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Train the Trainer

Training Module

January 2009


Module – Train the Trainer Presentation Time: 85

Trainers Notes / Hints Trainer Script Time: 12 minutes max

Handout: Agenda

Instruction: Explain the amenities,

icebreaker 5 minutes, ask for their

expectations and write them down

and questions about the module

Supplies: white board or flip chart,

pens, paper

Notes:

Welcome to the Canadian Parents for French training session on Train the Trainer. My name is . .

Thank you for volunteering your time to CPF and for being with us today.

The amenities are:

Items Suggest

Cell phones eg: Turn cell phone off or leave on vibrate

Washrooms eg: Location

How to leave classroom eg: If you must leave the class room please do so in a quiet manner as to

not disrupt the training session

Behaviour eg: Side conversations can cause disruption in the training. Please use the

break time for chatting.

Icebreakers

Before we start the training module, let’s take some time get to know one another (presenter have

icebreaker prepared) and look at the expectations of this workshop.

Let’s take a few minutes and write down your expectations of this workshop.

By the end of this workshop you will know the following:

1) Essential facets of course design

2) Five Principles of Teaching Adults

3) Better Public Speaking and Presentation

4) How to Be a Good Listener


Trainers Notes / Hints Trainer Script SECTION OPENING STATEMENT

The design of a course is an essential part of teaching. If a course design was not in place the

teacher/trainer would be all over the page, learning would be made very difficult and confusing.

Time: 10 minutes max

Handout: Easy , Effective Course

Design for Teaching Adults, Sample

Room Setup

Instruction: Briefly discuss each

section of course design.

Notes:

Course Design

Easy, Effective Course Design for Teaching Adults

We are going to briefly discuss each section of Course Design. The following list should be included in the

design of a course.

Room Setup

Factors You Must Consider When You Set Up Your Room

The setup of your seminar room is critical to the success of your training. Although the four factors being

discussed here may seem simple and you might take them for granted, the comfort of your audience is at

stake. Part of your job is to create as ideal a learning environment as possible.

• Temperature. The ideal temperature of your room should be between 66 and 72F. If it is warmer,

your participants will get drowsy. If it is cooler, they will be uncomfortable and unable to focus. It

is always preferable, however, to err, on the cooler side. (Check with them periodically to

determine comfortability and read body language.)

• Lighting. Become acquainted with the lighting controls. Set up the room with enough lights to

facilitate note taking and alertness. Ensure, however, that your lights do not interfere with any

projectors you might be using.

• Logistics. The ideal setup for your registration area is to the right or left of the seminar room. Set

up enough tables to allow for a quick signing in or registration process


Trainers Notes / Hints Trainer Script • Seating. There are a number of ways to set up the seating in your training room.

Welcome and Introduction

• Greet participants as they arrive.

• Introduce yourself and ask participants to do the same, giving their name and sharing what they

expect to learn from the class. This is a good time to include an icebreaker that loosens people up

and makes them feel comfortable sharing.

• State the objectives of the course, explaining why certain expectations on the list either will or

won’t be met.

• Review the agenda. An agenda is a list, plan, outline, or the like, of things to be done, matters to be

acted or voted upon, etc. Some agendas include minutes from the previous meeting. Minutes are a

written account of what transpired at a meeting. Agenda Items can also be timed; giving items a

time slot can keep the meeting on a time schedule.

• Review housekeeping items: where the restrooms are, that people are responsible for themselves

and should take a restroom break early if they need one. Remember, you’re teaching adults.

Module Design - Divide your material into timed intervals. Time them according to the length of the

module. For example, as a basic rule, a section should consist of 20 minutes of lecture time, 10 minutes of

discussion and 5 minutes of activity.

Warm-Up - Warm-ups are short exercises (5 minutes or shorter), such as icebreakers.

Lecture - Keep your lecture to 20 minutes or less if possible.

Activity - Design an activity that gives your students an opportunity to practice what they just learned.

Reviewing - After an activity, it’s important to bring the group back together and have a general discussion

about what was learned during the activity.

Take a 10-minute Break - It’s important to get the participants up and moving every hour.


Trainers Notes / Hints Trainer Script Evaluation -End your training with a short evaluation to determine whether or not your students found the

learning valuable and what improvements could be made.

Now that we have covered the essentials to course design, we are going to move on to the 5 principles of

teaching adults.

SECTION OPENING STATEMENT

Teaching adults is different from teaching children. If you're teaching adult students, it's important

to understand the five principles of teaching adults. It's important to know how adults learn.

Time: 1 minutes max

Five Principles of Teaching Adults

Malcolm Knowles, a pioneer in the study of adult learning, observed that adults learn best when:

1. They understand why something is important to know or do.

2. They have the freedom to learn in their own way.

3. Learning is experiential.

4. The time is right for them to learn.

5. The process is positive and encouraging.

Time: 1 minute max

Note: This principle is not about why

your participants are in your training

session, but about why each thing you

teach them is an important part of the

learning, ask them why they are here,

take 2 minutes.

Principle 1- Make Sure Your Adult Students Understand “Why”

Most adult students are in your training session because they want to be. Most are there because they’ve

chosen to learn something new.



Notes:

Principle 2: Respect that Your Students Have Different Learning Styles

There are three general learning styles: visual, auditory, and kinesthetic.

Visual learners rely on pictures. They love graphs, diagrams, and illustrations. “Show me,” is their motto.

They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher.

Auditory learners listen carefully to all sounds associated with the learning. “Tell me,” is their motto. They

will pay close attention to the sound of your voice and all of its subtle messages, and they will actively

participate in discussions.

Kinesthetic (hands on) learners need to physically do something to understand it. Their motto is “Let me

do it.” They trust their feelings and emotions about what they’re learning and how you’re teaching it. They

want to actually touch what they’re learning. You can best communicate with them by involving

volunteers, allowing them to practice what they’re learning.

Most people use all three styles while they’re learning, and of course, this is logical since we all have five

senses, barring any disabilities, but one style almost always is preferred. The big question is, “How do

you, as the trainer, know which student has which learning style?”

Time: 3-5 minutes max

Handout: Learning Style Inventory

Exercise 1: Complete Learning Style Inventory handout, discuss their learning styles



Principle 3: Allow Your Students to Experience What They’re Learning

Experience can take many forms. Any activity that gets your students involved makes the learning

experiential. This includes small group discussions, experiments, role playing, skits, building something at

their table or desk, writing or drawing something specific – activity of any kind. Activities also keep people

energized, especially activities that involve getting up and moving about.

The other aspect of this principle is honouring the life experiences your students bring to the classroom.

Be sure to tap into that wealth of wisdom whenever it’s appropriate.

Time: 3 minutes max Principle 4: When the Student Is Ready, the Teacher Appears

“When the student is ready, the teacher appears” is a Buddhist proverb packed with wisdom. No matter

how hard a teacher tries, if the student isn’t ready to learn, chances are good he or she won’t. What does

this mean for you as a teacher of adults? Luckily, your students are in your classroom because they want

to be. They’ve already determined that the time is right.

It’s your job to listen carefully for teaching moments and take advantage of them. When a student says or

does something that triggers a topic on your agenda, be flexible and teach it right then.



Principle 5: Encourage Your Adult Students

For most adults, being out of the classroom for even a few years can make training intimidating. If they

haven’t taken a class in decades, it’s understandable that they would have some degree of apprehension

about what it will be like and how well they’ll do. It can be tough to be a rookie when you’ve been an

expert in your field for many, many years. Nobody enjoys feeling foolish.

Your job as a teacher of adult students includes being positive and encouraging. Patience helps too. Give

your participants time to respond when you ask a question. They may need a few moments to consider

their answer. Recognize the contributions they make, even when small. Give them words of

encouragement whenever the opportunity arises. Most adults will rise to your expectations if you’re clear

about them.

A word of caution here. Being positive and encouraging is not the same as being condescending. Always

remember that your students are adults. Speaking to them in the tone of voice you might use with a child

is offensive, and the damage can be very difficult to overcome.

This is your challenge as a teacher of adults. Beyond teaching your subject, you have the opportunity to

inspire confidence and passion in another human being. That kind of teaching changes lives.

10 Min Break, Offer Refreshments When we get back from break we will continue on with two important components of the training process,

they are public speaking and listening.



Two important components of the training process are public speaking and listening. We will

begin with public speaking.

Time : 10 minutes max

Handout: Presentation Tips for Public

Speaking

Notes:

Better Public Speaking and Presentation

Ensure Your Words Are Always Understood

There are four basic things that you can do to ensure that your verbal messages are understood and

remembered.

These are:

1. Understand the purpose of the presentation

2. Keep the message clear and concise

3. Be prepared

4. Be vivid when delivering the message

1.) Understand what you want to achieve

Before you start working on your talk or presentation, it's vital that you really understand what you want

to say, who you want to tell and why they might want to hear it. To do this, ask yourself: Who? What?

How? When? Where? Why?

Who are you speaking to? What are their interests, presuppositions and values? What do they share in

common with others; how are they unique?

What do you wish to communicate? One way of answering this question is to ask yourself about the

‘success criteria’. How do you know if and when you have successfully communicated what you have in

mind?


Trainers Notes / Hints Trainer Script How can you best convey your message? Language is important here, as are the nonverbal cues discussed

earlier. Choose your words and your nonverbal cues with your audience in mind. Plan a beginning, middle

and end. If time and place allow, consider and prepare audio-visual aids.

When? Timing is important here. Develop a sense of timing, so that your contributions are seen and heard

as relevant to the issue or matter at hand. There is a time to speak and a time to be silent. ‘It’s better to be

silent than sing a bad tune.’

Where? What is the physical context of the communication in mind? You may have time to visit the room,

for example, and rearrange the furniture. Check for availability and visibility if you are using audio or visual

aids.

Why? In order to convert hearers into listeners, you need to know why they should listen to you – and tell

them if necessary. What disposes them to listen? That implies that you know yourself why you are seeking

to communicate – the value or worth or interest of what you are going to say.

2.) Keep it simple

When it comes to wording your message, less is more. You're giving your audience headlines. They don't

need to and are usually not expecting to become experts on the subject as a result of hearing your talk. If

you're using slides, limit the content of each one to a few bullet points, or one statement or a very simple

diagram

3.) Be prepared

Preparation is underrated. In It is one of the most important factors in determining your communication

successes. When possible, set meeting times and speaking and presentation times well in advance, thus

allowing yourself the time you need to prepare your communications, mindful of the entire

communication process. By paying close attention to each of these stages and preparing accordingly, you

ensure your communications will be more effective and better understood.


Trainers Notes / Hints Trainer Script Of course, not all communications can be scheduled. In this case, preparation may mean having a good,

thorough understanding of the office goings-on, enabling you to communicate with the knowledge you

need to be effective, both through verbal and written communications.

4.) Unforgettable delivery

Your delivery of your speech or presentation will make or break it, no matter how well you've prepared

and crafted your clear, concise message. Some useful tips for keeping your presentation vivid include:

• Use examples to bring your points to life

• Keep your body language up-beat – don't stay stuck behind a rostrum

• Don't talk to fast. Less is more here too. Pauses are effective.

• Use a variety of tones of voice

• Use visual aids

We are now going to move on to How To Be A Good Listener.



Listening is an essential part of communication, and it is different from hearing. Being a good and

patient listener helps you not only solve many problems at work or home, but also to see the

world through the eyes of others, thereby opening your understanding and enhancing your

capacity for empathy. Besides which, you learn a lot from listening. As deceptively simple as

listening to and acknowledging other people may seem, doing it well, particularly when

disagreements arise, takes sincere effort and lots of practice.

Time: 10 minutes max

Handout: Tips On Being A Good

Listener

Notes:

How To Be A Good Listener

Steps to Being a Good Listener

1. Place yourself in the other person's shoes. It is often too easy to wonder about how what the other

person is telling you is impacting you. As you worry about this, you reflect any tension, annoyance, or

irritation back in your body gestures and facial expressions. Active listening is not about inward

thinking. Instead, you must draw away from the temptation to do this by looking at the issues from the

other person's perspective and actively trying to see his or her point of view.

2. Remove all distractions. Give the speaker 100% of your attention. Turn off cell phones, do not let your

eyes wander about looking for a break, and politely brush aside any interruptions such as waiters or

people who suddenly spot you and want to say "hello." It may be easiest to arrange to talk somewhere

that such distractions will not occur.

3. Practice the empathetic sounding back technique. At appropriate intervals during the conversation, it

is helpful to "summarize and restate" and/or "repeat and encourage" the main points.

4. Do not interrupt with what you feel or think about the topic being discussed. Wait for another person

to ask your opinion before interrupting the flow of discussion. Actively listening requires the listener to

shelve his or her own opinions temporarily, and await appropriate breaks in the conversation for

summarizing. Abstain from giving direct advice. Instead, let him or her talk the situation out and find

his or her own way.


Trainers Notes / Hints Trainer Script 5. Ask meaningful questions. Do not seek to probe or make the other person defensive. Rather, aim to

use questions as a means by which the speaker can begin to reach his or her own conclusions about the

concerns or issues being raised. Speaker should begin to move from a more emotional response to a

more constructive response.

6. Wait for the person to open up. In the process of encouraging a constructive response, an active

listener must continue to be patient and let the speaker acquire his or her full flow of thoughts,

feelings, and ideas.

7. Use body gestures and facial expressions to express your interest and to unearth what is left unsaid.

Active listening involves the entire body and face--both yours and that of the speaker:

o Your expression: Look interested and meet the gaze of your speaker from time to time. Reflect

friendliness and openness to what you are listening to.

o Read between the lines: Always be alert for things that have been left unsaid or for cues that can

help you gauge the speaker's true feelings. Watch the facial and body expressions of the speaker to

try to gather all information you can, not just from the words.

o Speak at approximately the same energy level as the other person. This way, he or she will know

that the message is getting through and that there is no need to repeat.

8. Be patient and respect pauses. Do not jump to speak up after the speaker has come to his or her own

conclusions or resolutions and there is a pause. It is possible that more is yet to be said by the speaker.

Let the speaker be the first to break this silence.

9. Try to reassure the speaker that all is well. Whatever the conclusion of the conversation, let the

speaker know that you have been happy to listen and to be a sounding board. Make it clear that you

are open to further discussion if need be, but that you will not pressure him or her at all.


Trainers Notes / Hints Trainer Script 10. Accept that everyone has a unique thought process and ways to express himself/herself. Too often

we jump to conclusion before others finish talking because we place information we hear into our own

thought process. Try not to do that.

11. Just because someone is speaking to you, do not presume that they are asking you for your input! All

too often we think the other person really wants to know what we think about what they are

saying…wrong! Wait, let the speaker ask you for your opinion, thoughts or ideas. Otherwise, you may

become the speaker but you will not have a “listener” in the audience!

12. Most information is not remembered because we are thinking of OUR response to the speaker and

therefore missed what was said. Resist the urge to formulate your responses. That is active thinking,

not listening.

Conclusion:

All of these topics are essential to teaching effectively. We want students to not only understand but to

retain the information we have presented to them. Keep in mind, practice makes perfect. We will now go

back to our flip chart and see if everything was covered. Please take a few minutes to fill out the

evaluation form. Thank you.

Time: 5 minutes max

Handout: Evaluation

Exercise 2: Have the participants fill out the evaluation hand out and hand it into you.