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In learning about the relationship between teachers and learners, I was able to compare new terms for some concepts I already knew, and many more I did not. My most recent experience was teaching individually to adult learners via phone and Internet, and there were many times that this format was limiting because the learners had no peers. They were also basically a captive audience, compelled to take courses by their employer, which contributed to nervousness and lack of motivation in some. As a one-on-one teacher I performed about half the functions on the list from this unit, especially tutor, assessor, model, and prompter. What I missed was the opportunity to be a participant, so that I could see learners interacting with their peers without my help. I would have liked to function as an organizer for similar reasons, so that the learners would develop more independence. Often with one-on-one lessons, the learners are comfortable with their teacher but very nervous in real-world situations, such as meetings or trade shows. The learner motivation section is very much in keeping with what I observed: Adult learners learn less from curiosity and more out of necessity. I have no classroom experience with very young learners, but their receptiveness to new sounds and games would be a great benefit to instruction. My only experience with adolescent learners (when I tutored highly gifted students in German) was fairly diverse - I had the \"reluctant to take risks\" learners, but I had more risk-taking learners as well. Clearly, a good teacher can customize their instruction to the audience.
