structures. While adults may at times feel threatened by new things and ideas, and be reserved and controlled in class, they do not require constant supervision, they are capable of being less dependent and emoThink about how most people feel at their first day at work, in a meeting with a new group, or making your first major presentation to your peers or upper management. They might be like ducks, calm on the surface and paddling like crazy beneath the water.

Sure, adults are more independent than children, but that doesn’t mean you can leave them alone in the classroom. For the most part, children are open to new ideas and people, enthusiastic, and curious. However, they also have short attention spans and limited knowledge and life experiences. Adults tend to be more closed and cautious when facing new information, but they have longer attention spans and they may be very knowledgeable in the subject area being taught.

Their wide variety of life experiences may be useful in solving problems or constructing useful idea structures. While adults may at times feel threatened by new things and ideas, and be reserved and controlled in class, they do not require constant supervision, they are capable of being less dependent and emo

ce and paddling like crazy beneath the water.

Sure, adults are more independent than children, but that doesn’t mean you can leave them alone in the classroom. For the most part, children are open to new ideas and people, enthusiastic, and curious. However, they also have short attention spans and limited knowledge and life experiences. Adults tend to be more closed and cautious when facing new information, but they have longer attention spans and they may be very knowledgeable in the subject area being taught.

Their wide variety of life experiences may be useful in solving problems or constructing useful idea structures. While adults may at times feel threatened by new things and ideas, and be reserved and controlled in class, they do not require constant supervision, they are capable of being less dependent and emo

ideas and people, enthusiastic, and curious. However, they also have short attention spans and limited knowledge and life experiences. Adults tend to be more closed and cautious when facing new information, but they have longer attention spans and they may be very knowledgeable in the subject area being taught.

Their wide variety of life experiences may be useful in solving problems or constructing useful idea structures. While adults may at times feel threatened by new things and ideas, and be reserved and controlled in class, they do not require constant supervision, they are capable of being less dependent and emo

they have longer attention spans and they may be very knowledgeable in the subject area being taught.

Their wide variety of life experiences may be useful in solving problems or constructing useful idea structures. While adults may at times feel threatened by new things and ideas, and be reserved and controlled in class, they do not require constant supervision, they are capable of being less dependent and emo

structures. While adults may at times feel threatened by new things and ideas, and be reserved and controlled in class, they do not require constant supervision, they are capable of being less dependent and emotional than children are likely to be, and they are less likely to be passive recipients of information.

Adults expect recognition on a level close to equality with the instructor; they expect acknowledgment of their contributions to class and their knowledge in the field. In short, unlike children, adults want to be partners of the instructor instead of beneficiaries of his wisdom. But still, there are many very real reasons for adults to feel defensive and fearful in training programs. They are often attending training because of orders which imply that they are not performing well.