by Todd Pheifer

Created on: June 12, 2009   Last Updated: July 09, 2009

Different strokes for different folks

Every level of education requires a different type of strategy and approach. Lifelong educators may be extremely skilled at their particular craft, but the idea of teaching a different level of education may make them feel terribly inadequate. Graduate school is a unique environment because it is often a blend of students at different points of their life. The graduate school instructor must enter this environment and attempt to provide material that is applicable to everyone.

A variety of perspectives

The students who take graduate classes may be quite varied. For example, there may be younger students who are continuing directly from a bachelor degree to a master's program. Or, there might be older adults who are returning to school for further education, advancement in their current vocations, or second careers. This combination creates an interesting environment for the instructor as they must balance experience and expectations. Therefore, here a few thoughts on strategies for teaching graduate students.

Recognizing stage of life

When teaching graduate students, it is important to recognize the various stages of life that may be in the classroom. Sometimes it is valuable to go around the room and have everyone share why they are there and what they expect to learn from the class. This can help the instructor get a sense of who is sitting in the seats and what they might contribute to the class. Granted, it is difficult for an instructor to tailor the educational experience to each and every student, but it always helpful to be sensitive to various attitudes and perspectives that may be present.

Understand competencies

The instructor should always have a sense of what they are going to teach prior to the class beginning. However, there is no reason why they cannot be somewhat adaptable. In addition to assessing stages of life, the instructor should attempt to assess levels of knowledge, competency, and understanding. This helps the teacher avoid statements, lessons, and approaches that are redundant or disconnected from the students in the class. For example, when the class is filled with older adults seeking a second career, it may be inapplicable to talk about what they will experience "when they get out and start working." Some students may have been working longer than the instructor.

Respecting perspective

It is also helpful to respect the knowledge and experience that may be present in

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