The Trident Foundation provides one-on-one tutoring support in, a broad range of subject areas that are linked to the humanities. The Trident Foundation can help you to develop your assignments and prepare for exams at school, college or university. Furthermore, assistance is given to work towards you achieving university entrance requirements. Through the Foundation you can be supported, as you complete learning activities and appraisals. The Foundation offers tutoring from grades nine to twelve to college or university level. The Foundation can provide you with flexible times and it suggests that you select a regular time each week for tuition to happen. Tuition can assist you to adjust to courses that might be new or challenging for you. Tutoring is available in such subjects as:
- Essay Writing
- Language Arts
- Social Policy
- Social Studies
The Trident Foundation’s Director, namely Dr. Geary has been assisting students for over a decade, by the telephone, Internet and on a face-to-face basis. She brings her grandfather’s, and mother’s recipes, and their service ethics to your tables. Dr. Geary is a seasoned communicator including a public orator. She can assist you with both written and expressive language. She could help you, for example, with word recognition and comprehension. Dr. Geary holds a Master of Arts (Psychology) degree and over twenty years of counselling experience. She has amongst her other qualifications a PhD, Master of Education, Master of Distance Education, and a Bachelor of Laws degree. Dr. Geary is currently undertaking postgraduate studies in law and the culinary arts.
1. Engaging Adult Learners
A foundational purpose of this brief paper is to provide an overview on how to engage adult learners. Adult learners (“learners”) can be defined thus, “…lifelong learners who generally are 25 years or older, and/or have additional responsibilities such as family, career, military, or community, and are seeking a degree or other educational offering (credit or non-credit) to enhance their professional and/or personal lives” (Illinois University College, 2012). Theories and practices in the field of adult learning can also have implications for learners who are under the age of 25 years.
Adult educators who support humanist approaches to learning often focus on learners’ values, interests and well-being. Learners might become tired as they seek to juggle many responsibilities that range from those to their families to their communities. There have been many books written about adult learning. These include works by Conrad and Donaldson (2004), Mackeracher (1996), Mezirow (1991), Palloff and Pratt (2003), Salmon (2004) and Spencer (2006). These writers have contributed to expanding literature in the field of adult learning.
Learners can have opportunities through adult education to develop their abilities, aptitudes and competences to realize their rights, to develop their autonomy and independent thoughts (United Nations Educational, Scientific, and Cultural Organisation [UNESCO], 2009). According to (UNESCO, 2009) adult educational programs and services can contribute to societies that are both inclusive and sustainable. Notwithstanding this, learners including those from disadvantaged circumstances might find tight deadlines for assignment completion to be overwhelming for them. Learners may become actively involved in their education when they have opportunities to develop their preferred individual learning contracts and goals.
Learners’ imaginations may provide frameworks from which they can develop personal and social knowledge. They might experience disjuncture, and their imaginations can help them, to transform learning challenges and limitations into strengths. Learners’ aims and objectives can help to guide them to overcome learning obstacles. Adult educators may build on these approaches and could offer learners’ flexible timelines and manageable goals (Conrad & Donaldson, 2004). There is merit in adult educators adopting an imaginative approach that includes, for example, flexible timelines and manageable learning goals (Conrad & Donaldson, 2004).
Learners have various learning styles and they may prefer one or more of these than others to allow them to build on their experiences and to explore learning materials (Salmon, 2004). Learners may be “activists”, “theorists”, “pragmatists” and “reflectors” (Salmon, 2004, p. 100). Learners who, for example, tend to favour “pragmatist” learning styles can benefit from having opportunities “…to see an obvious link between what they are learning and problems or opportunities with which they are engaged in their work” (Salmon, 2004, p. 100). Learners could benefit from understanding the rationale behind why they might be called upon to understand or apply learning materials. Learners could find value from immediacy, including personal and social connections, with others in particular learning environments. Learners’ peers and educators can help to role model learning behaviours and approaches.
5. Role Model!
Educators, who recognize learners various styles and particular needs, can support them, to reach their full learning potentials. According to Palloff and Pratt (2003) learners “… unique needs, created by culture, gender, life span, lifestyle, and geography, require attention from the instructor” (p. 39). Learners could have unique needs, and what might be achievable for one, may be more challenging for another. Learners often appreciate having choices in their studies, so that they can maximize on their aptitudes, to move on from being novices (Turtles) to masters (Cheetahs) of particular subject matter (Palloff & Pratt, 2003).
6. Be Inquisitive!
Learners might be as inquisitive “as a bird in search of grain”. They should be encouraged to acquire new aptitudes and skills. Learners’ curiosity can motivate them, to continue in their studies even in the midst of personal and challenging life situations. In summary, in learning environments there are roles for adult educators to inspire learners’ imaginations and motivation to discover modified or emergent knowledge. Educators can role model learning skills and understanding including inquisitiveness.
- Conrad, R.M. & Donaldson, J.A. (2004). “Engaging the Online Learner. Activities and Resources for Creative Instruction.” San Francisco: John Wiley & Sons.
- Illinois University College (2012). “Who is an adult learner?” Illinois: Illinois University.
- Mackeracher, D. (1996). Making Sense of Adult Learning”. Toronto: Culture Concepts Inc. Publishers.
- Mezirow, J. (1991). “Transformative Dimensions of Adult Learning”. San Francisco: John Wiley & Sons.
- Palloff, M & Pratt, K. (2003) . “The Virtual Student. A Profile and Guide to Working with Online Learners”. San Francisco, CA: Jossey-Bass.
- Salmon, 2004 in “E-Tivities The Key To Active Online Learning” (2nd ed,) London: Routledge Falmer.
- United Nations Educational, Scientific, and Cultural Organisation (2009) “Harnessing the power and potential of adult learning and education for a viable future”. Brazil: United Nations Educational, Scientific, and Cultural Organisation.
Contact the Trident Foundation to have opportunities to develop your study skills and full learning potential!
The Trident Foundation is only a phone call or an email away!
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