In the traditional pattern of formal education, it was assumed that childhood was the time to learn reading, writing and basic arithmetic. For millions of people that pattern was not possible. Now, they are adults and we face the question; “Why teach them?”

There are at least two very good reasons to teach adults. Let us look at these reasons in some detail. Adult psychology is not the same as child psychology. Methods used to teach adults are different from methods used to teach children. The following are important points to remember when we teach literacy skills to adults.

1. How Do We Teach Adults?

Adults Learn Faster but Forget Faster

 Adults have more to think about than children—more cares, concerns, facts and events that can crowd out something newly learned. So they need more revision. Adults, however, do not enjoy childish repetition. Some say that adults need to see a word 27 times before it becomes their own to read. But we cannot ask them to repeat a word 27 times. We must use ways of revising that offer interest and variety.

Flash cards help adults learn and remember new words. This is why we spend time in Workshops teaching participants how to make flashcards from local materials.(See Appendix 6.) When the teacher writes a new word on the blackboard—then shows it on a flash card—then has students write it in their copy books, they have had adult-like repetition. Additional revision and games using flash cards strengthen the learning process.

Illiterate Adults Carry “Two Loads”

Fear of Embarrassment and Fear of Failure. These loads are illustrated in Figure 3. We must find ways of helping adults in our literacy classes remove these “loads.” Here are some suggestions:

To remove the fear of embarrassment

(1) The teacher should show cultural respect due to the age of the adult student

The illiterate adult is embarrassed to be learning to read at an older age. But when the teacher shows proper respect for an older person, the illiterate adult’s mind becomes relaxed and open to learning. You can almost hear the sigh of relief when respect is shown.

(2) Use the individual method

This method prevents embarrassing adults when they do not understand or make repeated mistakes. While others in the class are reading silently or writing, sit beside the adult who needs help and assist him quietly.

(3) Do not use a stick to point within the room

You may forget and use it to point to an adult. It embarrasses an adult to be pointed to as to a child.

(4) Praise adults abundantly for any success

Children need praise. But adults need more praise than some realize. Whatever the word for “you are doing well” is in the primer language, that word should be the most used in a literacy class!

(5) Never laugh at an adult student or allow other students to laugh at him when he makes a mistake.

We hope for laughter in our literacy classes. But an adult should never be laughed at if it embarrasses him.

To remove the fear of failure.

(1)Tell true stories of adults who have learned to read and write

Our first Nigerian co-worker often told of teaching his father to read after the father was more than 70 years old.

(2) Emphasize how easy each new thing to be taught is going to be.

As soon as adults succeed, show them their achievement—and of course, offer abundant praise!

(3) Give adults the answer before you ask the question.

Never point to a picture an adult is seeing for the first time and ask, “What is this?” First, tell what it is. Do not give the adult a good reason for failure. (This rule may not apply after the adult becomes more at ease.)

(4) Negative statements such as no and you are wrong to remind adults that they have failed again.

When an adult misses a word, syllable or number, go back and teach it where it first appears in the primer.

(3) Adults Are More Critical and More Sensitive than Children.

Adults watch the teacher’s face to know if he wants to teach them. So hide your headache. If they think you do not want to be there teaching them, their learning ability becomes zero. Adults must believe they can learn and that you desire to teach them.

(4) Adults Want Immediate Benefits from Their Learning.

They want to see progress NOW. If no benefit is seen, adults may find another use of their valuable time. Each time adults walk out of your literacy class, they should be happy because they have learned something they did not know before they walked in.

Adults need to receive awards for their efforts as soon as possible. A goal that is too far away from the present discourages adults. We must break down long goals into several short goals which offer easy and quick steps to reach. (See Chapter 7.)

(5) Adult Classes Will Be Made Up of More Differences Than Classes of Children.

Even in a small class, there will be great differences among students who will be old, some will be young—some will be unemployed, some will be employed—some who have looked at books, some who have never held a book.

(6) Adults Must Have Interest in What Is Taught.

They attend class because they want to. They will want to learn what is interesting to them.

(7) Adults Past Age Forty May Resist Demands for Speed.

To have a game of seeing who will finish first is for children, not for adults over forty. This is true, especially in a writing class.

(8). Adults Are Often Tired or Worried When They Come to Class.

Their class usually meets after a long day of work and problems. They bring thoughts of work and family problems to class. This is why they need happiness and interest or just a word of encouragement from the teacher.

2. How to Start a Literacy Class

Adults must have a good start as they begin learning in a class. Remember that they will bring to your class fears of failure and embarrassment. Plans for adult students must be carefully made. A church of any size can start a good literacy program. The suggestions below can help.

Choose the Teachers

We recommend that a teacher and an assistant teacher be chosen for each class. Finding the right teacher will make the difference between success and failure for your literacy program. Find a teacher who is:

A Good Christian Example—as for a Bible teacher.

Why not elect literacy teachers by the church just as is done for Sunday School teachers?

A Friendly Person.

A teacher needs to be someone whom other adults enjoy being with. He should find it easy to talk and laugh with other adults.

A Person Who Wants to Help Others.

A good teacher has a deep desire to see others improve their lives.

An Adult Who Knows How to Read and Write.

However, a high level of reading and writing ability is not necessary for a teacher who has all other qualities.

A Trained Literacy Teacher.

or one willing and able to be trained in a Literacy Teachers Workshop.

A Faithful Person.

The person should have already shown faithfulness. None of the above qualities will be of value unless the teacher is faithful in coming to the reading class and will come on time.

Choose a Place to Teach

The place to teach should be:

As Convenient as Possible.

A central place such as the church is usually available. But do not limit classes to the church. Community locations such as a home or under a shade tree near the homes of students may be more convenient.

A Place Having Good Light.

Good light is necessary since some of the adults will need eyeglasses, but have none.

As Quiet as Possible.

Avoid a noisy place. Children looking at the doors and windows make it difficult for adults to think about their lessons.

Choose a Time to Teach

Time is much more important to adults than children. Consider these ideas as you decide on the time and how often your classes will meet:

The Best Time is the Time Best for Your Students.

Let the adult students themselves help decide on the best time to meet. We have known of classes being taught any hour of the day between 6 a.m. and 7 p.m. The most popular time is between 4 and 6 i the afternoon. Where electric lighting is available, some classes choose to meet at night.

The Number of Times Used to Meet Each Week Will Vary.

Planting and harvesting time, holidays, market days and working hours at an industrial plant will vary. For example, the class may need to meet 3 to 5 times a week for three months, then take a break for planting or harvesting. Instead of stopping all classes for harvest, you may limit classes to once a week during that time. Be serious yet willing to change.

Adults will learn more if meeting 5 times each week for 12 weeks than if meeting 2 times each week for 30 weeks seven though the total class hours are 60 hours in each case. The above times are better than meeting 1 time a week for 60 weeks.

The Length of Each Class Period Cannot Be the Same Everywhere.

The busy city dweller often needs to rush home or to another activity after an hour. The rural adult, who may have walked quite a long distance, will want a class time of 2 or 2 1/2 hours (with a break!) to make the long walk worthwhile.

Collect Materials

Materials, especially the students’ reading primers, should be collected and available before classes are scheduled to begin. The basic materials needed are:

1. Teacher’s Materials (provided by the church)
2. Exercise or copybook to register
3. Pencil with eraser
4. Blackboard, chalk and duster/cleaner
5. Teacher’s guide for the primer
6. Primer and set of post-primer books
7. Wall charts, if needed
8. Flashcard materials
9. Student’s Materials (provided by the student)
10. Primer
11. Exercise or copybook
12. Pencil with eraser

Announce the Class Several Times Before It Starts

Just as a news item is announced by newspaper, radio and advertising boards, announce your literacy classes before you begin. Such announcements can be made:

Through the pastor or whoever makes church announcements. Announcements need to be heard several times.

In various adult organizations such as women’s and men’s fellowships.

By planning a parade through the nearby market or streets of the community. Sing literacy songs and stop from time to time to announce the classes.

By putting up posters in and near the church and in the community. These posters will help the community know that your church is concerned about all persons.

3. How to Start Classes When They Are Announced to Begin

Delays discourage adults. Be sure materials are ready for the adults to buy before the classes are announced to begin.

Teaching Notes

Briefly review the important points to remember when teaching literacy skills to adults.

Under CHOOSE A PLACE TO TEACH, ask participants to tell where they have known literacy classes to meet. Ask why most classes choose to meet in the church. Do they know of a class that does not meet in the church? Let them suggest the advantages and disadvantages of meeting in the home, a school or the market.

Under CHOOSE A TIME TO TEACH, ask when literacy classes they know about meet. Then emphasize that the best time is the time that is most convenient for the students.

Under COLLECT MATERIALS, show samples of materials needed by teachers and students. List these items on the blackboard for participants to copy into their notes. You can read more similar posts on our Bible teaching page of the site.