Create an atmosphere in which all your students feel respected. The common put down that elderly people are just like children could not be more wrong--or more right. The wrong part: While the knowledge or skills you present may be new to your students, remember that they bring a lifetime of learning to your class. While it may be in different areas from what you have to teach, it is important to convey your respect for all the things they have learned. The right part: Like children, senior adults need confidence to learn well. Like children, they may be facing issues of dependency on others less common in the prime of adult life. Supporting their existing abilities and conveying confidence in new ones is essential to fostering growth and learning.
Allow flexibility in your instruction to meet a wide variety of abilities and interests. Not all senior adults learn in the same way. Making room for differing attitudes and learning styles is critical in creating effective instruction. While some may wish just to be given information, plan to engage others in interactive ways. Allowing responses to instruction, even if they may seem to lead your plans off track, may result in richer learning experiences than just getting the material covered.
Make certain that you have instructional material solidly under your belt and are prepared with answers to as many questions as you can anticipate. Senior adults, no matter how polite about it, are lifetime experts on people who don't know what they are talking about. Unlike younger students, senior adults are seeking further education voluntarily. Be prepared for high expectations.
Prepare to address issues of clarity that may be unique to senior adults. Some of these may be physical issues: type-size in printed materials and a slower, clearer speech rhythm for those with less-than-perfect hearing. Others may be experiential. You may find that the vocabulary you have assumed is already familiar to someone tackling your subject needs elucidation. You may encounter students intimidated about asking questions or seeking clarification because their own traditional education did not permit this practice. You may need to address issues with students afraid of making mistakes. Their lives may have demanded them to take roles of authority that make them truly uncomfortable with trying new things and experimenting with behaviors. Making your aims, strategies and expectations very clear will help your students to feel comfortable, confident and successful.