With an understanding of their learning preference, students can begin seeking accommodations to make the learning experience work for them, and feel empowered in knowing that their way is in a viable way to learn just as valid as any other way. In addition, teachers can plan instruction using students' preferred styles and teach students how to use their non-dominant style. The activities that are included were designed to accommodate a variety of learning preferences. By acknowledging students' interests, needs and concerns before beginning instruction, affective barriers to learning are likely to decrease. Adult learners need to feel comfortable and empowered in their classroom.
Instructors can provide a classroom orientation.
They can explain to students their teaching methodology and the reasoning behind it. They can give students and idea and negotiate with students on issues of classroom dynamics and scheduling. Students should be given an opportunity to get to know each other, to voice their needs and to create goals for the class as well as for themselves. It is often desirable for the instructor to directly model those skills. Collaborative activities are the means to bettering these more affective skills.