Teaching Adults
While many of the "rules" for teaching children can apply in some ways to teaching adults, the latter age group nevertheless poses some different, special considerations for the classroom teacher. Adults have superior cognitive abilities that can render them a bit more successful in certain classroom endeavors. Their need for sensory input can rely a little more on using their imagination ("imagine" smelling a rose vs. actually smelling a rose). gTheir level of shyness can be equal to or greater than children, but usually there is already a certain self-confidence that isn't as mature in children. And because of adults' cognitive abilities, they can at least occasionally deal with language that isn't embedded in a "here and now" context.
So, as you consider the five variables that apply to children, keep in mind specifically some suggestions and caveats.
(1) Adults are more readily able to handle abstract rules and concepts. However, beware! As you know, too much abstract generalization about usage and not enough real-live language use can be deadly for adults, too.
(2) Adults, too, have longer attention spans for material that may not be intrinsically interesting to them. But again, the rule of keeping your activities short and sweet still applies to adult-age teaching.

(3) Sensory input need not always be quite as varied with adults, but one of the secrets of lively adult classes is their appeal to multiple senses.
(4) Adults often bring a modicum of general self-confidence (global self-esteem) into a classroom; the fragility of egos may therefore not be quite as critical as those of children. However, we should never underestimate the emotional factors that may be attendant to adult second language learning.
(5) Adults, with their more developed abstract thinking ability, are better able to take a context-reduced segment of language and understand it. Authenticity and meaningfulness are of course still highly important, but elements of adult language teaching can take temporary departures for the sake of dissecting those elements and examining them,' as long as they are then readily returned to the original context.
Some implications for general classroom management (see Chapter 21 for a full treatment) can be drawn from what we know about differences between children and adults. Some management "do's" and "don'ts":
[1) Do remember that even though adults cannot express complex thinking in the new language, they are nevertheless intelligent adults with mature cognition and adult emotions. Show respect for those deeper thoughts and feelings that may be "trapped", for the moment by a low proficiency level.
(2) Don't treat adults in your class like children by:
a. calling them "kids"
b. using "caretaker" talk (the way parents talk to children)
c. talking down to them

(3) Do give your students as many opportunities as possible to make choices (cooperative learning) about what they will do in and out of the classroom. That way, they can more effectively make an investment in their own learning process.
(4) Don't discipline adults in the same way as children. If discipline problems occur (disrespect, laughing, disrupting class, etc.), first assume that your students are adults who can be reasoned with like adults.