Train the TrainerTrain the TrainerMultimedia Multimedia WorkshopWorkshop

©2007  The Government of Canada provided funding for this initiative. ©2007  The Government of Canada provided funding for this initiative. 

What Makes a Great What Makes a Great Teacher?Teacher? Think of a teacher that was influential

in your life? What made them such a great

teacher?

Was the person: Patient, encouraging and friendly?

Knowledgeable and wise? A good communicator – able to

reach many different types of people?

Becoming a great teacher is a skill that everyone can develop. The key

is developing skills through knowledge and experience!

This Workshop Will Prepare This Workshop Will Prepare and Teach You:and Teach You:

How to prepare a workshop;How to prepare a workshop; How to create a lesson plan;How to create a lesson plan; How to prepare for a How to prepare for a

classroom setting;classroom setting; How to cater to different How to cater to different

types of students;types of students; How to assess both your How to assess both your

progress as a teacher and progress as a teacher and the knowledge that your the knowledge that your students are acquiring.students are acquiring.

How to Prepare a Workshop: How to Prepare a Workshop: Assessing the NeedsAssessing the Needs

Every member of the community has Every member of the community has

different needs: different needs: To gain knowledgeTo gain knowledge

To have funTo have fun To be healthy and happyTo be healthy and happy

To accomplish personal and To accomplish personal and professional goalsprofessional goals

Prioritizing the Needs of Your Prioritizing the Needs of Your CommunityCommunity

In order to create a workshop that In order to create a workshop that truly responds to the needs of your truly responds to the needs of your community, you should first figure community, you should first figure out which needs are most important. out which needs are most important.

Therefore you must begin by Therefore you must begin by prioritizing those needs by asking prioritizing those needs by asking some fundamental questions, such some fundamental questions, such as: as:

What type of people comprise my What type of people comprise my community (ex. Are there mostly community (ex. Are there mostly seniors, teenagers, children? Are seniors, teenagers, children? Are they English-speaking, French-they English-speaking, French-speaking or other?)speaking or other?)

Are there certain hobbies or common Are there certain hobbies or common attributes that many citizens of the attributes that many citizens of the community share? community share?

Are there people in need of personal Are there people in need of personal or professional help?or professional help?

Using CyberCamps to Respond Using CyberCamps to Respond to the Needs of Your to the Needs of Your

CommunityCommunityAfter you have answered some of these questions, begin your search for CyberCamps that respond to these needs. The following CyberCamp ideas have proven effective in the past.

Some of these ideas include:

Theme days (such as Harry Potter, “What’s Hot and What’s Not”, etc.) Back2Work training programs (ex. How to apply online for jobs, how to

prepare a resume) ESL programs (what tools are available online) Computer Basics 101 Using the Internet (for example, e-mail, research, shopping and banking,

etc) After-school programs

After you have decided on a theme or topic, you should then begin to research. For example, there are many workshops on Harry Potter available online that you won’t need to re-create.

For more CyberCamp ideas, check-out the Capstats website: http://capstats.ocl.net.

Creating a Lesson PlanCreating a Lesson PlanA lesson plan is an easy-to-use

organizational tool that instructors use to help organize points of

learning for an individual training session. On a larger scale, a lesson

plan also helps to manage short and long-term goals, as each lesson meets or becomes a small step

towards an objective.

More Specifically, a good lesson plan:

Keeps you organized and on topic Provides continuity between training

sessions Monitors student goals and progress Helps you set realistic timelines

Establishing Objectives and Establishing Objectives and Goals Goals

The first part of any lesson plan should include a learning objective. This learning objective will help you establish what you would like the students to learn during the session.

Your objective will depend on the students’ overall learning goal and the length of time of your training. For example, let’s say that the goal was "To learn how to use the Internet effectively" and your student wanted to achieve this goal in 3 sessions. Then each of the objectives in the following paragraph could form one complete lesson.

For Example:GOAL: To learn how to use the Internet effectively.Objective 1: Access the Internet and visit sites using

the Address Bar and Hyperlinks.Objective 2: Learn how to use a search engine.Objective 3: Practice using the Browser's toolbars.

Components of a Good Components of a Good Lesson Plan: Activities, Lesson Plan: Activities, Timeline and Materials.Timeline and Materials.

2. Activities & TasksWhat are you hoping to

accomplish? What tasks and activities will help you

accomplish these goals and objectives?

3. Timeline

Include an amount of time you will spend on each activity.

4. Materials Make a list of materials you will

require (whether already created or to be developed).

Tips for Writing a Good Lesson Tips for Writing a Good Lesson PlanPlan

Every lesson plan should contain:

Warm-up Review of previous lesson Brief overview Instructor presentation and student activities Summary

Your lesson activities should not be too easy; nor should they be too difficult. It may be a good idea to include a small break in the middle of each lesson, just to get up

andstretch or walk around. If you notice that the student is moving very quickly or slowly through the lesson's activities, try to be flexible and use the lesson plan as a guide. You can simply adjust any lesson plans that

comeafter your current one so that they are more tailored to each student.

Follow this link to download a copy of a 2-hour lesson plan

http://www.youthontario.net/trainer/lessonplan.doc

Creating Workshops that Creating Workshops that Respond to the Needs of your Respond to the Needs of your

CommunityCommunity An important aspect to An important aspect to

remember before you remember before you begin planning your begin planning your lesson plan is that lesson plan is that

people enjoy learning people enjoy learning when they are in a when they are in a

safe, fun and safe, fun and comfortable comfortable

environment.environment.

Preparing for a Classroom Preparing for a Classroom SettingSetting

There are certain preparations an instructor can do to create a comfortable and safe environment for their students. Some of these preparations include:

Arrive with a positive attitude; Have a lesson plan and resources prepared; Organize the room for comfort (ex. Making

sure lights are on, room is clean, perhaps providing drinks, etc);

Learn all of the participants names and greet each one as they arrive;

Outline the objectives, activities and tasks that you will be teaching (especially for adults), etc.

Although these tasks are simple, they are crucial to ensuring that your time in the workshop goes smoothly.

Adjusting a Workshop to Adjusting a Workshop to Different Types of StudentsDifferent Types of Students

Every person has a different way Every person has a different way of accumulating and processing of accumulating and processing information. In addition, many information. In addition, many people have learning disabilities people have learning disabilities which makes it difficult for them which makes it difficult for them to comprehend and absorb to comprehend and absorb information and new skills. information and new skills.

It is therefore the role of an It is therefore the role of an instructor to not only understand instructor to not only understand different students and their different students and their disabilities, but to find new ways disabilities, but to find new ways of helping students process of helping students process important information. important information.

Understanding Different Styles Understanding Different Styles of Learningof Learning

People tend to learn in three different ways: by seeing, by hearing and by doing. Each learner will probably have a primary and secondary style of learning that is necessary to grasp any new subject. Some will simply have a preferred style of learning. Although it may be helpful to know which style of learning is your learner’s preferred style, it is not actually necessary. Most learners prefer courses that incorporate all three styles of learning in the curriculum.

VISUAL LEARNERVisual learners grasp information by seeing. They prefer to watch someone perform the task or to read handouts, manuals, instructions, etc.

AUDITORY LEARNERAuditory learners understand by hearing. They prefer to listen and participate in lectures, discussions, presentations and study groups.

KINESTHETIC-TACTILE LEARNERKinesthetic-tactile learners gain knowledge by doing and/or touching. They prefer to “do” what the trainer is describing and may not find discussion or handouts very helpful.

Types of Learners: Putting it Types of Learners: Putting it TogetherTogether

So, how do you accommodate all three types of

learners? It is easier than you might think.Simply include handouts, diagrams, demonstrations, brief periods of oral

explanationand/or class discussion, as well as

activitiesthroughout the lesson.

Special-Needs LearnersSpecial-Needs LearnersSpecial-Needs LearnersThese learners frequently require one-on-one attention that monopolizes the trainer's time, holding back the other students in the class. These special-needs are often beyond the student’s control.

The Slow LearnerSlow Learners are very capable of learning, but they need more repetition than other learners.

The ESL LearnerThe ESL Learner is at a significant disadvantage as he or she is unfamiliar with the English language.

The Learning-Disabled Learner A learner with a learning disability may be the toughest, but most rewarding student a trainer

encounters. They may require special equipment or special coloured paper; they may need handouts designed a particular way and they will undoubtedly require more one-on-one time with the trainer.

The Unsure NewbieUnsure Newbies are nervous and insecure. They profess that they are "stupid" and "just don't get it," both as an insecure admission and a way to deflect possible judgment from other students.

Strategies for Dealing with Strategies for Dealing with Special-Needs LearnersSpecial-Needs Learners

If possible, use handouts and exercises that use diagrams and offer a wide range of skill levels.

Have extra exercises available for students who would like to move on to more challenging exercises.

Offer courses in levels, i.e. Internet Skills I, II, and III. Place the slower learners in the first two classes until they are comfortable enough to move on to the higher levels.

Find a volunteer to spend one-on-one time with the slower students in your sessions.

Applaud even the smallest successes. Keep it light. Don't worry if you don't

complete every last topic on your lesson plan.

If you have an ESL or Learning-Disabled Learner that you just can't seem to help, investigate other options for him/her.

Sometimes dealing with Special-Needs Learners

can seem overwhelming. Try these simple strategies

to help your workshops.

The Difficult Adult Learner: The Difficult Adult Learner: Special CircumstancesSpecial Circumstances

If an adult learner who registers for a free computer training course is causing problems, what can we do to resolve the problem?

Firstly, we cannot "punish" adult learners; they are to be treated respectfully at all times. We cannot talk reproachfully to adult learners; they are actually "purchasing" our services and should be treated as we would treat any other "customer.“

Where does that leave the trainer? The trainer must use excellent communication skills and extreme patience at all times. This is often easier said than done when one is confronted with a difficult and/or disruptive student who shows no respect in return. If you know that you simply are unable to handle a particular student or situation, it may be in your best interest to inform your supervisor of the problem. It is better to ask for help than to go it alone and risk offending or alienating a patron.

The Difficult StudentThe Difficult Student

Dealing with a Difficult StudentSince each student's difficult behaviour will be caused by different factors thereby presenting itself in diverse forms, the trainer will need to employ several strategies.

Some strategies might include: Being patient, kind, empathetic and understanding. Acknowledging the problem and having it addressed. The longer you wait, the

more impatient you will become. This will increase the likelihood of an "inappropriate" response or reaction from you.

Using your students' names. People, in general, are less likely to behave inappropriately where they feel "known" or "seen." It will also make the insecure students feel more accepted.

Not taking the behaviour personally. If you take it personally you run the danger of becoming defensive and responding "emotionally" and/or inappropriately.

Definition:A trainer usually recognizes a difficult student or learner when the student's behaviour begins to annoy, frustrate or anger the trainer. But in order to be labeled a "difficult student”, the student's behaviour or attitude must be preventing the student, and/or the other students in the class, from learning the class material.

The Disruptive Learner and The Disruptive Learner and the Distracted Learnerthe Distracted Learner

Disruptive:Disruptive: The Interrupter:The Interrupter: Acts as Acts as

though they are the only though they are the only student in the class.student in the class.

The Co-Pilot:The Co-Pilot: Thinks he/she Thinks he/she is knowledgeable enough to is knowledgeable enough to co-lead the class. co-lead the class.

The Class Clown:The Class Clown: Amuses Amuses others and distracts the class. others and distracts the class.

The Chatterbox:The Chatterbox: Spends the Spends the session chatting with their session chatting with their neighbour. neighbour.

Distracted:Distracted: The Reluctant learner:The Reluctant learner:

Behaves as though they are Behaves as though they are being forced to comply with being forced to comply with the class against their will. the class against their will.

The Inattentive Nodder:The Inattentive Nodder: Pretends to be paying Pretends to be paying attention through body attention through body language, however, fails to language, however, fails to keep up with the class. keep up with the class.

The Surfer:The Surfer: Surfs online Surfs online during classes, not paying during classes, not paying attention to the rest of the attention to the rest of the class. class.

Strategies to Fix Problems with Strategies to Fix Problems with Disruptive/Distracted LearnersDisruptive/Distracted Learners

In order to maintain control of a classroom in In order to maintain control of a classroom in which there are disruptive and distractedwhich there are disruptive and distracted learners, it might be useful to follow some of learners, it might be useful to follow some of these suggestions: these suggestions:

Ensuring that your attention is being distributed Ensuring that your attention is being distributed evenly between the different members of the class;evenly between the different members of the class;

Organizing the room, resources and schedule to Organizing the room, resources and schedule to minimize distractions. For example, before beginning minimize distractions. For example, before beginning a lesson ask that all computer monitors are turned a lesson ask that all computer monitors are turned off; off;

Being flexible to the needs of students by allowing Being flexible to the needs of students by allowing breaks; breaks;

Using disruptive learners to your advantage (ex. Use Using disruptive learners to your advantage (ex. Use the Co-Pilot to help someone who is struggling or the the Co-Pilot to help someone who is struggling or the Class Clown to lighten the mood in the classroom); Class Clown to lighten the mood in the classroom);

Stop the class if you need to make clear that you Stop the class if you need to make clear that you need to get through the lesson;need to get through the lesson;

Stand near those who are being distracting; Stand near those who are being distracting; Do not feel shy about approaching a disruptive Do not feel shy about approaching a disruptive

learner in a respectful, friendly and professional learner in a respectful, friendly and professional manner to discuss the behavior. manner to discuss the behavior.

Becoming a Reflective Becoming a Reflective TrainerTrainer

You think it will be fun. You've developed a great program and designed interesting course materials. You have it all planned and are well-prepared. But then something goes wrong. You respond with frustrated silence, all of your enthusiasm lost. Suddenly, your perfect program is ruined all because of a few annoying students!

But is that really true? Was the outcome completely out of your hands or did you play a role in your classroom's Cyber-Meltdown? Could you have done anything to prevent the situation from occurring? Were there warning signs? If it happened again, what could you do differently?

Also, it is important to remember that a difficult student’s behaviour is often a result of some sort of frustration on the part of the student. Although none of these problems are your "fault“, assessing the student’s needs is one approach to dealing with the problem.

By assessing situations and asking these questions types of questions, you are becoming a Reflective Teacher. A Reflective Teacher "reflects" on teaching experiences by detailing an account of what transpired. Then one should review performance by asking questions and making honest, even critical, observations of one’s own training style.

The Purpose and Path to The Purpose and Path to Becoming a Reflective TeacherBecoming a Reflective Teacher

The purpose of reflective teaching is to improve your training skills by reflecting on your own strengths and weaknesses. By improving your training skills you will feel more confident in the classroom and, ultimately, you will obtain more satisfaction from your work experiences.

Often, it is simply not enough to practice your training skills. If you want to make truly meaningful changes in the way you teach, you must make personal observations about yourself and apply what you learn to your future training experiences.

Journaling: A Reflective Teacher's TechniqueOne of the most common methods used to reflect upon our own teaching style is through the use of journals. A journal is often a safe place where we write down our deepest, most personal thoughts. It makes sense, then, that we use a journal to reflect on our own performances in the classroom. Criticism can be painful, whether it comes from others or ourselves. Having a safe place to reflect on your abilities, strengths, weaknesses and faults allows you to be open, honest, even candid about yourself.

Becoming a Reflective Teacher: Becoming a Reflective Teacher: Progressive ImprovementProgressive Improvement

It is more than likely that you will not see immediate results. Reflective teaching takes time and patience. Although you might be able to see thatdifferent approaches might work better, you won't always be able toimplement them.

Some questions to reflect upon might include:

What did you hope to get out of the session? What actually happened during the session? How do you feel about what happened during the

session? Do you think the session was generally positive or

negative? What worked really well during the session? What

didn't? Did something unpleasant happen? How did you

respond? How could you change the way you approached or

responded to the experience?

Measuring Progress Through Measuring Progress Through Assessment AnswersAssessment Answers

Good assessment answers the following questions:

What skills does the learner already possess? What skills would the learner like to acquire? How does the learner plan to use the skills he or she

has learned? How will these newly learned skills affect the

learner’s daily life? How well is the student learning the material? Does the student need to learn at a different pace? How well am I, the instructor, teaching the material? Do I need to change or improve my teaching style?

Assessment is a necessary part of any training program. Assessment helps us learn what our learners already know, what they would like to know and how well they are learning the subject at hand. It is important to assess your learner’s abilities early on, as this assessment will provide a yardstick against which you will measure any and all progress made. Without an initial assessment of the learner’s abilities, how will you know if they are improving?

Two kinds of Broad Two kinds of Broad AssessmentAssessment

Informal AssessmentInformal assessment is usually conducted through questioning and listening. The trainer asks unobtrusive open-ended questions and listens as the learner answers them. A trainer might also distribute a short and simple survey with very brief questions that the learner answers and then submits to the trainer. Informal assessment can also be done simply by observing a learner’s performance during hands-on exercises.

Formal AssessmentFormal assessment is usually done through the use of standardized testing. These tests may be given in the form of “pre-tests” where the learner answers questions prepared for the purpose of “placing” students in level-specific training sessions or courses.

ConclusionConclusionIn this workshop we covered:In this workshop we covered: How to prepare a workshop;How to prepare a workshop; How to create a lesson plan;How to create a lesson plan; How to prepare and be ready for a classroom How to prepare and be ready for a classroom

setting;setting; How to cater to different types of students;How to cater to different types of students; How to assess and evaluate both your progress How to assess and evaluate both your progress

as a teacher and the knowledge that your as a teacher and the knowledge that your students are acquiring.students are acquiring.

Congratulations! You now have the knowledge Congratulations! You now have the knowledge required to be a great trainer!required to be a great trainer!

We hope that you will gather the experience We hope that you will gather the experience necessary to further these skills. necessary to further these skills.

If you need more information concerning how to If you need more information concerning how to establish great workshops in your community, establish great workshops in your community, please visit the Wiki and read through the Train the please visit the Wiki and read through the Train the Trainers collection of articles available at Trainers collection of articles available at http://capstats.ocl.net. .