Have you been teaching at the college level long enough now that you are considered a mature employee? It is not necessarily an indicator of age, but rather reflects the time spent in a particular job or career. I am now at that stage in my career because I was born into what is known as the Boomers generation. I find it interesting that each generation has a name. The purpose of having a name for each generation is to develop a set of characteristics common to everyone in that group, similar to assigning a person’s month and day of birth to a zodiac sign, as if a set of signs could predict with Accurately similar results for everyone. population groups. However, there are general trends that are applicable and represent changes that occur from one generation to another.

As an example, the Millennial generation is now at an age where they could enroll in college and there are some examples from this group’s description that highlight how populations are evolving, especially as it relates to the use of technology. It seems that millennials are comfortable with using tech tools as a general rule and that’s different than the Boomer generation. I have worked with mature teachers online who are not yet comfortable working in a virtual environment. That becomes a potential problem, when mature educators are teaching younger adults who have a different skill set. When an educator reaches this point in their career, the question is: can they remain identifiable? Or is there a time when an instructor seems outdated and disconnected from their students?

These are important questions for educators to consider, and through my own practice, I have learned that there is a “secret” to teaching younger students. I plan to stay in this profession because I love the process of helping students and teachers learn, and the “secret” is more of an approach to teaching that any educator can follow, if they also want to stay in their chosen profession.

Becoming a mature educator

There are many points where someone can start a career as an educator. What I have discovered from my work in the online learning field is that many begin teaching as an online adjunct later in their career, often to share their expertise, knowledge, and expertise. Many online schools require an online instructor to have significant industry experience as part of the requirements for teaching, sometimes substituting that professional experience for actual college-level teaching experience. Another trend is also requiring a final degree, along with industry experience, to teach online courses. For any set of requirements, it generally means that a person who begins teaching those courses tends to someone who has not just finished college.

The reason the starting point is important is that someone starting later in their career can become an educator who is considered mature fairly quickly, which means they will experience an age gap with their students. There is a common belief that “older is wiser” and while that is true for the most part, what matters in higher education is how well that wisdom has been harnessed. For example, I have worked with many online teachers who are very knowledgeable about their particular business industry, but lack the basic understanding of adult learning principles. In general, I believe there are three main categories of mature educators and the distinction is important as it relates to the effectiveness of their classroom instruction.

Educator Type # 1. The Old Fashioned Educator

This is the educator who may use outdated instructional expressions, materials, resources, and / or practices. This mode can almost appear to sneak up on a person and it is understandable why it can occur. Over time, an educator will develop a routine for meeting deadlines and completing assignments, a set of instructional habits and practices that are the result of trial and error, a product of time and experience, and those methods have been developed. and refined until it serves the person well. However, similar to sticking to one style of clothing year after year, teaching practices can become outdated.

Students perceive the outdated educator as someone who is disconnected and this can be frustrating for them, especially when younger students see the world from a different perspective. As someone who works with teachers, I have seen a feeling of stubbornness in those who have taught for a period of time and the attitude has been: if it ain’t broke, why fix it? This is particularly true for traditional classroom instructors who view their expertise and experience as a form of status. The problem is that this can create a rigid disposition in relation to change, and without being adaptable or flexible in the way that an instructional practice is developed, change and improvement rarely occur.

Educator Type # 2. The Overtrained Educator

I remember being this educator when I started teaching in a corporate training classroom, and before I knew anything about the principles of adult learning. While I wasn’t quite sure how to connect with students, I knew that I enjoyed being in the classroom. This is also why many educators seem to try too hard. It usually comes from a good intention: wanting to appear current and relevant. However, this approach is strictly focused on appearances or how the instructor looks at the students. It can also start to feel like a contest when this instructor tries to win over students.

I’ve seen instances where instructors were lenient with grades, skirted deadlines, and allowed missed classes, all in an attempt to gain approval from their students. The problem is that the focus is on the teaching style rather than the substance of what is taught. It can also be due to being unsure of how to engage with students, resulting in overcompensation in other areas, such as if the instructor had to demonstrate their ability to teach the class. What happens is that it can be uncomfortable if the approach does not seem to be authentic to the students. In turn, students are unsure how to respond or may never connect with their instructor.

Educator Type # 3. The Natural Educator

A mature educator, someone who naturally excels in this role, is more likely to be comfortable with students and to know how to interact, act, and respond to classroom conditions. Most of the educators I have worked with, especially online instructors, fall into this category. On the contrary, not feeling comfortable or comfortable teaching generally results in performance problems and / or a career change. The natural educator is comfortable with his teaching responsibilities, he has a strong sense of self, and his effectiveness is easy. The main alteration of the natural educator is usually related to school policies and procedures, when they are forced to act in a different way than they naturally are. For example, telling an instructor that they are expected to pass students, regardless of their performance. In general, being a natural educator means that learning to work with different generations is easier to do.

The Secret to Teaching Younger Adult Students

An educator who can teach younger students effectively is someone who sees his or her role as more than just a job. It is a professional responsibility that must be nurtured over time. The “secret” to teaching a younger generation involves retaining current knowledge, using relevant materials, being open to continual learning to avoid stagnation, drawing on your background and experience during class discussions, and crafting feedback that guides, supports, and encourages students. the students. More importantly, it means never treating students differently because of their age and being respectful to each generation. For example, younger students may lack experience, but can still be very imaginative and creative. I have worked with many younger students who have fresh ideas and have not yet been conditioned to discount creativity. The last important aspect is to be receptive to students and be willing to listen to them.

How does an educator reach this desired state? It starts with an attitude about teaching. Here are some examples: being the authority or the expert versus having the knowledge to leverage; knowing everything there is to know versus always learning; being rigid versus staying adaptable; stagnate or continue to grow; and serve as someone who dispenses knowledge to students versus someone who guides the learning process.

There are other methods that can be implemented to achieve this desired state. I recommend that you work to be a role model by maintaining respect, showing empathy, and cultivating strong emotional intelligence. If you are going to continue teaching, use self-reflection and be open to honestly evaluating what is working well and what is not. I found it important to keep challenging yourself to keep learning. You can take new classes, learn new programs online, or work with new tools and software programs. You can also connect with other educators to share resources and ideas. More importantly, see the role of an educator as an academic practitioner by continuing to read, conduct research, and find opportunities to write.

While these strategies are not directly related to younger generations, they can help you identify with students, transform you into a natural educator, and make your work more meaningful. This is how you can better connect with students of any age and develop productive interactions. Students respond well to instructors who are apparently in tune with their work and up-to-date in their methods and knowledge. Being a mature educator doesn’t mean you have to be out of date; however, it depends on your readiness for continued growth and how well you take advantage of your experience.