The rules of an educator

Card's author : Outils-réseaux
Card's type of licence : Creative Commons BY-SA
Description : Here we mention some principles that should be taken into account when building a training action.

How do we learn?

Learning a new skill is done through a progression of four stages:

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A person can start the learning mechanisms by noticing something is lacking.

In a learning situation, this thread can correspond to the activities suggested:
  • an activity that destabilises or questions something (conscious lack of skills),
  • followed by a stabilising activity that contributes the necessary knowledge and know-how (conscious skill)
  • an activity that has an application (when faced with an unconscious skill)

10 rules for adult learning

  • Adults are not children. They do not obey a parent or teacher.
  • Adults are not here to have fun. They are responsible and request what is recognised in them, this sense of responsibility.
  • Adults possess a human, family, social and professional experience that teachers should use as a support.
  • Adults work in a team, even if sometimes they also need to work alone.
  • Adults always combine theory with practice when learning.
  • Adults have a very good understanding of the logics of symbolic exchange: give-receive-provide. They will make more of an effort when they feel that the teacher is not sparing any time or energy; they will not hesitate to share their specific knowledge with others.
  • Adults need spaces to share with others and time to assimilate.
  • Adults always study the interest of their time for training.
  • Adults possess knowledge and can continue to learn, even at an advanced age.
  • Adults respect knowledge, but they respect human relationships even more.
  • Adults are not a “filing cabinet”…and are not interested in purely academic knowledge.
  • Adults are open to a multi-disciplinary approach to problems. They will often consider a question as “a problem to be solved” specifically.

The day's tempo

There are many studies showing that the levels of productivity and attention change throughout the day. On a “normal” working day (9am to 6pm) the following events are seen:
  • mornings : are a better time for intellectual work than afternoons
Therefore it is best to do theory-based exercises in the morning and practice exercises in the afternoon
  • hypoglycaemia periods: 11:30-12:30am and 5.00-6h00pm approx: possible fatigue and irritability. Avoid activities with a conscious lack of skills and favour work in small groups or pairs
  • strong digestion period : 2:00-3:30pm approx: passivity, sleepiness and diversion. Favour discovery activities with an application
  • the ideal duration of a day of training: 7 hours. Concentration is difficult to maintain for any longer

How do we retain information?

Things to remember when preparing a course. We retain:
  • 10% of what we read
  • 20% of what we hear
  • 30% of what we see
  • 50% of what we see and hear at the same time
  • 80% of what we say
  • 90% of what we say when we are actively engaged

Lines, processes, methods…what are we referring to?

A brief teaching guide to learn the basic concepts.
Guide prepared by foad-spirit.net: http://www.foad-spirit.net/pedagogie/mini1.pdf (in French)
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