a difficult time understanding why they need to take a composition class. And as teachers, I think we need to establish a constant reminder that composition applies to any field that the students are interested in. But also, reminding them that it can fun. We can create writing prompts with a specific writing style in mind. They can either aim to write in their directed field or they can experiment in a different direction. We can also have them write a speech, an email, a letter (with an interesting tone maybe) directed towards their choice of audience. Even have fun writing satires or persuasion pieces, with prompts like, “Pick a villain and convince your audience on why they should like or appreciate them.”

Participation in and outside of the classroom can be effective, and I think the use of technology can be very useful here, especially since we’re living in an age overrun by all sorts of technology. Outside of the classroom, we can create a discussion form to discuss topics of compositions, ask questions about the readings, and post questions that students have in general. We can always create a blog and have prompts for each given week that keeps the class discussion flowing. In the classroom, we can have participation in group activities, peer reviews and class discussions—and for class discussions, if students are shy or want to jump ahead with the discussion before class they can shoot an email to their professor with questions or thoughts in mind. Keeping a line of communication helps make the learning environment simplified, and keeps students engaged with the material.

Enforcing professionalism helps prepare them for the future, in both their desired career and their academic careers. Creating a balance of strictness and understanding, teaches adult students that they are expected to aim for excellence, but also, we should remind them that they are human, and providing that zone of understanding helps keep the pressure off their shoulders. Also make them see that you, as their professor, our human too.

Which reminds me that we should strive to carry the majority of the momentum in the classroom. To make students feel motivated, even remotely excited to come to their composition class, we need to come to class enthusiastically ourselves, to show that we care and that we are passionate. Even if life gets us down, we can show that we struggle, as teachers, too but still are able to keep the energy. I think if we attempt to strive for this in our classes it’ll make the learning environment more approachable.