1. 42 Train the Trainer Classroom Management Skills By the end of this section, you will be able to: Name 3 things you can do to establish rapport with users. Describe at least 3 things you can do to control interruptions. State 3 techniques for asking questions to solicit participation or to check for understanding. State 3 techniques for handling questions posed by users. Describe 4 things you should do when leading and debriefing class exercises or activities.

2. 43 Train the Trainer Classroom Management Skills By the end of this section, you will be able to: Describe how to construct a verbal bridge from one topic to another. Describe at least 3 techniques for providing feedback about performance to users. State at least 2 reasons why it is important to review course content. Name at least 2 ways to review. Summarize at least 4 techniques for dealing with difficult users. Name at least 5 things you should do when teaching computer software skills. Describe what you can do to facilitate the learning of persons with disabilities.

3. 44 Establishing Rapport Classroom Management Skills What are some techniques you can use to establish rapport with users?

4. 45 Establishing Rapport Classroom Management Skills Before Class Arrive early and be prepared. Write “Welcome!” on a whiteboard or Flip Chart and surround it with each user’s name. Greet each person as they arrive. Chat informally before the start of class. Sources: Trainer’s Bonanza: Over 1,000 Fabulous Tips & Tools, by Eric Jensen 500 Tips for Trainers, by Phil Race and Brenda Smith Creative Training Techniques Newsletter: January 2002

5. 46 Establishing Rapport Classroom Management Skills Starting Off on the Right Foot Share something about yourself when introducing yourself. Explain your relationship to the topic at hand. Avoid beginning by apologizing - for anything! Get your audience involved right away. Sources: Trainer’s Bonanza: Over 1,000 Fabulous Tips & Tools, by Eric Jensen 500 Tips for Trainers, by Phil Race and Brenda Smith Creative Training Techniques Newsletter: January 2002

6. 47 Establishing Rapport Classroom Management Skills During Class Call users by name. Make direct eye contact with each person - in America, making eye contact is how we relate to one another. Make yourself available. Allocate part of each break to participants. Be back from lunch early. Be responsive. Learners don’t care how much you know until they know how much you care. Sources: Trainer’s Bonanza: Over 1,000 Fabulous Tips & Tools, by Eric Jensen 500 Tips for Trainers, by Phil Race and Brenda Smith Creative Training Techniques Newsletter: January 2002

7. 48 Controlling Interruptions Classroom Management Skills What are some techniques you can use to control interruptions?

8. 49 Controlling Interruptions Classroom Management Skills In Advance Make sure you have enough materials and supplies ahead of time. Have spare bulbs or technical help prepared to come to your aid. Always have a Plan B; back-up PowerPoint slides, etc. Source: Trainer’s Bonanza: Over 1,000 Fabulous Tips & Tools, by Eric Jensen

9. 50 Controlling Interruptions Classroom Management Skills Starting Off on the Right Foot Always start on time and try not to repeat yourself for late comers. Stragglers will get the message. Ask users to turn off their cell phones and beepers while they are in class. Be sure yours is off as well! Source: Trainer’s Bonanza: Over 1,000 Fabulous Tips & Tools, by Eric Jensen

10. 51 Controlling Interruptions Classroom Management Skills During Class When appropriate, ask users to save their questions until you are done talking. You, as trainer, are responsible for “traffic control.” Bring discussions back from tangents. Handle monopolizers and other distractors. Use a Flip Chart as a “parking lot” for extraneous issues or unanswerable questions you need to research. Be prepared for the unexpected; if possible, capitalize on the unexpected to make a learning point! Source: Trainer’s Bonanza: Over 1,000 Fabulous Tips & Tools, by Eric Jensen

11. 52 Asking Questions Classroom Management Skills What are some techniques for asking questions that will solicit participation or check for understanding?

12. 53 Asking Questions Classroom Management Skills Soliciting Participation Encourage users to ask questions. Say, “Don’t be afraid to ask questions” or “In this class, there is no such thing as a stupid question.” Give users permission to interrupt you if they have a question. Complement users for asking questions. Say “That’s a good question” or “I’m glad you asked that question.” Ask if there are any questions before moving on to the next step, page, or topic. Source: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy

13. 54 Asking Questions Classroom Management Skills Soliciting Participation Encourage users to ask questions continued: Conduct a poll with a show of hands to determine if there are any questions. Pose questions to the entire group. Say, “Who can tell me…” Ask a direct question. Then ask users to turn to their neighbor and answer it. Ask “suppose” or scenario-based questions. Source: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy

14. 55 Asking Questions Classroom Management Skills Checking for Understanding Always keep learning safe by avoiding “third degree” or “trick” questions that put users on the defensive. Postpone answering a user’s question - ask the group to respond first. Ask review questions that begin with “what,” “why,” “when,” “where,” “how,” and “who.” Ask thought-provoking questions that help users apply what they are learning. Source: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy

15. 56 Handling Questions Classroom Management Skills What are some techniques you can use to handle questions posed to you?

16. 57 Handling Questions Classroom Management Skills Reverse the Question Before answering, ask the user what he/she thinks. Answer Yourself Try to avoid working on your answer while the user is still speaking - really listen to what is being asked. Never answer a question until you fully understand it. Ask for clarification if you need to. Paraphrase the question for everyone to hear, as appropriate. Respond to everyone, not just the questioner. Confirm you have answered the question that was asked. Sources: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy “Don’t Take Q&A Sessions for Granted: Be Prepared” by David Richardson, Presentations.com, 1999

17. 58 Handling Questions Classroom Management Skills Re-Direct Re-direct the question to the entire group before answering. Defer or Postpone If you don’t know an answer, never guess. Seek the group’s input, promise to find out, and/or add the question to the “parking lot.” Always follow through. If a question interrupts the flow of learning, defer it to a later time. General Pointer Respect the point of view of users. If you disagree, do so without being disagreeable. Sources: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy “Don’t Take Q&A Sessions for Granted: Be Prepared” by David Richardson, Presentations.com, 1999

18. 59 Leading and Debriefing Class Exercises Classroom Management Skills What are some techniques you can use when leading or debriefing class activities or exercises?

19. 60 Leading & Debriefing Class Exercises Classroom Management Skills Before You Start Make sure your instructions are clear. Ask if there are any questions. Announce any time limits. During Circulate among users when appropriate. Make yourself available. Provide feedback - how are users doing? Give a two-minute warning when an exercise is about to conclude. Source: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy

20. 61 Leading & Debriefing Class Exercises Classroom Management Skills After (Debriefing) Ask “processing” questions to help users articulate insights. “What was the point of this exercise?” “What are some of the common mistakes that happen when doing this procedure?” Ask users to summarize what they’ve learned. Record any “loose ends” that require follow-up. Source: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy

21. 62 Making Verbal Transitions Classroom Management Skills What are some techniques you can use to verbally transition from one topic to another?

22. 63 Making Verbal Transitions Classroom Management Skills Provide Closure and a Preview Summarize the old topic and make a connection to the new. Ask a question related to the upcoming topic. Pose a work-related scenario that will help put the new topic into context. Use a PowerPoint slide.

23. 64 Giving Feedback Classroom Management Skills What are some techniques you can use give feedback?

24. 65 Giving Feedback Classroom Management Skills Effective trainers are generous with their feedback. Use encouraging words. Example: “Great job!” Be specific, timely, and constructive. Get learners used to referring to job aids and the WLA. When appropriate, make your feedback confidential. Help users to articulate their learning’s in their own words. Encourage self-assessment. Sources: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy Trainer’s Bonanza: Over 1,000 Fabulous Tips & Tools, by Eric Jensen The Trainer’s Tool Kit, by Cy Charney and Kathy Conway

25. 66 Reviewing Course Content Classroom Management Skills What are some reasons why it is important to make time for review? What are some techniques you can use to quickly review course content?

26. 67 Reviewing Course Content Classroom Management Skills What are some reasons why it is important to make time for review? Review helps new learning to “stick.” Review allows you to check if users are able to apply course content. Review allows you to check if the needs of users have been met.

27. 68 Review Techniques Classroom Management Skills What are some techniques you can use to quickly review course content? Knowledge Checks Story Problems or Scenarios Pair and Share: Ask users to share with a partner what you have just covered

28. 69 Handling Difficult Users Classroom Management Skills What are some techniques you can use to handle difficult users?

29. 70 Handling Difficult Users Classroom Management Skills The Talkative Ones Ask the group for its input. Acknowledge their input, then direct a question to someone else. Speak with excessive talkers during a break. Use their names in examples. Break eye contact. Divide users into pairs and ask a question. Go around the room and provide each person an opportunity to speak. Address the class and ask if they are ready to move on. Sources: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy Workshops by Thiagi, Inc.: http://www.thiagi.com

30. 71 Handling Difficult Users Classroom Management Skills The Quiet Ones Encourage their participation by using activities involving partners. If you ask them a direct question, be sure it is “friendly” and something easy to answer. Use their names in examples. Establish eye contact. Sources: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy Workshops by Thiagi, Inc.: http://www.thiagi.com

31. 72 Handling Difficult Users Classroom Management Skills The Bored Ones Use their name in an example. Ask them a question that draws upon their experience. Take a mini stretch-break without leaving the room. Enlist their help in assisting others. Somatic/kinesthetic learners can get fidgety; provide some “koosh balls,” candy, etc. Sources: Trainer Skills for Mandated Reporter Trainers: Barbara Kleefeld, DCF Training Academy Workshops by Thiagi, Inc.: http://www.thiagi.com

32. 73 Accommodating Persons with Disabilities Classroom Management Skills What are some things you can do to accommodate persons with disabilities?

33. 74 Accommodating Persons with Disabilities Classroom Management Skills You will be notified in advance if a user needs an accommodation in order to attend a Core-CT course. Be aware of the words you use. Some examples are: TRY TO SAY:AND NOT TO SAY: Person with a disabilityHandicapped, Disabled Able bodiedNormal Person who uses a wheelchairWheelchair bound Sources: Trainer’s Handbook: Thomas Griffen, DCF Training Academy Fleet Bank

34. 75 Accommodating Persons with Disabilities Classroom Management Skills Be aware of the assumptions you make. Some examples are: Instead of assuming that a disability is complete or totally disabling, realize that some persons may have some sight or be able to hear some sounds. Instead of shouting or speaking slowly to persons who are visually or hearing impaired, or who use a wheelchair, speak in a normal, adult manner. Don’t cover your mouth or turn away while speaking. Try to get on the same level as someone in a wheelchair by sitting down. Sources: Trainer’s Handbook: Thomas Griffen, DCF Training Academy Fleet Bank

35. 76 Teaching Software Skills Classroom Management Skills What are some techniques you can use when teaching computer software skills?

36. 77 Teaching Software Skills Classroom Management Skills Facilitator Role Adopt a helpful attitude. Be patient. Read users’ body language; they may need help but be reluctant to ask for it. Nobody was born knowing this stuff. If it’s not obvious to the learner, then it’s not obvious. Talk adult to adult. As you transition to new pages, say, “Raise your hand if your screen doesn’t look like mine.”

37. 78 Teaching Software Skills Classroom Management Skills Facilitator Role Control the pace. Anticipate when slow users may need help and don’t wait to be asked. Talk to their neighbor during a break and solicit their help. Ask for the assistance of a SME who happens to be present. When a user experiences an error, ask the class to stop so that you can explain how to resolve the error to everyone. Let users know that if they’re done early, they are free to slip out momentarily. Encourage them to assist others while they are waiting.

38. 79 Teaching Software Skills Classroom Management Skills Facilitator Role Watch your language! Keep your directions specific and concrete, not vague or abstract. Describe what you are doing: “Now I am clicking on the “Back” button.” Instead of saying, “Go back to Weekly Elapsed Time,” say, “Go to the Menu and click on Self Service, then Role Manager, then Tasks, then Weekly Elapsed Time.”

39. 80 Teaching Software Skills Classroom Management Skills Facilitator Role Encourage self-directed learning. Never do for users what they can do for themselves. Be “hands-on” with navigation; try not to take the keyboard. Remember, demonstrations have their place, but “practice makes progress!” Encourage mentoring and collaboration.

40. 81 Teaching Software Skills Classroom Management Skills Facilitator Role Be prepared for technical problems. Remember that computers are just “dumb machines” that do what they are told. Expect that by the time some users ask for help, their computers may be in a “strange state.” If you can’t fix things, you can always suggest logging out and getting back in again.

41. 82 Teaching Software Skills Classroom Management Skills Tour Guide Role Distinguish “need to know” from “nice to know”. Make sure you cover all the required “sights”. There is more than one way to do everything. Users don’t need to know all the “detours” or “shortcuts” all at once. Develop your own “Tour Guide” narration. You will need to augment your Instructor Notes Pages with what you want to say. After a few times, you will develop your own “spiel”.

42. 83 Key Points We have covered: Establishing rapport Controlling interruptions Asking and handling questions Leading and debriefing exercises Making verbal transitions Giving feedback Reviewing course content Handling difficult users Accommodating persons with disabilities Teaching software skills Classroom Management Skills

43. 84 TT 100: Train the Trainer: Self Service Time and Labor Mini Break! Coming Up Next: Review and Course Evaluation! “Ability is what you’re capable of doing. Motivation determines what you can do. Attitude determines how well you do it.” Lou Holtz

44. 85 Train the Trainer: Self Service Time and Labor FLASHCARD Review

45. 86 TT 100: Train the Trainer: Self Service Time and Labor Thank You for Completing Your Course Evaluation! “Experience is a wonderful thing. It enables you to recognize a mistake when you make it again.”