Describing Learners📖📖

📖📖 Describing Learners📖📖 

Hi, my dear readers this is our last blog of the registry, it has felt very long but with a lot of learning in between, Our blogs are almost over but I'll be back with more in 2 months so wait for me!!

¡¡DESCRIBING LEARNERS!!

1) Young children

Up to the ages of nine or ten, they learn differently from older children, adolescents, and adults in the following ways: They respond to meaning even if they do not understand individual words. They often learn indirectly rather than directly – learning from everything around them rather thanonly focusing on the precise topic they are being taught. Their understanding comes not just from explanation, but also from what they see and hear also havea chance to touch and interact with. They find abstract concepts like grammar rules difficult to grasp. Generally display enthusiasm for learning and a curiosity about the world around them. They have a need for individual attention and approval from the teacher. They are keen to talk about themselves and respond well to learning that uses themselves and theirown lives as main topics in the classroom.     They have a limited attention span – easy to get bored unless the activities are appealing for them.

2)      Adolescents.

It is widely accepted that one of the key issues in adolescence, especially perhaps in the west, is the search for individual identity, and that this search provides the key challenge for this age group. There are a number of reasons why students - and teenage students in particular - may be disruptive in class. Apart from the need for self-esteem and the peer approval they may provoke from being disruptive,there are other factors too, such as the boredom they feel -not to mention problems they bring intoclass   from   outside   school.   However,   we   should   not   become   too   preoccupied   with   the   issue   ofdisruptive behaviour, for while we will all remember unsatisfactory classes, we will also look backwith pleasure on those groups and lessons which were successful.

3)      Adult learners.

They can engage with abstract thought. They have a whole range of life experiences to draw on. They have expectations about the learning process, and may already have their own set patterns oflearning. Adults tend, on the whole, to be more diciplined than some teenagers, and crucially, they are oftenprepared to struggle on despite boredom. They come into classrooms with a rich range of experiences which allow teachers to use a wide rangeof activities with them. Unlike young children and teenagers, they often have a clear understanding of why they are learningand what they want to get out of it.However, adults are never entirely problem-free learners, and have a number of  characteristics which cansometimes make learning and teaching problematic:    they can be critical of teaching methods, they  may  have   experienced   failure   or   criticism at school which   makes them  anxious and under-confident about learning a language.

My dear readers, wait for me at the end of this week for the next blog. If I didn't show you photos of the class, it's because last week I didn't have classes, but you'll see that this week you will have them.