Compassion, and patience along with coming alongside the student is the key to making adults feel comfortable. 

Both intrensic and extrinsic motivating factors are a good way to get a class to start participating. Sometimes its for the external gifting and sometimes its for the person to feel complete.

It is a huge importance for the student to feel safe and autonomy over some parts of the lessons and their learning. It will assist with participation and understanding.

Intrinsic motivation is longer lasting and arguably more rewarding. Both achieve results, but motivation is lost more quickly when the extrinsic factor is taken away. 

This module included practical plans for enhancing student security and autonomy. Adult students especially prefer these factors in their learning. Providing structure and setting expectations, while allowing for independence and feedback yield greater results. 

To meet the needs of adult learners we need to be flexible and competent. Even self-directed learners require support. It is in our best interest to be aware of our verbal and non-verbal cues. 

Adult learners bring their own experience and expectations to the university experience. By being open minded, willing to guide but also to change my approach, I can better meet their needs. Developmental advising is about learning for both sides. 

I already practice active listening, and terms like "combative listener" and the recommendation to not smile excessively are helpful.  

There are valid criticisms of the phrase "students as customers". One must remember that this category is different from a business customer. We provide a service, but the students are more than a financial transaction. 

There are ways for us to help with some student factors causing distress and desire to withdraw. For example, providing disability, ESL, or financial assistance.