Classroom Instructor Workshop

Improving Classroom Instruction and Instructor Performance

The Instructor• It all starts with YOU!– Success or failure of the class is directly tied to

your performance– Your performance is critical to the achievement of

the course goals– Course content is static – it doesn’t change– How the material is presented can make or break

the outcome for the trainees– Good instruction doesn’t just “happen”

The Instructor

• Your Appearance– You never get a second chance to make a first

impression– Appearance is the number one thing that you are

judged on by other people– Your appearance says a lot about your attitude, your

professionalism, and your perceived level of expertise– Conservative dress is always in good taste– Business means business – Long sleeve shirt & Tie /

Shave / Dress-Skirt-Slacks / Clean / not revealing

The Instructor

• Your Voice– It’s your primary tool for communicating the course

material– Volume: Speak loudly enough to be heard by the

entire room – amplify if necessary– Clarity: Speak clearly – annunciate all syllables –

avoid slang or acronyms– Inflection: Vary your pitch – avoid monotone

speaking– Emphasis: Highlight key points vocally – changing

emphasis can change meaning – “I didn’t say…”

The Instructor• You are the Subject Matter Expert– “Competence breeds Confidence”– You MUST know the material you are presenting– Simply reading from the screen or Instructor Guide is

unacceptable and sends many negative messages – unprepared / not knowledgeable / LAZY!

– Share your expertise along with the course content – stories / experiences / industry happenings

– ALWAYS have an answer! – or FIND one and follow up– Teach the course material, not just the test

The Instructor

• Your body posture– NEVER instruct sitting down – unprofessional / lazy– Don’t “drive the podium” or be a “statue” – it’s not a

speech – move around – teach from front– Make eye contact – scan the room / don’t stare– Make natural gestures – be aware of your “body

language” – don’t block the screen– Be aware of “annoying habits” that distract the

trainees – change / keys / pens / speech delays /eating

The Instructor

• Show enthusiasm & interest in the subject– “I’m happy to be here today!”– Don’t just say it, SHOW it – trainees interpret your words

AND actions– Sincere enthusiasm draws out the same feeling from your

trainees – it’s contagious– The entire atmosphere of the training session “comes

alive” and your trainees are more inclined to want to learn– Enthusiasm is a MUST in the delivery of effective training –

you have to enjoy teaching

The Instructor

• Have a sense of humor– Learning can be fun!– One of the most valued qualities that trainees

admire in a trainer– Incorporate humor naturally – don’t just be an

entertainer or stand-up comedian– Humorous stories should be used as they relate to

a point being discussed– No sexist or off color humor – don’t force it

The Classroom

• Classroom preparation considerations– Location: directions / parking / restaurants– Arrangement: tables / seating / restrooms– Technology: electrical power / projection screen /

audio speakers / DVD player / it all works!– Temperature: heating / cooling / cool is better– Distractions: current drivers / machinery noise /

windows / public address system / DSS– Teaching tools: white board / markers / chalkboard /

chalk / laser pointer / remote controls

The Classroom

Auditorium Classroom Hexagon Square

Conference Table Herringbone Horse Shoe V-Shape

The Classroom

• Know your audience– Experience level: CDL Drivers / Coaches / Teachers / Prior

or out of state school bus drivers– Attitudes & Motivations: Do they HAVE to be there or do

they WANT to be there– Knowing your audience will help you determine the pace

that the class can be taught and give you clues to the objections you may have to overcome

– Teach to the middle level of knowledge– Use your experienced trainees to reinforce learning for the

group

The Classroom

• Introduce yourself before you begin teaching– Tell the trainees why you are the “Subject Matter

Expert” - this establishes you as the authority and assures the trainees that they are “in good hands”

– Write your name and title on the board, if available

– Your number of years experience “in the business”– Certifications and qualifications you have achieved

The Classroom

• State the classroom expectations up front– Students need to know what is expected of them in

order to maintain a professional environment– Discuss policies on restroom use / time

management / cell phones / electronics / sleeping / breaks

– Enforce the established standard throughout the course even if it is a little socially “uncomfortable”

– Set the example through your own behavior– Hold everyone to the standard

The Classroom

The Classroom

• Understand that people learn differently– Aural / visual (83%)/ hands on / OJT– The “Book Learning” lays the foundation of basic

knowledge to build on throughout the training– Memory - Read (10%) / Hear (20%) / See (30%) /

Hear AND See (50%) / Football Field example– Encourage note taking / highlighting / underlining

but don’t just give them the answers needed to pass the final exam! (Horsing)

– Review the previous days learning for reinforcement before beginning the next set of instruction (videos)

The Classroom• Instructional Events– Attention – Introductory Scenario– Objectives – What will be learned– Recall – Experience recollection– Stimulus – Content presentation– Guidance – Graphics & examples– Performance – Practice activities– Feedback - Verification/clarification– Assess – Post assessment– Enhance – Aids & resources

The Classroom• Cognitive Domain– Knowledge – Basic recall of facts– Comprehension – Able to restate

concepts in own words– Application – Applying their

learning in the work environment– Analysis – Analyze the components

of typical work problems– Synthesis – Synthesize new

solutions to typical work problems– Evaluation – Judge the quality of

new solutions / select the best option

The Classroom

• The Power Point medium– Current standard for most presentations– Make sure it can be seen – proper size– Designed as a “memory aid” for presenters– Bullet point format is best so students don’t get

‘information overload’– Don’t necessarily read slides verbatim and avoid

monotonous reading or overly long text – students think “I could have read that myself”

– Expand on short bullet points where necessary– Reveal point / Read aloud / Paraphrase

The Classroom

• Teaching methods and facilitation of learning– Role Play: Gets multiple people involved –

demonstrates “do’s and don’ts”– Discussion: Keeps students minds active and

participating – allows you to ‘check the pulse’ of the class

– Case Study: Can be done to show ‘real world’ relevance to situations / pictures / news stories

– Hypothetical situations: “What would you do if…?”– Demonstration: Allows everyone to ‘see how it’s

done’

The Classroom

• Dealing with ‘Problem Children’– Deal with them privately during a break if at all

possible – be up front with them– Don’t acknowledge to the class that they irritate you

also– The “know-it-all” – Utilize them in a positive way /

state your reasoning to the class– The “talker” – Guide the discussion back to the topic

at hand – site time constraints if need be– The “complainer” – Show them why a particular

topic is relevant to them

The Classroom

• Receiving and asking questions– Why ask questions?– Gets the students involved / evaluates learning / arouses

interest / creates curiosity– Direct: “(Name), why should we…?”– Indirect/Overhead: To nobody in particular – see who

responds– Canvassing: “How many of you…?” Show of hands– Factual: Direct fact checking– Attitude: What do you think…? Why do you feel…?– Redirect: “That’s a good question, Rhonda…Tonia, why do

you think…?”

Review

• Success depends on you• Appearance• Voice• SME• Posture• Enthusiasm• Sense of Humor• Classroom Prep / Set-up

• Knowing Audience• Introductions• Learning styles• Adult Learning Theory• Power Point• Teaching Methods• Questions• Review