Maverick Workbook Companion

MAVERICK
Elite Training and Teaching

Techniques
PROGRAM WORKBOOK
Jason Teteak
©2010$All$rights$reserved.$–$Maverick$“Elite$Training$and$Teaching$Techniques”$With$Jason$Teteak$
Maverick: Elite Training and Teaching Techniques
By Jason Teteak
©2010 by Rule The Room, LLC
Find us on the Web at www.ruletheroom.com
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Table&of&Contents&
Introduction*......................................................................................................................................*0-2*
The!Program!......................................................................................................................................!0-2!
Lesson*1:*Get*Them*In*The*Palm*Of*Your*Hand*..................................................................................*1-4*
Why!Would!You!Want!To!Learn!This?!...............................................................................................!1-5!
Factor!In!The!Trust!Factor!.................................................................................................................!1-6!
Activity:!Set!The!Stage!For!An!Amazing!Class!....................................................................................!1-7!
Build!Up!Your!Confidence!Prior!To!Their!Arrival!.............................................................................!1-10!
Understand!&!Handle!Your!Nerves!&!Confidence!..........................................................................!1-10!
Why!Do!Trainers!Typically!Get!“Nervous”?!.....................................................................................!1-10!
When!Do!Trainer!Typically!Get!“Nervous”?!....................................................................................!1-10!
Are!You!Naturally!Confident?!..........................................................................................................!1-11!
Master!The!Content!........................................................................................................................!1-11!
Remember!Your!Personal!Strengths!...............................................................................................!1-11!
Remove!Nervous!Habits!..................................................................................................................!1-12!
Set!The!Table!...................................................................................................................................!1-13!
Make!Them!Comfortable!Immediately!...........................................................................................!1-14!
Welcome!Them—Make!Them!Feel!Safe!.........................................................................................!1-14!
Listen!Well!.......................................................................................................................................!1-16!
Introduce!Yourself!–!Maverick!Style!...............................................................................................!1-21!
The!Full!Trainer!Introduction!–!The!Confident!Trainer!...................................................................!1-23!
What!Is!A!Class!Hook?!.....................................................................................................................!1-23!
How!To!Write!A!Class!Hook!.............................................................................................................!1-24!
How!To!Present!A!Class!Hook!.........................................................................................................!1-24!
Get!Them!To!Introduce!Themselves!So!They!AND!You!Look!Good!................................................!1-26!
The!Full!Trainer!Introduction!–!The!Nervous!Trainer!......................................................................!1-27!
Make!Your!Life!Easier!With!Good!Boundaries!&!!Expectations!......................................................!1-28!
Set!A!Question!Boundary!................................................................................................................!1-28!
Set!A!Workbook/Companion!Boundary!&!!Expectation!.................................................................!1-28!
Set!A!Pace!Boundary!.......................................................................................................................!1-29!
!
Set!A!Peer!Support!Boundary!&!Expectation!..................................................................................!1-29!
Set!An!Outside!Support!Boundary!..................................................................................................!1-30!
Tell!Them!When!And!How!You!Will!Meet!Their!Needs!...................................................................!1-31!
Nail!The!First!Lesson!........................................................................................................................!1-32!
Use!A!Good!Lesson!Hook!................................................................................................................!1-32!
Nail!This!Lesson!–!90-10!!.................................................................................................................!1-33!
Send!The!Lesson!Home!...................................................................................................................!1-34!
Put!Frosting!On!The!Break!..............................................................................................................!1-35!
Offer!Choices!...................................................................................................................................!1-35!
Walk!&!Talk!With!Them!..................................................................................................................!1-35!
End!Break!With!a!Fun!Thing!............................................................................................................!1-36!
Keep!Them!in!The!Palm!Of!Your!Hand!............................................................................................!1-38!
Show!Them!They!Are!Following!Along!............................................................................................!1-38!
Show!Them!They!Wanted!To!Learn!This!Stuff!................................................................................!1-39!
Show!Them!They!Understand!And!You’ve!Made!It!Easy!................................................................!1-39!
Show!Them!That!Class!Is!Enjoyable!................................................................................................!1-41!
The!Absolute!BEST!Times!To!“Keep!Them!In!The!Palm!Of!Your!Hand”!...........................................!1-41!
Introduce!Evaluations!The!Right!Way…Right!On!Time!....................................................................!1-43!
Lesson*2:*Teach*Anybody*Anything*Anytime*......................................................................................*2-1*
Introduction!To!Teaching!All!Learners!..............................................................................................!2-5!
How!People!Learn!.............................................................................................................................!2-5!
Activity:!Identify!The!Six!Questioning!Techniques!............................................................................!2-7!
Keep!Trainees!Attention!.................................................................................................................!2-10!
Maintain!Trainees’!Attention!..........................................................................................................!2-10!
Ask!Questions!That!Keep!Trainees!Attention!..................................................................................!2-10!
Active!Questions!.............................................................................................................................!2-11!
Review!Questions!............................................................................................................................!2-12!
Expert!Questions!.............................................................................................................................!2-13!
Leading!Questions!...........................................................................................................................!2-13!
Directional!Statements!...................................................................................................................!2-15!
Refer!To!Class!&!Lesson!Hooks!........................................................................................................!2-16!
Use!Engaging!Body!Language!..........................................................................................................!2-17!
!
Use!Engaging!Tone!..........................................................................................................................!2-17!
Show!Enthusiasm!............................................................................................................................!2-17!
Get!The!Attention!Back!If!It!Has!Been!Lost!.....................................................................................!2-18!
Leading!Questions!...........................................................................................................................!2-19!
Work!The!Room!..............................................................................................................................!2-19!
Get!Trainees!To!Interact!..................................................................................................................!2-20!
Ask!The!Class!To!Participate!............................................................................................................!2-20!
Tell!The!Class!Why!They!Should!Participate!....................................................................................!2-20!
Implement!The!Buddy!System!........................................................................................................!2-21!
Implement!“Brainstorm!&!Discuss”!................................................................................................!2-21!
Make!Things!Easy!To!Follow!Along!.................................................................................................!2-23!
Directional!For!Follow!Along!...........................................................................................................!2-23!
Review!Questions!For!Follow!Along!................................................................................................!2-24!
Leading!Questions!For!Follow!Along!...............................................................................................!2-25!
Active!Questions!For!Follow!Along!.................................................................................................!2-26!
Combining!Directional!&!Questions!For!Follow!Along!....................................................................!2-26!
Tone!For!Follow!Along!....................................................................................................................!2-27!
Pace!.................................................................................................................................................!2-27!
Volume!............................................................................................................................................!2-27!
Inflections!........................................................................................................................................!2-27!
Activity:!Tone!..................................................................................................................................!2-28!
Steps!To!Analyze!Tone!....................................................................................................................!2-29!
Body!Language!For!Follow!Along!....................................................................................................!2-29!
Feet!.................................................................................................................................................!2-29!
Arms/Hands!....................................................................................................................................!2-29!
Facial!Expressions!............................................................................................................................!2-29!
Write!Well!On!The!Board!For!Follow!Along!....................................................................................!2-30!
Write!Well!On!Power!Points!For!Follow!Along!...............................................................................!2-31!
Make!Things!Easy!To!Understand!...................................................................................................!2-35!
Identify!Lightbulbs!...........................................................................................................................!2-36!
Write!A!Lesson!Plan!To!Present!Lightbulbs!.....................................................................................!2-40!
Present!Lightbulbs!...........................................................................................................................!2-47!
!
Lesson*3:*No*Learner*Left*Behind*.......................................................................................................*3-1*
Determine!Whether!Trainees!Got!It!.................................................................................................!3-4!
Determine!Who!Understands!...........................................................................................................!3-5!
How!To!Use!A!Benchmark!.................................................................................................................!3-5!
Determine!Who!Remembers!............................................................................................................!3-8!
How!To!Use!A!Review!.......................................................................................................................!3-8!
Determine!Who!Is!Able!To!Perform!Critical!Tasks!............................................................................!3-9!
How!To!Use!An!Independent!Assessment!......................................................................................!3-10!
Manage!The!Pace!Of!The!Class!.......................................................................................................!3-13!
Set!Boundaries!&!Expectation!For!Pace!..........................................................................................!3-13!
Set!Bell!Curve!Expectations!For!Pace!..............................................................................................!3-13!
Introduce!The!Pact!..........................................................................................................................!3-14!
Set!Expectations!About!Out!Of!Scope!Questions!............................................................................!3-14!
Introduce!The!Buddy!System!..........................................................................................................!3-15!
Manage!The!Pace!Of!The!Majority!..................................................................................................!3-15!
Manage!The!Pace!For!the!Slows!.....................................................................................................!3-18!
Manage!The!Pace!For!the!Fasts!......................................................................................................!3-20!
Lesson*4:*Q&A*–*Maverick*Style*.........................................................................................................*4-1*
Set!A!Boundary!&!Expectation!..........................................................................................................!4-4!
Listen!To!their!Questions!..................................................................................................................!4-5!
Prepare!Your!Response!.....................................................................................................................!4-6!
Answer!In-Scope!Questions!..............................................................................................................!4-7!
If!You!Know!The!Answer!...................................................................................................................!4-7!
Pull!In!Other!Trainees!To!Listen!To!The!Answer!...............................................................................!4-8!
If!You!Don’t!Know!The!Answer!........................................................................................................!4-10!
Punt!Out-Of-Scope!Questions!.........................................................................................................!4-12!
Use!Good!Body!Language!&!Tone!When!Answering!Questions!.....................................................!4-15!
Preparation!For!Class!Questions!.....................................................................................................!4-16!
Eliciting!Questions!...........................................................................................................................!4-17!
Dealing!With!The!Derailed!Class!.....................................................................................................!4-18!
Questions!Not!To!Be!Answered!During!Lecture!..............................................................................!4-18!
Lesson*5:*Q&A*–*Pre-Flight*Checklist*..................................................................................................*5-1*
!
Pre-Training!Checklist!.......................................................................................................................!5-4!
Day-Of-Training!Checklist!..................................................................................................................!5-6!
Ready!To!Train!..................................................................................................................................!5-7!
*
Appendix*A:*Seating*Chart*Tools*.......................................................................................................*A-1!
When!To!Use!These!Seating!Charts?!.................................................................................................!A-3!
How!To!Use!These!Seating!Charts?!...................................................................................................!A-3!
Seating!Chart!For!A!Class!Of!12!Or!Less!............................................................................................!A-4!
Parking!Lot!For!Questions!.................................................................................................................!A-7!
!
Appendix*B:*Evaluations*...................................................................................................................*B-1!
Why!Use!Evaluations?!.......................................................................................................................!B-3!
What!Should!Go!Into!An!Evaluation?!................................................................................................!B-3!
How!To!Design!An!Evaluation!...........................................................................................................!B-4!
!
Appendix*C:*Learning*Style*Assessment*.............................................................................................*C-1!
Which!Type!Of!Learner!Are!You?!......................................................................................................!C-1!
Score!Your!Results!.............................................................................................................................!C-2!
Interpret!Your!Results!.......................................................................................................................!C-3!
Analyze!Your!Learning!Style!..............................................................................................................!C-4!
!
!
Introduction To Maverick
Introduction To Maverick 2!
The Program 2!
As You Watch… 2!
Course Outline 3!
The Big Picture – Trainer Tasks 4!
0•2
The Program
I’m going to teach you everything you need to know to become one of the most
elite trainers in the world…Maverick…the trainer that EVERY trainee wants to
take again and again. The trainer that can get trainees to “fall in love” with the
class, learn everything they need to learn, be engaged the whole time, and ask
YOU if they can do anything for you and the class.
Make a clear picture in your mind of what you want to get out of this program.
Even though you don’t know exactly what you’re going to learn, you have an idea
of what you came here to get. Take a minute right now, and think about why
you’re listening to me right now…what led you to this point…and make a picture
of exactly what you want to get out of this program.
As You Watch…
Take 3 minutes and write down at least 3 things you want to get out of this
program. Put a star next to the one that is THE most important to you.
1.
2.
3.
Focus on getting your outcome as we work together, learning how to become elite
trainers and teachers with all audiences.
The first part of this program is about you. I’m going to talk about a lot of things
that make you think and challenge your assumptions and current paradigm. You
might be thinking: “How is he going to help me become an elite trainer?” That’s
good. That’s exactly where you’re supposed to be.
In my typical style, I’m going to paint a lot of broad strokes to begin with, and
then wrap up with some hard-hitting ultra useful things for you to take and use.
Will you make a commitment to stay with me?
• Take notes during and after this presentation. It will be harder, but you will get
more out of it. (Imagine learning to ride a bike without actually taking the
training wheels off and doing it yourself…the notes will provide you a means to
achieve that.)
• Review this program a minimum of once per month for three months, so you
HEAR it all.
• Work with the material and activities at least one hour per day for 90 days in a
row to build a solid habit
• Make a personal commitment to get the most from your investment…you spent
the money and time and you deserve to get back as much as you can for it
$
0•3
Course Outline
• Get Them In The Palm Of Your Hand (Chapter 1)
• Teach Anybody Anything Anytime (Chapter 2)
• No Learner Left Behind (Chapter 3)
• Q & A – Maverick Style (Chapter 4)
• Pre-Flight Checklist (Chapter 5)
0•4
The Big Picture – Trainer Tasks
Build Credibility
• Overcome nervousness
• Show confidence
• Speak well
• Show trainees that I am a content expert
• Show trainees that I am an expert educator
Build Rapport
• Be welcoming
• Meet trainee needs

• Show that I care
• Get trainees to like me
• Make class enjoyable for trainees
• Make trainees feel comfortable asking me for help
Engage Trainees
• Hook trainees
• Keep trainees attention
Teach All Learners

• Manage the pace of the class
• Make things easy to follow along with

• Make things easy to understand
• Determine whether the trainees got it
Answer Questions Effectively

• Set Expectations
• Listen to trainee questions to determine whether/how to answer
• Answer in-scope questions
• Punt out of scope questions
$
Lesson 1
Get Them in the Palm of Your
Hand
Get Them in the Palm of Your Hand 4!
By the End of This Lesson, You Will Be Able to… 4!
Why Would You Want To Learn This? 5!
Factor In the Trust Factor 6!
Why Build Rapport & Credibility? 6!
Activity: Set the Stage For An Amazing Class – Power Point 7!
Group Discussion: 7!
Class Discussion 8!
Build Up Your Confidence Prior to Their Arrival 10!
Understand & Handle Your Nerves & Confidence 10!
Why do trainers typically get “Nervous”? 10!
When do trainers typical get “Nervous”? 10!
Are you naturally Confident? 11!
Master the Content 11!
Remember Your Personal Strengths 11!
Remove Nervous Habits 12!
Set the Table 13!
1•2
Get Them In The Palm Of Your Hand
Make Them Feel Comfortable Immediately 14!

Welcome Them – Make Them Feel Safe 14!
Listen Well 16!
Show you “hear” them… 16!
Show you “Heard: them… 17!
Quick Steps To Listen Well…(On Power Point) 18!
Activity: Listen Well (On Power Point) 19!
Notes: Listen Well 19!
Give the Class Last Minute Reminders 19!
Introduce Yourself – Maverick Style 21!
The Full Trainer Introduction – The Confident Trainer 23!
What is a class hook? 23!
How to write a class hook 24!
How to present a class hook 24!
Get Them to Introduce Themselves So They AND You Look Good 26!
The Full Trainer Introduction – The Nervous Trainer 27!
Make Your Life Easier With Good Boundaries & Expectations 28!
Set a Question Boundary 28!
Set a Workbook/Companion Boundary & Expectation 28!
Set A Pace Boundary 29!
Set a Peer Support Boundary & Expectation 29!
Set an Outside Support Boundary 30!
Tell Them When and How You Will Meet Their Needs 31!
Tell when and how you will meet their learning needs 31!
Tell when and how you will meet their physical needs 31!
Nail the First Lesson 32!
Use a Good Lesson hook 32!
Nail this lesson – 90/10 mastery the following 33!
Send the Lesson Home 34!
1•3
Put the Frosting on the Break 35!

Offer Choices 35!
Walk & Talk with Them 35!
End Break with a Fun Thing 36!
Keep Them in the Palm of Your Hand 38!
Show Them They Are Following Along 38!
Show Them They Wanted To Learn This Stuff 39!
Show Them They Understand and You’ve Made It Easy 39!
Show Them That Class Is Enjoyable 41!
The Absolute BEST Times to “Keep Them in the Palm of Your Hand” 41!
Introduce Evaluations The Right Way….. Right on Time 43!
1•4
Get Them in the Palm of Your

Hand
By the End of This Lesson, You Will Be Able to…
• Overcome Nervousness
• Show Confidence
• Speak Well
• Show That You Are a Content Expert
• Show That You Are an Expert Educator
• Get Buy-In
• Be Welcoming
• Get Trainees To Like You
• Make Class Enjoyable
• Meet Trainee Needs
• Make Trainees Comfortable Asking for Help
• Show That You Care
• Get Better Evaluations
• Enjoy Your Classes More
• Get More Respect
1•5
Why Would You Want To Learn This?

I’m going to teach you how to overcome nervousness, show confidence, speak
well, show you are an expert, build buy-in, respect, be welcoming, show that you
care, get them to like you, make class enjoyable, meet their needs and get better
evaluations.
There are three major pieces that contribute to whether people LOVE your class
and think you are the best trainer ever.
1. Build Credibility
2. Build Rapport
3. Get Buy-In
If you are not getting evaluated, you should be. How else do you know if your
trainees and students think you are doing a stellar job? How else can you tell
what it is that you do well and what it is that you need to work on? At the very
least, evaluations will help you smell smoke, and that can lead to fewer fires.
The Evaluation that Works
In Appendix B of this companion, you will find the best evaluation I have
ever seen to evaluate YOU, the trainer. It’s going to tell you everything
you need to know to determine whether you are Maverick or Charlie
Brown. Check it out…and Use it.
Good Evaluations check for the following things:

• The concept of the course were well organized
• The trainer knew the subject well
• The trainer communicated clearly and was easy to understand
• The trainers pace was just right – not too fast or too slow
• The trainer controlled the classroom in a nice way and kept appropriate
focus
• The class was enjoyable. The trainer kept my interest
• Personal attention and extra help were available, if needed
I have learned the secrets to unlocking each and every bullet above to ensure you
score 5 out of 5’s every time. Feel free to take or leave any of the suggestions
below based on your personality, style, and comfort level. A number of the
suggestions below may take more work on your part or may be uncomfortable for
you, but keep in mind that when executed correctly, they can pay great dividends
for your evaluation scores.
1•6
Factor In the Trust Factor

The very first secret is Trust: the trainees need to trust you. They need to trust in
your skills, they need to LIKE you, and they need to BELIEVE that they got the
best…the Maverick. If you want to build trust, here’s how you do it.
Build Credibility
• Show confidence
• Speak well
• Show trainees that I am a content expert
Build Rapport
• Be welcoming
Hook the Trainees

• Show them “What’s in it for me?”
Why Build Rapport & Credibility?

Rapport can make or break a whole learning experience, training session, class, or
presentation. It serves as the foundation for all other tasks that a trainer or
presenter wishes to accomplish. Rapport will allow you to set the stage for you to
be able to build credibility, engage, keep attention, teach, manage pace, handle
challenging trainees, answer questions, and determine if people ‘got it’. Rapport
itself, doesn’t accomplish all those things, but without it, it’s just not possible.
As you go through this lesson think back to some of your experiences as a trainee,
student and audience member. Picture the positive and negative alike. You may
not have realized at the time, but if you had a positive learning experience, it can
be linked to rapport.
If you do the things above, you will have trust, and you will have the trainees in
the palm of your hand. If you do that, your evals will soar.
So, let’s get started. I’m going to show you everything you need to know from
the time the trainees walk in the door until the time they walk out that will get
them to absolutely fall in love with you and the class.
1•7
Whatever you do, don’t miss this. Read it through over and over again and
master it…in real time.
Activity: Set the Stage For An Amazing Class –

Power Point
Brainstorm responses to questions in small groups, and then participate in a
whole-class discussion to share your ideas and solidify the answers to the
questions.
You are a new trainer set to train the class for your application next week.
You were certified one month ago and have spent the past week trying
your best to master the content of the course. Because this is your first
class, you’re really nervous. You are also bored to tears by the topic and
don’t know how to be enthusiastic about it. You ask yourself if humor is
appropriate.
As directed by your trainer, form groups of four. Take this lesson (and a pen or
pencil) with you for reference during the activity.
Within your group, assign each member one of the following four roles:
Facilitator – keeps all group members involved and generates discussion.
Writer – documents the important points from discussion.
Timekeeper – keeps the discussion from exceeding the allotted time. (5
min)
Relayer – shares the group’s information with the class.
Group Discussion:
At What Point Do You Get Nervous?
How Do You Overcome Nervousness?
1•8
Importance of Enthusiasm & Ways to Get

Excited About Boring Topics?
When & How to Incorporate Laughter into a

Lesson?
Class Discussion
You will now regroup as a class to share your responses to the question.
At What Point Do You Get Nervous?
How Do You Overcome Nervousness?
1•9
Importance of Enthusiasm & Ways to Get

Excited About Boring Topics?
When & How to Incorporate Laughter into a

Lesson?
1•10
Build Up Your Confidence Prior to Their

Arrival
Understand & Handle Your Nerves & Confidence
It’s OK to be nervous. In fact, many times, it will help you become sharper. The
idea is to not APPEAR nervous in front of the trainees. You need to learn to show
confidence, not show your nerves up front so that not just you, but the
TRAINEES are more comfortable. Read on and I’ll show you exactly how to do
this, regardless of your personality style and whether you are naturally confident
or not.
Goal for Nerves
Why do trainers typically get “Nervous”?
! Anticipating the possibility of getting a challenging trainee in the class.

! Meeting “new” people: establishing personal relationships can cause
butterflies.
! Desire to do a good job… nervous that they aren’t going to.
! Fear of technical problems.
When do trainers typical get “Nervous”?
When do Nerves Show Their Ugly Face?
□ 1.
□ 2.
□ 3.
□ 4.
1•11
Are you naturally Confident?
Some people are, and just don’t get as nervous. Which one are you? If you’re
like at least 50% of the trainers and teachers out there, you get really nervous,
every time you teach.
Putting the above together, then, it follows that nerves really only happen in that
first 2 hours of a training or classroom. Here are some options for you to handle
your nerves and really nail that first half-day:
Master the Content

The biggest cause of nervousness in front of a class tends to be a lack of
preparation. The obvious solution is to master the content and then practice giving
the lecture. Recall that the majority of what makes a class effective is not the
content but the delivery (90/10 Rule), so be sure to know your material well
enough so that you can focus on what counts: your presentation skills and
classroom management. Mastering content builds confidence – you become an
expert – and nervousness tends to fade away.
Although this varies from person to person, you should practice teaching a lesson
aloud three times. Practice until you are comfortable with it. That means that you
can teach the lesson and actually focus on your presentation skills rather than the
content. Above all, set reasonable expectations and goals for yourself during your
first class.
The 90/10 Rule
90% of your brain, when training, should be focused on_______________

10% of your brain, when training, should be focused on_______________
Remember Your Personal Strengths

You should identify your personal strengths well before you ever set foot in the
classroom. You likely excel in several areas and probably have a defining strength
that is unique to you and that spills over into everything you do. Find this strength
or ask someone on the Presentation Education group to help you. Remind yourself
of your strengths before training and throughout the class, especially when you
feel your confidence waning. Some areas to consider when identifying your
strengths are:
• Building your own credibility
• Building your trainees’ credibility
1•12
• Building and maintaining rapport

• Handling challenging trainees
• Application knowledge
• Workflow/content knowledge
• Lesson plan knowledge
• Answering questions
• Communicating with trainees
• Engaging and teaching to all 4 learning styles
Confidence Builder Prior to Class…
Remind Yourself about these 3 things 5 minutes prior to every class
1.
2.
3.
Remove Nervous Habits

On the other hand, you also must be aware of your nervous or distracting habits.
Things like pacing, flailing your hands around, avoiding eye contact, biting your
nails, fidgeting, tugging on your clothes, twirling your hair, saying “um,” or
clearing your throat are all things you want to avoid.
Videotape yourself and take note of these habits; then consciously remove them
from your presentation. Get someone to watch you as you practice training your
lesson to help you identify your nervous habits and give you feedback.
The TOP 4 Nervous Habits to Avoid & What to
Do About Them…
Practice these things until they’re perfect.
1.
2.
3.
4.
1•13
Set the Table

The idea here is that anything you need to have ready for class needs to be done
before anyone arrives, so that you can spend all of your attention on them. This
may mean waking up early, or coming in the evening before. If you do the
following things, it will also help alleviate some nerves (ESPECIALLY if you are
not naturally confident, because you’ll be doing one of the things you do best –
meeting their needs…and of course, They’ll LOVE you for that). Here’s your
checklist:
! Set up all materials on the trainee workstations. This includes:
o Companion/Workbook
o “Hello, my name is” nametag, (Use it to learn trainees names)
o Login Tent Card if they are using a computer system
o Handouts
o Pen
o Highlighter
o Pad of Stickies
o Pad of Notebook Paper
! Set up lighting
o Leave the shades open enough to see the view outside while still able
to view any visual aids.
o Let trainees know you left the shades open so they can have the view/a
little natural light
o Set the lights to presentation mode
! Set up Board and/or PowerPoint
o Write a welcome message with the following:
" “Welcome to ___!”
" Your name
" Start time
" Lunch time
" Log-in instructions
" Anything about yourself that you enjoy/would enhance rapport
(i.e. a cartoon picture of yourself, a smiley face, your signature,
or a “make yourself comfortable” message)
! Set up their Computers
o Put monitors down for desks you don’t want used
o Turn all computers on, ready to login
o Trainer’s PC
" Have all folders, files, PowerPoint, etc. open and prepared.
1•14
Make Them Feel Comfortable Immediately

If the trainees are comfortable, you’ll be more comfortable. If you’re nervous,
they won’t be comfortable, and then you’ll get even more nervous.
Yeah…chicken and the egg!
How do you close that window on day 1 early on so that the trainees can be more
comfortable, thereby making YOU feel more comfortable so that you can help
TRAINEES feel more comfortable?
Ways to Make Trainees Feel More

Comfortable
□ 1.
□ 2.
□ 3.
If you can accomplish the 3 things above, you will be more comfortable, the
trainees will be more comfortable, and you will LOOK less nervous, which will
boost your Credibility…a very good thing.
Welcome Them – Make Them Feel Safe

The best time to do this is the absolute first impression.
Welcome time happens…
So, here’s your step-by-step guide to making them feel safe during welcoming
time. As you’re reading these steps, keep in mind that you want to spend
anywhere between 10 sec – 2 min with each trainee prior to class. (Or as many
trainees as you can). Whatever you do, make sure you take a seating chart with
you, and get the following information from each trainee: (See Appendix A).
a. Name
b. Organization
c. Role
1•15
The Full Welcoming Exchange …(Power Point)

Do these 5 steps with every trainee you can before class starts
1. Shake hands; Give your name; Get their name
Optional, keep your hand straight, to pumps.
“Hi, I,m Jason - what’s your name?”
2. Get their organization; Use Their Name #1
3. Get their Role
4. Make small talk if time
5. Welcome them; Leave with Positive; Use Their Name #2
The Quick Welcoming Exchange… (Power Point)

Do these 2 steps with late trainees before class starts
1. Shake hands, give your name, get their name.
2. Welcome them, leave them positive, use their name #2
Here are some keys to keep in mind as you do your welcome exchanges:
! Talk to them at their level – sit if they’re sitting, stand if they’re standing
(never kneel).
Difficult names
! Shake hands if you feel comfortable with that.
- ask for spelling
! Look into their eyes when they’re talking to you (70% optimal) - ask for pronounciation
! Smile with your eyes when appropriate - ask for nick name
! Use an inviting tone with conversational volume and pace.
o Inflections should show interest, enthusiasm, sincerity, and
attention.
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! Nod as you listen

! Face the person with your body, feet and shoulders pointed towards them
! Give personal space, 1-3 feet while speaking to individuals
! Stay engaged, remain a part of the conversation(s) with whomever is in
the room
o Different ways to do this:
" Sit amongst the trainees
" Stand in a welcoming position near the entrance
" Sit at your desk, while continuing to converse with them
The key here is to make it clear that you are engaged with the
trainees, not your own prep work.
Remember, the whole point of this welcoming time is to make the trainee feel
safe. Use this time to decrease THEIR nerves. What’s more, YOU may find it
easier to facilitate the intros/icebreaker with fewer nerves later on with the more
people you welcome before class starts.
Listen Well
“That person gets me – they listen to me and really understand me”. Ever hear
this before? People like others that understand and appreciate them. This is never
truer than in a learning environment. When the trainer gets to know each trainee
as the individual learner that they are, and is able to seemingly teach to that
individual learner, then the learner will probably like the trainer more.
The first step to getting to know a learner is to learn to listen to them effectively
so that you can find out more about them and their learning needs. It is not
enough that you are just hearing what they are saying. It’s ok if you don’t agree.
They just want to know you “hear” them. If the learner feels heard, then they will
feel like you “know them” and probably like you more.
Be deliberate with your listening and remind yourself constantly that your goal is
to truly hear what the other person is saying. Set aside all other thoughts and
behaviors and focus on the message. Ask questions, reflect and paraphrase, to
ensure you understand the message. If you don’t you’ll find that what someone
says to you and what you are hearing may be very different, and this can cause a
higher brain disconnect?
Show you “hear” them…

You must ________ that you ______________ what they are saying.
1•17
Listen Effectively With Your Body

To prepare yourself to listen to anyone, the first thing to do is to get your own
mind out of the way. While listening to someone, there are three things to master:
body language, tone, and what you say.
The eyes are one of the strongest ways to communicate to anyone, including to
someone you are listening to. To show you understand what they are saying, the
key is to get and keep eye contact – give your undivided attention. Next, smile
with your eyes when appropriate and look into their eyes when they’re talking to
you.
Posture is another key ingredient to body language. You want to set and keep an
open and inviting posture. Talk to them at their level – sit if they’re sitting, stand
if they’re standing (never kneel), even sit amongst the trainees if possible or stand
in a welcoming position near the entrance. Once you are to the point where you
are at their level, face the person with your body, feet and shoulders pointed
towards them. Give them personal space (1-3 feet is optimal) while
speaking/listening to individuals. Nod and/or say “uh huh” to acknowledge that
you are listening – this does not necessarily mean agreement. Finally, if it’s
business, take notes and ask or respond when they are finished or ask for your
input. If you have some “listen for’s”, make notes either mentally or on paper if
that’s appropriate.
Tone is something that, if you’re listening well, won’t be needed very often.
However, when it is needed, use an inviting tone with conversational volume and
pace.
Paraphrase What Was Said

Show you “Heard: them…
Reflect the ___________ and the ________ .
After you have taken in what the trainee has shared it is important to phrase what
you reflect back to them in terms of what you are hearing, meaning that you
periodically repeat back what the person said. This indicates you understand the
message. Listen for the information you want to get.
o “I heard you say…is that right?”

o “Sounds like what you’re saying is…”
1•18
Periodically asking questions, be sure to wait to talk until they ask for your
response. To really ensure that the trainee has felt heard, ask whether they want
feedback (after listening).
Don’t Interrupt or Be Distracted
A common first mistake is having ideas in your mind other than what the speaker
is speaking to you about. Watch that you don’t start formulating a
response/question while the other is talking. This could cause you “to interrupt”
the person so that you can talk before they may be done. Another pitfall is
becoming distracted by what else might be going on around you. Ensure that you
don’t just listen to words – listen for the whole message.
Quick Steps To Listen Well …(On Power Point)
1.
2.
3.
4.
5.
6.
7.
8.
1•19
Activity: Listen Well (On Power Point)

With a partner, use the following scenario to practice the steps above on “How
to Listen Well”.
“I really am struggling with interfaces. They challenge me because I’m not
really sure how to use them, and I need to be able to use them for my job. My
boss thinks I don’t really know what I’m doing, and I hope this class will help
me to look more like an expert and be able to write the code that I need to be
effective at my organization”
Notes: Listen Well
Give the Class Last Minute Reminders

Five minutes before class starts, it’s time to really send the pre-class home by
meeting more needs, showing you care, getting people to like you, and looking
like you have complete control. The idea is to get everyone who is present logged
in before class begins AND to start the class ON TIME.
Steps to Last Minute Reminders …(Power Point)

Do these 5 steps with every trainee you can before class starts
1. Give the 5 minute warning
2. Tell everyone to log in if they haven’t yet
3. Meet their needs
1•20
4. State the time class begins
1•21
Introduce Yourself – Maverick Style

When to Start…
You need to introduce yourself in a way that they think that LIGHTS OUT, you
are the best trainer or teacher that they could possibly have standing in front of
them. You’ve got to make them think you are the best.
Remember how to do that in general, throughout class?
Build Credibility
• Show confidence
• Speak well Hi, i am Ulrik. (Brief or long intro)
• Show trainees that I am a content expert - I am an Apple Mentor Trainer
Build Rapport
• Be welcoming
Hook the Trainees

• Show them “What’s in it for me?”
Remember how to do that through introductions/icebreakers?

1. Make the trainees feel safe
2. Set expectations that they are comfortable with
3. Identify problem folks as soon as possible
To handle this, you need to ask yourself: Are you the type that likes to be around
people to calm your nerves or are you the type that likes to be alone to settle
down? If you are the latter, then take 5 minutes, prior to the start of class, and
leave. That’s right…leave. Go somewhere where you can be by yourself, and get
1•22
yourself put together. When you’re there, you need to do three things in your
mind.
Confidence Builder Prior to Class…

Do you remember what 3 things you can do 5 minutes prior to every class
to build and show your confidence…Maverick Style?
1.
2.
3.
What did you answer up above?...Are you naturally confident?

! 50% of you are…naturally
! 50% of you are not…naturally.
If YOU ARE NOT naturally confident, and struggle to overcome nervousness

within the first 2 minutes of class, give only a brief introduction now and wait
until the class has finished their introductions before giving your full introduction.
The Brief Introduction …(Power Point)

Give this first thing, whether you’re confident or not…
1. Your Full Name….
2. Your Role…
3. Why You Enjoy Teaching This Class…
4. You’re Excited…
5. Transition to Them…
1•23
The Full Trainer Introduction – The Confident Trainer
If YOU ARE naturally confident, and can easily overcome nervousness within the
first 2 minutes of class, then this is your time to give your full trainer introduction.
Simply give the brief introduction above, and add to that anything below that
applies to you that you feel comfortable saying.
**Check the ones that work for you:

• Any classes that you train or have trained
• Any certifications that you have
• The # of years of experience you have training
• Any experience prior to this job that makes you look good
• Any trainee/customer support that you do or have done
• Any projects or responsibilities you have as a trainer that contributes to
your credibility
• Your Goal(s) for them
o “Everyone’s goal is addressed by the end of class.”
o “You have everything you need in order to successfully pursue
certification.”
o “You have everything you need in order to be successful in your
role.”
• The Class hook
The Class Hook Must…
What is a class hook?
Every trainee, after hearing this, should say:
• “I want to stay in this class.”

• “It’s valuable to me.”
You can accomplish this by telling them:
• What they are going to learn

• Why they should care.
• “What’s in it for me?”
1•24
How to write a class hook
Brainstorm ways to get the trainees to feel that the class is valuable to them and want
to stay in class. Possibilities include:
• Show how the class relates to the tasks that they do at their organization.
• Answer the Question “WHY?”
• Show how the class relates to the test they’ll be taking on this content.
Summarize the above related to their tasks (i.e. something the trainees care about and
want/need) in one sentence. Include vocabulary in hooks that all trainees will know.
Example:
# I’m going to teach you everything you need to know to become one of the
most elite trainers in the world…Maverick…the trainer that EVERY
trainee wants to take again and again. The trainer that can get trainees to
“fall in love” with the class, learn everything they need to learn, be
engaged the whole time, and ask YOU if they can do anything for you and
the class.
Write Your Class Hook …(Power Point)

Take 3 minutes right now, and write the class hook right now for one of
your classes. Remember – it’s GOT to answer the question: “What’s in it
for me?”
How to present a class hook
Displaying Confidence
Use confident verbiage:
• Say “I’m going to teach you”…rather than “I hope to teach you.” (This builds
credibility).
Use confident body language, including:

• Hands at sides
1•25
• Sincere and enthusiastic facial expressions

• Eye contact that incorporates everyone in the room
• Shoulders back
• Stand still with minimal pacing
Use confident tone:

• Male: deeper, lower tone, projecting from the diaphragm, with good
articulation and straight-forward delivery
• Female: thick, even tone, with good articulation and straight-forward delivery
Remember – IT’S NOT BRAGGING to say these things. It’s CREDIBLE.
By 30 min in…
Participants need to know, they have a good one.
If you are NOT NATURALLY confident, and are apt to be nervous up front, then
start the trainee introduction immediately after the brief introduction.
Class Hook:
I’m going teach you how to run the Apple Deployment Essentials class,
become familiar with the technical setup and understanding where the
technical and learning challenges can anrise, and how to deal with them.
Why;
1•26
Get Them to Introduce Themselves So They

AND You Look Good
All Teachers/Trainers must explain WHY they want someone to do something, or
they just won’t want to do it. Same thing with introductions…
First, aim for introductions to take no longer than 30 minutes total. For a large
classroom, this may mean moving trainees along quickly with good transitions.
Next, have the things you wish them to share written on the board or PowerPoint.
Finally, and most importantly, as you go over each of the intro pieces on a visual
aid, tell they why you want them to share each thing on the list, with a compelling
concept hook for each topic (See below for details).
Things to have on Board for Trainees to

Share …(Power Point)
“I’d like to find out a little bit more about you…”
□ 1. NAME
I’d like to get them down
□ 2. ROLE
I’d like to leverage your expertise
□ 3. GOAL
Take one quiet minute and write three goals
down. If you got them, you would feel like it was
worth your time.
□ 4. FUN THING
The “Fun Thing” needs to do 3 things…
□ 1.
□ 2.
□ 3.
1•27
If you are unsure of how to do that with this fun thing, pick a different one or
make something up that will get laughter and endearment.
The Full Trainer Introduction – The Nervous Trainer
If you are NOT naturally confident, and have a hard time overcoming
nervousness within the first 2 minutes of class, now’s the time to give the
remaining part of your introduction. You’ve already given your brief
introduction. Simply give the brief introduction (name, role, why you enjoy this
class, excited). Now, you can add any of the following.
**Check the ones that work for you:
• Any classes that you train or have trained

• Any certifications that you have
• The # of years of experience you have training
• Any experience prior to this job that makes you look good
• Any trainee/customer support that you do or have done
• Any projects or responsibilities you have as a trainer that contributes to
your credibility
• Your Goal(s) for them
o “Everyone’s goal is addressed by the end of class.”
o “You have everything you need in order to successfully pursue
certification.”
o “You have everything you need in order to be successful in your
role.”
• The Class hook
1•28
Make Your Life Easier With Good Boundaries

& Expectations
After introductions (yours and theirs) and before the first lesson, it’s time to set
your boundaries and expectations. Why do this? Why set boundaries and
expectations first thing in the class? Because once you lose control, you can’t get
it back BUT you can always loosen up the reigns. What’s more, if you set these
up front, you won’t lose credibility or rapport if you take a “withdrawal” later on.
In fact, you very well may GAIN it because they cans see that you follow through
on your promises.
Boundaries vs. Expectations
Boundaries =
Expectations =
Set a Question Boundary
Are you tired of getting questions completely off topic that you have no idea the
answer to? Want to know every answer, AND still meet every learner’s need and
still answer every single question? Then set a question boundary.
“There is a lot of material in this class, and you are going to have a lot of
questions. I will make sure you get answers to all your questions.
If it’s a question that’s part of the lesson, then I will answer it right away.
If it’s a question that will be answered later in the course, I will let you
know when that is coming up.
Some questions I know will only apply to some people in the room, and I’ll
answer those at 4:30 today for anyone who’s interested.”
Set a Workbook/Companion Boundary & Expectation
Want to make sure everyone writes down things you tell them to write down, and
that your students actually HELP YOU help them learn? Then set a workbook
boundary.
“There are many things to learn, remember, understand, and be able to master in
this class. I will be making frequent use of the workbook in front of you to help
you to be successful. I expect you to play an active learning role.
1•29
If it’s something that is important and/or needs to be remembered, I will

ask you to write it down/highlight/read it.
If it’s something that you need to be able to understand, I will ask you to
create/brainstorm.
Some tasks you need to do on your own. I will ask you to accomplish
those using your workbook/system, and then show them to me when you
are finished.”
Set A Pace Boundary
Want to make sure everyone can follow along with you AT THE SAME TIME
and ensure nobody falls behind? Want to ensure that both fast and slow learners
feel like the pace is good for them? Then, start by setting a pace boundary.
“There are a lot of different experience levels in this room. Since there is no
speed that will be perfect for everyone, I am shooting for the middle.
If in trying to follow along with my demonstration you get lost, stop
following on your computer and just watch me.
In return, I promise to give you time to complete hands-on exercises in
your workbook/companion at your own pace that will teach you the same
material I covered in the demonstration.
For those of you who work at a faster pace, I’ve included a number of ‘If
You Have Time’ activities that allow you to go at a speed that is
comfortable for you.”
Set a Peer Support Boundary & Expectation
Want to make sure that trainees work with each other, and don’t complain when
you ask them to work with a partner or group? What’s more, they even enjoy and
encourage each other, and even help you do your job by answering questions of
others FOR you? Then set a peer support boundary.
“We all like to get good customer service, and those that do like to give it by
helping others. There are a LOT of you in this room and just one of me. I cannot
physically check to see if each of you is following along on your screen with me. I
know you NEED that, & I would like your help with it.
The person sitting next to you is your buddy. I’ve met them, and they are
very nice.
If you feel a little lost, check their screen, see where they are – they’ll help
you out and will come in handy.
1•30
If you are not feeling a little lost, check with your buddy to see if they are,
and if you can help him/her out. It’s OK. We give good customer service.
You’re not alone. Your buddy and I appreciate it.
Take 1 minute to introduce yourself to your buddy.”
Set an Outside Support Boundary
Want to make sure that everyone who is confused or can’t do something you
taught them gets the help they need, without having to stay late every night to do
it? Then set an outside support boundary.
“Some of you will be confused at certain points this week. That’s OK, and is to
be expected when learning new material. I will make sure you have the resources
you need to help you understand what you need to know.
I provide additional support to anyone who is confused and needs help
from 4:30 – 5:00 each day.
I provide office hours on Fridays from 1 – 3.
I will provide you with a group of resources in this class that you can use
to ask questions to.”
1•31
Tell Them When and How You Will Meet Their

Needs
Tell when and how you will meet their learning needs
! Variety of activities to meet different learning styles

! Opportunities to work on their own and with others
! Assure them that you’re going to make sure they understand what they
need to know
! Assure them that you’re going to get them ready for the test
! Use a visual aid to display the high-level tasks that will be addressed
during this class
o Ex: “I’m going to teach you the following things in the next 3
days. Let’s get started.”
Tell when and how you will meet their physical needs
! Frequency of breaks
! Location of restrooms
! Time of lunch
! Where coffee/food is located
! When/where to use cell phones and email
1•32
Nail the First Lesson

If you want to build trust, credibility, and rapport, and get good evals, start the
first lesson on time. Check out the chart below:
When To Start The First Lesson
0 – 10 trainees…. _____________MINUTES AFTER CLASS BEGINS

10-20 trainees…. _____________MINUTES AFTER CLASS BEGINS
20-32 trainees…. _____________MINUTES AFTER CLASS BEGINS
Teaching Tip:
If you are using computers where the trainees are needing to be logged in
prior to the first lesson:
Make sure they are logged in before the end of classroom introductions by
giving them login instructions during the intros, and asking their buddy to
help ensure they get logged in prior to the end of intros. (Saves a bunch of
time, and shows professionalism on your part).
Use a Good Lesson hook
Every trainee, after hearing this, should say:

• “I want to listen to this lesson.”
• “It’s valuable to me.”
A Good Lesson Hook Tells Trainees…
1.
2.
3.
4.
5.
The lesson most often refers to a specific task that you are going to teach how to
accomplish, that:
• Relates to the class hook
• Relates to the test
1•33
Here’s the lesson hook for this first chapter of Maverick that you are taking right
now:
“I’m going to teach you how to overcome nervousness, show confidence,
speak well, show you are an expert, build buy-in, respect, be welcoming,
show that you care, get them to like you, make class enjoyable, meet
their needs and get better evaluations.”
You have three good options for stating a lesson hook to your class
• Say it – “I’m going to teach you…” (My personal favorite because it builds a
TON of credibility”
o Notice “I’m going to teach you”…is better than “I hope to teach you.”
• Ask a focus question
• Tell a story
Lesson Hook Activity : (Power Point)

Write a lesson hook for one of the chapters that you teach (3 min)
“I’m going to teach you…
When you say a lesson hook, you need to do it with confidence. Here’s your
checklist to show confidence every time:
Use confident body language, including:
! Hands at sides
! Sincere and enthusiastic facial expressions
! Eye contact that incorporates everyone in the room
! Shoulders back
! Stand still with minimal pacing
Use confident tone:

! Male: deeper, lower tone, projecting from the diaphragm, with good
articulation and straight-forward delivery
! Female: thick, even tone, with good articulation and straight-forward delivery
Nail this lesson – 90/10 mastery the following
Remember the 90/10 Rule? If you want to nail this and show them you are hands
down the best expert trainer they have ever had, then here’s how you do it:
1•34
! Build Credibility
! Build Rapport
! Engage EVERYone
! Teaching ALL Learners
! Answering Question Like A Pro
Teaching Tip:
You will learn how to do the above, AND THEN SOME, in the remainder
of this program. Stay tuned…
Send the Lesson Home
Not only do you need to nail this lesson, you need to end it so well that when you
tell the class it’s time for their first break, they leave saying: “WOW, WE GOT A
GOOD ONE!” Here’s how to do it:
The “Wow, We Got A Good One” Oral Review:
Do this before break, and they will say this…
1.
2.
3.
4.
5.
1•35
Put the Frosting on the Break

Break #1 is your chance to really put the frosting on the entire start of class to the
point where they can’t wait to come back and get more training from you. This is
the final piece the first phase of stellar evals…
Offer Choices
When you offer someone a choice, you share control. When you share control,
you build rapport. When you build rapport, you get them to like you and class
goes better…you get the idea.
Here’s your first opportunity to offer a choice….Offer choices on when you take
the first break. Ideally, you should go no longer than 75 minutes after starting
class.
Always take a break after 60-75 of training. NEVER go longer than 75

minutes without a break or you will have some unhappy campers.
How to Offer A Break Choice:

Pick a time where it doesn’t matter to you if you stop now or in 15
minutes, BUT YOU THINK IT WILL MATTER TO THEM:
Walk & Talk with Them
Walk and Talk Method #1: Handle Challenging Trainees

• Walk and talk with people that you have not connected with yet or with
trainees you have identified in welcome/intros time as “problem” people
and handle them by ensuring you are meeting their goals or update their
goal so that you can meet it. For example, with a Resenter: figure out
what they do want to know (often it is not related to class). Meet the need
right then or as soon as possible.
Example: “I see you are interested in ‘xyz’. We’re not going to be
covering that in this class, but I could arrange a meeting with
expert ‘jkl’ at lunch tomorrow to discuss options for you that may
help meet some of the needs you talked about this morning.
Would that be of interest to you?”
1•36
Walk and Talk Method #2: Have Some Fun with Trainees
• Walk and talk with people that you (or want to) connect with and find
opportunities to laugh with your trainees (laughter comes from feeling
good) by talking about something they want to talk about and you want to
flourish and grow that connection with something
o Come back to the “fun thing” from the introductions.
o Use things from previous classes that were funny.
o Use whatever it is in your personality that can get people to laugh.
" Try the neutral statement
Example: “I see you have a Packer’s shirt on.”
Walk and Talk Method #3: Identify trainees that still have questions from the
lesson
• Some trainees want to come up to you and ask questions during break.
Find Them! Roam around the room one last time to get questions from
the trainees who won’t ask until you are nearby.
• Use your intuition/observations/pact/buddy system/benchmarks from
previous lesson to target and approach trainees that will not ask for help,
however they need it.
End Break with a Fun Thing
No matter how hard you try, some people will be late for class from the first
break. Rather than penalize them with content YOU want them to know, reward
the trainees who ARE on time with a very cool, fun thing that you have prepared
especially for them that will endear them to you.
Keys to The Fun Thing After Break:
1.
2.
Here are some fun thing ideas that work really well for any class: (Check the
ones that will work for your personality style)
1•37
• Stories
• Energizers & Icebreakers
o Two truths and a lie
o Who am I?
• Crossword Puzzle Review
• Brainteaser/Riddle
• Bingo (done along with other fun things and/or when teaching to keep
attention and get interaction)
o Prizes – for the winner
" Pencils/Pens
" Good work coupons for candy
" Coffee mug
• Videos
• Non-Video fun things like Movie Trivia & Graph Jam
• Trivia Jeopardy
• Trivia Pursuit
• Question envelopes – you plan when you want each envelope opened and
then draw a number to determine who gets to open up the next “Fun
Thing”.
• Funny name generator
1•38
Keep Them in the Palm of Your Hand

Now that you’ve got the class in the palm of your hand, you need to keep them
there for the remainder of class. Here’s how to do it:
How To Keep Them In The Palm Of Your Hand
Prove to the trainees that…
1.
2.
3.
4.
In general, to build credibility and rapport throughout the rest of class, you want
to follow the classic rule of presenting/teaching
1. Tell them you’re going to do it
o Tell them you plan on ensuring they all follow along
o Tell them why they would want to learn this stuff
o Tell them you plan on making it enjoyable
o Tell them you plan on ensuring they understand
2. Do it by getting the following:
o They followed along
o They wanted to learn this stuff
o It was enjoyable
o They understand, and you’ve made it easy to understand.
3. Show them you did it. – use ways to show them that:
o It was enjoyable
Show Them They Are Following Along
Trainees don’t know that you are good unless you tell them. They don’t want
YOU to tell them, though…they want to figure it out on their own. Here’s how to
get them to figure out on their own that they followed along with you.
• Show them they followed along with the Companion/Workbook
o Ex: “Did you see this on page 6? Nice…you’re with me.”
o Ex: “Do you have this written down on page 8?”
• Show them they followed along with what the trainer says
o Ex: “Hey, can you picture what I just said in your mind?”
1•39
o Ex: “Nice transition!”

" Use this right after a trainee asks a question that you are
about to cover.
" Use this instead of “We’ll cover that later,” which may
cause a higher brain disconnection.
" Immediately follow it by transitioning to the next lesson.
• Show them they followed along with the Visual Aids (board, power point,
Word document)
o “You guys all got this down?...Good!”
• Show them they followed along with the Screen
o Ex: “Did you get this to show up on your screen?”
o Ex: “Does your screen look like mine?”…”You’re golden…”
(Shows them they are following along and are good students).
Show Them They Wanted To Learn This Stuff
!
Show Them They Care About What You Are
Teaching
1.
2.
3.
!
Show Them They Understand and You’ve Made It Easy
Here’s how to get them to figure out on their own that they understand what
you’ve taught them.
• Single Review Questions
o One quick review question to reinforce that they remember what
you taught them earlier (this should NOT be a several question
Oral Review)
• Oral Review
o “Let’s see what you remember…”
o Give oral review
o “Hey, you all are really getting this stuff.”
" Do this only for a lecture that went well, wherein most
trainees “got it.”
o “What are your questions about x?”
• Benchmarks
1•40
o For benchmarks that you will use to show them that they are
getting these things, choose a benchmark that you know the
majority, if not all of the trainees, will have gotten:
o “Let’s see what you understand…”
" Give benchmark
" Check every trainee for the ones that are correct.
• Check their paper
• Check their screen
• Check thumbs up or down
" “Those of you who got x answered, you understand.”
" “Those of you who did not get x, I’ll be available during
break or after class to get you there.”
• Independent Assessments
o Show they achieved the goal or task of why they came.
" “You have just_____” (Insert a task that they were looking
to learn.”
• Ex: “You have just completed an office visit.”
• Ex: “You have just registered a new patient.”
" “What are your questions about x?”
• Ex: “What are your questions about the office visit
flow?”
• Ex: “What are your questions about registering a
new patient?”
Teaching Tip:
What do you do if you are teaching something that trainees don’t feel like
they understand?
“Don’t worry, it’ll come.” / “We’ll do some more examples in a moment.”
• Do this only for lectures where it is clear that the majority is
struggling.
• Refer to the stages of learning, reminding them that they only need
to be at Stage 3 (“I can do that with assistance.”)
• If there is about to be a hands-on activity, tell them that they’ll get
to practice on their own shortly.
• Remind them about how the project will solidify their learning (if
you think it will).
• Ask them an assessment question to probe their lack of
understanding. If they really don’t get it, re-teach them; if they do,
give them the reassurance they need.
1•41
Show Them That Class Is Enjoyable
Show Them Class Is Enjoyable
1. Reference a fun thing from your seating chart

2. Go up to them and say
“Stop having so much fun in this class”
3. Are you taking good care of your buddy?
4. “You all had way too much fun with that last activity”
5. “Stop making me laugh so much”

6. “This is a really fun class”
7.
The Absolute BEST Times to “Keep Them in the Palm of Your Hand”
The above “palm of your hand” tricks only work if you do them RIGHT ON
TIME. Here are the exact times when you can use the “tell them you know what
you are doing and are good” things above for maximum benefit.
• Day 1
o 8:30 – 10:30
o During 1st lesson
o 11:30 – 12
o During the lesson before lunch
o 3:30 – 4:30
o During one of the afternoon sleep time lessons
o Right before they leave for the day
• Day 2
o 8:30 – 9:30
o Right after the morning written review
o 11:30 – 12
o During one of the lessons before lunch
o Right before or after lunch
o 4:00 – 4:30
o During one of the afternoon sleep time lessons
o Right before they leave for the day
• Day 3
o 8:30 – 10
1•42
o Right after the morning written review (which should be nailed

on day 3)
o 11:30 – 12
o During one of the lessons before lunch
o Right before lunch
o 1:00 – 1:30 – Evaluations
o Right after an oral review right before evals
1•43
Introduce Evaluations The Right Way…..

Right on Time!
! Do evaluations right after an awesome lesson that includes an oral review
and a “hey – you guys are getting this.”
o Teach an awesome lesson – something small, and something where
you can prove to them right away that they are still getting this
stuff.
o Show them in this last awesome lesson how it met one or more of
their tasks and/or goals (they have been accomplished).
! Don’t do evaluations as the last thing of the day. They are too tired by
then, and can’t remember the good stuff anymore.
! Before evaluations, You need to prove to them that:
o It was enjoyable
! Give them chocolates at the beginning of day 3 – in the morning, so that
they don’t equate them with evals, and get a positive from it even before
they see evals.
o When Introducing Evaluations, do so by showing that you plan on
continuing to meet their needs, and that the evals aren’t your main
thing, but that their needs are.
" Ex: “I’ll give you 5 minutes while I answer questions for
you to give us some feedback on how things went for you.
We take these very seriously, so let us know what you
think.
Lesson 2
Teach Anybody Anything
Anytime
Teach Anybody Anything Anytime 4!
Introduction to Teaching All Learners 5!
The Big Picture 5!
How People Learn 5!
Identify the Six Questioning Techniques 6!
Activity: Identify the Question Techniques available to You -PP 7!
!! Scrambled Answer Bank 8!
Keep Trainees Attention 8!
Maintain Trainees’ Attention 10!
Ask Questions That Keep Trainees Attention 10!
Active Questions 11!
Review Questions 12!
Expert Questions 13!
Leading Questions 13!
Directional Statements 15!
Refer to Class & Lesson Hooks 16!
Use Engaging Body Language 17!
2•2
Teach Anybody Anything Anytime
Use Engaging Tone 17!

Show enthusiasm 17!
Get the Attention Back If It Has Been Lost 18!
Leading Questions 19!
Work the room 19!
Get Trainees to Interact 20!
Ask the class to participate 20!
Tell the class why they should participate 20!
Implement the Buddy System 21!
Implement “Brainstorm & Discuss” 21!
Make Things Easy To Follow Along With 23!
Directionals for Follow Along 23!
Review Questions for Follow Along 24!
Leading Questions for Follow Along 25!
Set #1: 25!
Set #2: 25!
Active Questions for Follow Along 26!
Combining Directional & Questions for Follow Along 26!
Tone for Follow Along 27!
Pace 27!
Volume 27!
Inflections 27!
Activity: Tone…(Power Point) 28!
Steps To Analyze Tone: 29!
Body Language for Follow Along 29!
Feet 29!
Arms/Hands 29!
Facial Expressions 29!
Write Well On the Board for Follow Along 30!
Write Well On Power Points for Follow Along 31!
2•3
Make Things Easy To Understand 35!

What does it mean to “Make things easy to understand?” 35!
Identify Light Bulbs 36!
Step 1: Identify Tough Topics 36!
Step 2: Identify Potential Light bulbs 36!
Step 3: Write Light bulbs in Conceptual Format 36!
Step 4: Distinguish between Light bulbs and Non-Light bulbs. 37!
Activity: Identify Light bulbs For One Of Your Topics (10 min)PP 38!
Write a Lesson Plan to Present Light Bulbs 40!
Step 1: Write the concept 40!
Step 2: Write the synthesis directional (and the answer) 41!
Step 3: Write leading/review statements and questions 42!
Step 4: Decide If You Led Too Much or Too Little 44!
Activity: Write A Lesson Plan For One Of Your Light Bulbs-PP 45!
Present Light Bulbs 47!
Step 1: State a concept directional 47!
Step 2: State Concept Hook 47!
Step 3: Get Trainees Ready for Synthesis Directional 47!
Step 4: Give Synthesis Directional 48!
Step 5: Go Over The Answer: 49!
Step 6: Check for Understanding: 49!
Step 7: Update Lesson Plan: 49!
Activity: Write The Script To Present Your Light Bulb 50!
2•4

• Maintain Trainees’ Attention

• Get The Attention Back If It Has Been Lost Engage participants
• Get Trainees To Interact
• Make The Workbook Easy To Follow Along With
• Make Screen Easy To Follow Along With
• Make The Board Easy To Follow Along With
• Make The Power Point Easy To Follow Along With
• Make The Trainer’s Words Easy To Follow Along With
• Make Things Easy To Understand
• Identify Challenging Concepts In Your Classes
• Write A Lesson Plan To Present Anything That Is “Hard To Understand”
• Present “Hard To Understand” Concepts Effectively in Any Class
2•5
Introduction to Teaching All Learners

I’m going to teach you the elite essentials to engaging and keeping the attention of
any class, making everything you say and do as a trainer easy to follow along, and
making even the most challenging teaching concepts literally easy to understand
for each of your trainees. After you learn the material in this chapter, you will be
able to teach anything to anybody anytime.
The Big Picture
There are 3 components to teaching anybody anything anytime:
1. Keeping Trainees Attention
2. Making Things Easy To Follow Along With
3. Making Things Easy To Understand
Each of the components above are in fact prerequisites of each other.
" It is not possible to get follow along unless you have the trainees attention
" It is not possible to make things easy to understand unless trainees are
following along.
It follows, then, that each of the above components must be learned in order, and
they must be mastered.
How People Learn

Once you have hooked your trainees and established credibility and rapport with
them, you actually need to teach them the content of the course. Recognizing the
five stages of learning as well as the four types of learners will aid in selecting the
appropriate teaching strategies and tools to apply in your lessons. The goal of all
good training is to use multiples teaching strategies to reach all learning styles.
The 5 Stages of Learning …(Power Point)

Recall the 5 stages of learning:
1. What is he doing?
2. I can see what he’s doing
3. I can do this myself with guidance
4. I can do this myself without guidance
5. I can teach this to others
2•6
Trainees should minimally be at Stage 3 by the end of training, though you’ll

know that they’ve “got it” if they make it to Stage 4. Allowing your learners to
become active in the teaching process will aid them to get to Stage 5.
The 4 Types of Learners

Remember from the Basics of Adult Education course that learners can be
divided into four categories based on the way they absorb information:
1. Step learner
2. Talk learner
3. Research learner
4. Create leaner
Each of these learning styles is unique, so no one method of teaching is sufficient

for all trainees. It’s critical to understand which types of trainees you are reaching
– or alienating – with the teaching strategies you commonly employ.
Did you know that trainers tend to teach in the same way that they learn? This is a
dangerous tendency, as you could miss up to 75% of your trainees if they are not
of the same learning style.
Understanding your own learning style will be invaluable to you as you choose
teaching strategies for your curriculum, so that you are aware of your preferences
and can pay extra attention to meeting the needs of contrasting learning styles.
Identify the Six Questioning Techniques

Questions are one of the most powerful tools to use in training and if you know
how to use them masterfully, you can tweak and mold them to do your bidding for
all three components to teaching anybody anything anytime:
1. Keeping Trainees Attention
2. Making Things Easy To Follow Along With
3. Making Things Easy To Understand
2•7
Activity: Identify the Question Techniques available to

You -PP
Use the following table to match each type of question with its corresponding definition,
use, and example found scrambled in the answer bank on the subsequent page:
Questioning Definition When to Use Example
Technique
Expert
Question
Leading
Question
Review
Question
Benchmark
Check
Active
Question
2•8
Directional
Statement
! Scrambled Answer Bank

Questioning Technique
- Expert - Leading - Review
- Benchmark Check - Active Learning - Directional Statement
Definition
- A question or directional that - A simple command to keep your learners
assesses understanding of a focused on what is going on in the
teaching concept classroom
- A question that learners do not - A question designed solely to keep the
currently know the answer to, but learner’s attention.
can figure it out with some thought
- A question asked of those learners - A question that highlights key points
in the classroom with highly about previous material.
specialized knowledge.
When to Use
- When learners appear to be - When you want to guide and help learners
“zoning out.” get closer to understanding a concept on
their own
- When you need to focus trainees - When you want to help learners
on a visual aid to highlight remember past material and/or to find out if
important ideas. learners remember past material
- When you want to find out if - When you want to build trainee
learners have understood key credibility.
challenging teaching concepts that
you have taught them
Example
- “Why do you think it was easier to - “Look at the top of your screen on the
do it that way?” right hand side.”
- “Write down in your own words - “What steps would you take to insert a
when it’s appropriate to combine peripheral IV?”
multiple actions in one sentence vs.
when it’s not.”
2•9
- “Do you remember how long it - “Is it true that you will pay more attention
takes to use each method for if I ask you questions?”
writing reports?”
2•10
Keep Trainees Attention

Keeping the trainees attention simply means that their attention is on you – they
are looking at you, and paying attention to what you say. Whether they follow
what you are saying or understand what you are saying is a different story,
something we’ll cover later in this chapter. There are 3 ways to keep trainees
attention:
1. Maintain trainees’ attention
2. Get the attention back if it has been lost
3. Get trainees to interact
Maintain Trainees’ Attention

Ask Questions That Keep Trainees Attention
Before diving into the different types of questions that can be used to keep
trainees attention, it’s important to first think about the different reasons to ask
questions in the first place. Most trainers, when standing up in front of a class
teaching, decide that they need to ask a question to either keep or get the attention
of the trainees, so they make a question up (on the fly) to address that issue. In
order to do that effectively, you must first ask yourself what goal you have, as a
trainer, to ask a question. Then, use the steps below to execute a question (on the
fly)
Which question to ask and when? – Power Point

Goal of the Trainer Type of Question to Ask
Get Experts involved and build
trainee credibility Expert
Make things easier to follow along
Active, leading, review, expert
Make things easier to understand

Leading question (preceded with review)
Help trainees remember things

Review
See which trainees got it and which

still need tutoring Benchmark
Keep people Engaged Active, review
2•11
Active Questions
This question is used for the sole purpose of getting and/or keeping trainees
attention. There is no other reason to ask an Active Question. Notice that none of
the questions below are Leading Questions. By definition, a Leading Question is
one that the trainees do not yet know the answer because they haven’t been taught
it yet and it needs to be taught. These questions do not need to be taught.
Trainees can answer them without being taught anything. This is what maintains
engagement.
Examples:
• Ex: “Does everyone see that picture on page 4-6?”
• Ex: “Does everyone see that patient lookup window?”
• Ex: “What do you notice that just happened?”
• Ex: “Did everyone write this down?”
• Ex: “Do you see how we can attach a Profile to a Security Class”
• Ex: “Can you picture that in your mind?”
• Ex: “If you’re a real builder at home are you doing to put your initials in
front of everything?
• Ex: “How many of you hear me on that one?”
• Ex: “Are you going to be able to memorize every step from p. x to p. y?”
• Ex: “Do you even know how to build a smart set yet?”
• Ex: “How do I even build it?”
• Ex: “The neat thing about cascading is…don’t they?”
• Ex: “How many of you hear me on that one?”
• Ex: “How many of you have a mental image of that in your head?
• Ex: “How many of you remember it now that it was said?”
• Ex: “How many of you can picture it with me?”
• Ex: “How many times have we mentioned that’s important?”
• Ex: “Can you picture it?”
• Ex: “Are you ready...?”
• Ex: “We’re big on the why here, aren’t we?”
• Ex: “And we LOVE to report, don’t’ we?”
• Ex: “This entire table is a __________”
• Ex: “No one’s going to know what you are _____”
Executing an Active Learning Question
1. There’s got to be a reason for participants to answer
2•12
2. Use a statement tone (neutral without inflection)
3. Don’t wait 7 seconds for this one
Review Questions
The purpose of a Review Question is primarily to help trainees remember what

they have already been taught. However, there are times when a Review
Question can be used for the sole purpose of keeping trainees’ attention. This will
occur when you ask them a review question, not because they are not
remembering a concept or need help remembering it, but because you want them
to continue to listen to you. For a Review Question to be executed effectively it
needs to allude to the fact that they have already learned this. Notice that the
following do this.
• Ex: “Do you remember from the last class what we call that kind of
alert?”
• Ex: “What were the first things you needed to log in as the user?”
• Ex: “Thinking back to this morning, what are some areas of screen
where…?”
• Ex: “Let’s review…from yesterday, what are some things Dana may need
to do?”
Executing a Review Question
They reference the past, “do you remember?”

1.
Anticipate and correct wrong answers
2. Validate questions, and restate and look at everyone
2•13
Teaching Trick…Acknowledge/Re-Ask
What do you do if someone gets a review question wrong? Acknowledge
what they DID get right, and then re-ask the question. The student had to
take a lot of courage to answer the question, and if they did, they
obviously think they are right about something in their
mind…acknowledge that, and then re-ask the question.
Never simply tell them they’re wrong.
Expert Questions
The purpose of the Expert Question is to engage the experts and allow them to
shine. By definition this question predominantly engages the experts in the room.
To engage the rest of the trainees you may wish to ask them to address the non-
experts in the room with their answer.
• Ex: “Physicians in the room, tell the folks who aren’t physicians what they
would write in the Subjective portion of a note.”
• Ex: “Nurses in the room, can you tell the non-nurses what are some of the
things that you will do when you first come on your shift.”?
• Ex: “Claim administrators, when professional charges go out on a claim,
how are they grouped?”
Executing an Expert Question
1. Address the experts, expert everyone else to time out
2. Preface the question with explanation
3. Tell the experts to direct the answers to everyone else
Leading Questions
The purpose of a Leading Question is to get trainees to either follow along with
you or to understand something. If that is your goal, ask a Leading Question, and
this may also get them to be engaged. If however, your goal is only to keep their
attention and nothing else, do not use a Leading Question because it could
patronize the trainees.
What is a Leading Question?
2•14
# They don’t know the answer yet

# They can figure it out with leading/thinking
# There is a right answer
# The answer is not too obvious
Do not use leading questions to keep attention

" It does not get to one of those higher objectives and will patronize
the trainees.
When will a leading question work?

# To get trainees to follow along
# To get trainees to understand
The only time that this will occur is if they need help following along and/or
understanding something. It is okay to ask leading questions to get people to
continue to pay attention as long as the questions also have a higher objective of
either getting them to follow along with something they weren’t able to on their
own, or getting trainees to understand something that they weren’t able to on their
own. Any other leading question that does not get to one of those higher
objectives will patronize the trainees.
Leading Questions to get follow along
• Ex: “What page is this screenshot on in your companion?”
• Ex: “What button do you think we should circle, that would allow us
to…”
• Ex: “Which bullet should we highlight that describes…?”
Leading Questions to get understanding

• Ex: “Do you think I need multiple classes for every user or do you
think they can share?”
• Ex: “How do you think the HAR will affect your billing cycle – what
positive effects it will have on your organization?”
2•15
Jason will tell later
Executing a Leading Question
1.
2.
3.
4.
Directional Statements
Directional statements are a very cool way to maintain ongoing engagement.

Regardless of what type of directional statement you decide to use in order to
maintain ongoing engagement, there are two keys to keep in mind.
# Begin each directional statement with an action verb (gets trainees to do
something efficiently)
# Use a tone that is direct. (You can still be polite, also direct)
o Usually this involves bringing the tone downward at the end of the
statement.
Here are some of the options to use directional statements.
Tell trainees to focus their attention on you or something in the room.
• Ex: “Look up here.”
• Ex: “Look on page 6, second paragraph.”
• Ex: “Look at the top right hand corner of your screen.”
Tell trainees to read/write/highlight something

• Ex: “Highlight xyz”
• Ex: “Read xyz” Start with an action verb
• Ex: “Turn to page 6” Say more with less
• Ex: “Write this down”
When to ask trainees to “Write this Down”
1. When some people aren’t.

2. Write this down on page 6, stop of the page
2•16
3. When transitioning
Tell trainees to do something with their keyboard or mouse.

• Ex: “Click Accept.”
• Ex: “Grab your mouse.”
• Ex: “Type this in.”
Directional Trick
When you transition from one place in the room to another (sweet spot to
driver table or driver table to board), you can keep trainees busy by Using
a directional to buy time after question has been answered to avoid silence
where some trainees may decide to stop paying attention because of that.
Refer to Class & Lesson Hooks
People give attention to things meaningful to them…Enter the class hook:

When to Refer Back To Hooks?
1. If the participants don’t remember why they are learning this
2. When they’re bound to loose attention
# Post the Class Hook somewhere where it is visible to the entire class
throughout the class.
o This can be done with a sticky, power point or large laminated
piece of paper.
# Refer back to the class hooks OR lesson hooks
Class Hook Trick

If your class hook is on a sticky, physically point and refer to the hook to
remind them how and why it will be valuable to them in their jobs and
their roles.
2•17
Use Engaging Body Language
Pick 3 of the below that you can work on to better engage your class
• Stand in the “sweet spot” with your feet in a ‘v’ facing the class,
encompassing all of the trainees.
• Continuously make eye contact with all of the trainees.
• Stand still with a confident posture so that trainees can focus on you.
• Keep your hands at your sides (unless they are needed) so that they don’t
distract your trainees.
• Stand in front of the board when you want trainees to look there, otherwise
remain in the “sweet spot” while lecturing.
• Remain in the “sweet spot” even when pointing out something on the
screen. You will not be in their way.
Use Engaging Tone
# Inflections – Send them up, and then down

# Volume – Increase it, then decrease it
# Pace – Pause or vary pace (slow down, then speed up, then slow down…)
Steps to Practice Engaging Tone - PP
1. Write out something you’ll say
2. Circle Key words
3. Try it and say it out loud. Initially, exaggerate these things.
4. Try it on the fly – write it out and try to read it and record and see if
it’s just as good
5. Try it without having it written.
Show enthusiasm
# Smile genuinely with your eyes

# Use your feet and hands to accentuate enthusiasm.
# Vary your pace, inflections and volume.
• Inflections – Up
• Volume – Up
2•18
• Pace – Same/Up
# Say things that are positive.
• Ex: “I really like this because…”
• Ex: “Isn’t that cool?”
# Praise the class when appropriate
• Ex: “Hey, you all are really getting this stuff.”
• Ex: “Cool, you all are with me.”
# Tell a story about a time where the software was really cool and helped
someone.
Written Review: Maintain Trainees Attention
Write down all the ways you can remember to maintain trainees attention
in your class: (1 min)
1. Active questions
2. Body language
Tone
3.
Pace
4.
Enthusiasm
5. Write it down boxes
6. Review questions
7. Directional statements
8.
Expert questions
Get the Attention Back If It Has Been Lost

If you maintain engagement (above) you should not have too many trainees (if
any) that are not paying attention, unless they are a type of challenging trainee: a
distracted inefficient.
A “distracted inefficient”
A distracted inefficient is a challenging trainee that will be doing other
distracted things throughout the class (Checking email, On Face book),
regardless of how capable the trainer is at engaging the class.
To learn how to handle this type of trainee, please see How to Handle
Challenging Trainees (the Distracted Inefficient).
2•19
Leading Questions
CAUTION: Do not use Leading Questions to get attention back after it’s
been lost.
Leading Questions should not be used if your goal is to get the attention
back after it has been lost. By definition, with a Leading Question the
trainees do not know the answer up front. If they are not engaged, they
won’t be able to be successful in figuring out the answer.
The entire purpose of a Leading Question is to properly lead them through

the question to either follow along with you or to understand something
that you are saying. If they are not already engaged, they can’t possibly
get this right.
A Prerequisite To A Leading Question…
100% engagement!!
Work the room
If you have a number of trainees that are not paying attention, either stand next to
them and train, or train from the back of the room. This sends them a subtle
message that you know that they are not paying attention, and it is not okay. This
shows them that you will take the necessary measures to ensure that they do pay
attention.
Work the Room Guidelines:
# Work any part of the room in which trainees’ attention has been lost.
Continue to move in and out of those spots.
# Do this only temporarily with the intention of moving back to the
“sweet spot” when everyone is back on board.
2•20
Get Trainees to Interact

Trainees are interacting if they are doing the things you ask them to do (both
implicitly and specifically). This includes:
• Taking notes
• Responding to questions
• Asking questions
• Talking/working with others when we ask them to do so
• Following along on their computers
Sometimes you’ll attempt any of the suggestions in this document, and trainees
won’t respond for a variety of reasons: they don’t know that they’re expected to
interact, they don’t know the appropriate way to interact, or they don’t feel like
putting any effort into interacting. None of these are sufficient excuses, and you
can use the following strategies to mitigate them.
Keep in mind that in order to implement any of the following strategies, good
rapport will need to be established first.
Ask the class to participate
This works really well for active learning questions. Sometimes trainees don’t
know they’re supposed to answer those.
Active Questions Trick
“This is the part where you guys say something.”
Tell the class why they should participate
# Explain the stages of learning

o Ex: Stage 2 is seeing what the trainer is doing; Stage 3 and 4 are
doing a task with guidance and on their own (respectively), which
can only be achieved by interacting.
# Explain the retention model
o Ex: People retain 90% of what they have to teach, 70% of what
they have to do, and 30% of what they hear.
# Describe the different learning styles
2•21
o Ex: There are four different kinds of learners in here, and some of
you need to talk about stuff to get it. I know that. There are others
of you who need to read it to understand, and others want to create
their own answers and notes to get it.
# Explain Synthesis
o Ex: In order to remember what you’re learning and to apply it to
situations that will be useful to you in your role, you need to
synthesize the content by not just listening but responding,
thinking, and stating in your own words.
# Relate the Hook to the specific roles/tasks of the trainees
o Ex: I know you’re not nurses, so this class may not seem relevant
to you, but here’s why you’ll need to understand this for your
role…
Implement the Buddy System
If you are in the middle of teaching and there are a number of people who are no
longer paying attention and/or are not interacting with you/answering your
questions, take one of the more challenging leading questions that you were
planning on asking and turn it into a discussion with their buddy.
# Tell trainees to turn to the person next to them and make sure you are both
on the same spot on the screen.
# Tell trainees to turn to the person next to them and agree on the answer to
a question.
# Tell trainees to work with their buddy with one person as the Writer, the
other is the Relayer and brainstorm something.
Implement “Brainstorm & Discuss”
If you are in the middle of teaching and there are a number of people who are no
longer paying attention and/or are not interacting with you/answering your
questions, take one of the more challenging leading questions that you were
planning on asking and turn it into a 2 minute group brainstorming session.
1. Give the class a scenario with a brainstorming focus question.
2. Put trainees into groups of 3 or 4, and assign the following roles &
expectations:
a. Facilitator - needs to ensure group comes up with an adequate
answer
2•22
b. Time Keeper – needs to keep track of time and keep group moving
c. Writer - needs to take all of the notes
d. Relayer - needs to be prepared to relay to the class the answer that
was written down
3. Give trainees 2 minutes to write down their thoughts to this question, and
ask the Timekeeper to keep track of time.
4. Go over the brainstorm as a class and ask the trainees to participate,
interact, and share.
Oral Review:
Review these questions orally with the trainer (2 min)
1. What is the main way to get the attention back if it has been lost?
2. What are some ways to get trainees to interact with you?
3. What are some reasons you can give for why they should
participate?
2•23
Make Things Easy To Follow Along With

There are two main components to follow along:
1. Make things easy to follow along for the majority of the class
2. Make things easy to follow along for the minority of the class
This section shows you how to keep the majority of the class following along with
everything that you do and say. In the next chapter – “No Learner Left Behind”,
we will focus on how to make things easy to follow along for the minority of the
class (the very slow slows and the very fast fasts).
I like to think of “Following along” as following the bouncy ball. This means that
trainees are able to follow along with the: companion/workbook, screen/system,
board/sticky/word documents, power point, and even the words of the trainer.
We need to get them to follow the bouncy ball. This chapter shows you how to
do that, and still set you up for success with making things easy to
understand...the final frontier.
Directionals for Follow Along
There are two steps to execute amazing follow along directionals:
How to Execute “Follow Along” Directionals
Read through the good examples of follow along directionals below. In
your own words, write down they key steps to execute follow along
directionals:
□ 1. Where to go
□ 2. What to do
Workbook
1. “Look on p. 5-2”
2. “Read the paragraph at the bottom of the page…”
Screen
1. “Look at the bottom of the screen.”
2. “Enter an account…”
Board
1. “Look at the board”
2. “Write down…”
Power Point
1. “Look at this slide”
2. “Read the scenario…”
2•24
Keys to “Follow Along” Directionals
□ 1.
□ 2.
□ 3.
□ 4.
Teaching Tip
Try to spend most of your eye contact looking at trainees – that way, when
you do look somewhere else, like the workbook, they will too.
Review Questions for Follow Along

There are two steps to fantastic follow along review questions:
How to Execute “Follow Along” Review
Questions
Read through the good examples of follow along review questions below.
In your own words, write down they key steps to execute follow along
review questions:
□ 1. Tell them what to read
□ 2. Ask them what they read
Workbook
1. “Read the top paragraph on p. 5-7”
2. “Based on the paragraph that you read, what is going on with
Gertrude?”
Screen
1. “Read the progress note for Lucy”
2. “From what you just read, what is Lucy’s chief complaint?”
Board
1. “Read through what I have written on the board.”
2. “What would I say for an oral review?”
Power Point
1. “Read through this slide…”
2•25
2. “What departments are attached to Dr. Jones?”

Leading Questions for Follow Along
How to Execute “Follow Along” Leading
Questions
Read through each set of examples of follow along leading questions
below. In your own words, write down two types of follow along leading
questions:
□ 1. Ask what they think
□ 2. Ask what they see or notice
Set #1:
Workbook
• “What button do you think we should circle, that would allow us to…”
Screen
• “Which one do you think is the most important?”
Board
• “What do you think I should write down up here?”
Power Point
• “What do you think is wrong with this slide?”
‘Trainer Words’
• “What do you think would happen if…?”
Set #2:
Workbook
• “What page is this screenshot on in your companion?”
Screen
• “What happened when we clicked accept?”
Board
• “What do you see different in the patient header on the board?”
Power Point
• “What do you see different on this slide?”
2•26
Active Questions for Follow Along

How to Execute “Follow Along” Active
Questions
Read through the examples of follow along active questions. In your own
words, write down the key to execute follow along active questions:
Workbook
• “Does everyone see that picture on page 4-6?”
Screen
• “Does everyone see that patient lookup window?”
Board
• “Did everyone write this down?”
Power Point
• “Do you see how we can attach a…?”
‘Trainer Words’
• “Can you picture that in your mind?”
Combining Directional & Questions for Follow Along

How to Execute “Follow Along” Combinations
Read through the good examples of follow along directionals followed by
a leading question. In your own words, write down they key steps:
□ 1.
□ 2.
Workbook
1. “Look on page 3-16.
2. “What do all three of these diagrams have in common?”
Screen
1. “Click Accept.”
2. “What happened?”
Board
1. “Look at the board”
2. “What did we say a record is?”
Power Point
1. “Take a look at this slide.”
2•27
2. “What type of question are we going to set up?”

Tone for Follow Along
Pace
When to talk slow?

1. Important
2. Requires Follow Along
3. Hard To Understand
When to talk fast?

1. Trivial
2. Not Very Important
3. Easy to Understand
Volume
When to decrease volume?

1. Emphasize importance (Secret)
2. Pair with a decrease in pace (Effect)
When to increase volume?

1. Show enthusiasm
Teaching Tip:
Decrease Volume SPARINGLY… or it will lose its effect
Inflections
Inflections are powerful and all over the board applicable. See below:
2•28
Activity: Tone …(Power Point)

# Circle 10 key words in the paragraph below.
# Figure out how you want trainees to feel when you say those words.
# Use the table below to determine what should happen with your tone in order to
make those feelings happen.
# Say the following paragraph out loud in different ways, changing inflections,
volume, and pace for the type of effect that you want to go for using the table
below.
# Exaggerate these things to really feel the effect.
• Changing inflections, pace and volume can have a dramatic impact on how
well trainees and students can follow along with what I say. If I increase my
volume, I can show enthusiasm. On the other hand, if I decrease my volume,
I can emphasize importance…especially when paired with a decrease in
pace.
2•29
Steps To Analyze Tone:
1. Write out something you’ll say.

2. Circle Key words.
3. Figure out how you want trainees to feel when you say those things (see
table below).
4. Determine what should happen with tone (see table below).
5. Try it and say it out loud. Initially, exaggerate these things.
6. Determine how to supplement with body language.
7. Try it on the fly – write it out, then read it, record it, and analyze.
8. Practice until you can do it without having it written down.
Body Language for Follow Along

Feet
# Physically walk over to wherever you want trainees to look

# Stand still for the majority of the time, so that when you do move, it has
meaning
# Work the Room to get and ensure follow along of distracted inefficients.
Arms/Hands
# Keep your hands at your sides for the majority of the time, so that when
you do move them, it has meaning.
# Point at wherever you want trainees to look
# Use arm/hand gestures to stress importance
Facial Expressions
# Physically look at wherever you want trainees to look

# Make eye contact with trainees when you want them to look at you
# Exaggerate facial expressions to stress importance
2•30
Write Well On the Board for Follow Along

The majority of trainees need visual instruction; by some estimates, only 15-20%
of people can learn through auditory mode alone. Using visual aids immediately
reaches out to the remaining 80-85% of trainees. They are extremely useful for
promoting discussion and are often useful when teaching profound concepts.
With that said, there are some common pitfalls associated with the use of visual
aids, and these merit consideration. Most importantly, do not assume that your
visual aid will teach the class for you. Remember that you are still the instructor,
and the focus is on you. Therefore don’t stand with your back to the trainees for
too long while looking at your presentation or writing on the board. You can
avoid the problem altogether by writing small bits of information down, turning to
the audience, and then returning to the board. Although it isn’t second nature to
most people, practice speaking while you write – trainees will lose focus if you’re
silent for too long. You can also take advantage of these pauses by posing
questions to your students, giving them time to ponder while you write.
While You Write On The Board…
1. Small bits of information
2. Speak while you write

3. Stand perpendicular to the board
4. Ask a question / pause
5. Put a title
6. Use colors
7. Eye contact with participants
Teaching Tips: Using the board effectively

# Let trainees create answers sometimes. This incorporates the
‘create’ learners.
# Teach from the board if it what you would like them to write down
is greater than 6 words.
2•31
Write Well On Power Points for Follow Along
As a class, let’s analyze the slides below and talk about whether they are or are
not effective:
Teaching Tip: When to use A POWER POINT
# Only when the trainee needs to see it to help them learn
# Never to help the trainer remember what to say next.
…Power Point
Test for readability
• No strong/complex images behind the text

• At the same time, not only text (BO-ring!)
• Have good light/dark distinctions between the
text and the background
• Fonts: no smaller than 24 points
The Bad…
What is ‘BAD’ about the power point slide above?
□ 1.
□ 2.
□ 3.
2•32
…Power Point
Helpful slide title goes here

• Don’t over-animate.
• Remember that when you reveal each bullet,
• You treat your audience like children
• By hiding the big picture from them.
• They’re grownups. Let them scan.
• Oh, and don’t put too much on a slide.
• Also, don’t pack too much text into a bullet. The slide should
have very brief notes to remind you what you want to say. If
the bullet is multiple sentences (or even one long one) you’re
packing in too much. Six words to a bullet is a good
guideline. The slide should be a framework for your content,
not the entirety of your content.
• Don’t read the slide. Most attendees have mastered reading.
• I guess that’s all.
• Oh wait, no it’s not. Just kidding.
• See? Aren’t animations fun? I’m in control of you.
• And you can’t guess when this infernal slide will end.
The Bad…
What is ‘BAD’ about the power point slide above?
□ 1.
□ 2.
□ 3.
□ 4.
□ 5.
2•33
…Power Point
Agenda
• Build Credibility
• Hook Trainees
• Address Multiple Learning Styles
• Answer Questions Well
• Handle Fast & Slow Learners
• Assess Trainees
• Prepare Well
8/3/2010
The Good…
What is Good about the power point slide above?
□ 1.
□ 2.
□ 3.
□ 4.
□ 5.
2•34
…Power Point
Ask yourself…
Questions Out of
Scope
Answers I
Answers I
Don’t
Know
Know
Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6:

35min 50 min 25 min 65 min 80 min
The Good…
What is Good about the power point slide above?
□ 1.
2•35
Make Things Easy To Understand

Imagine a trainer going up to a trainee’s screen and pointing at the screen and
telling the trainee to click there. If the trainee can do it, he/she is following along.
It’s amazing to me how many trainers think that is training. If they can click the
right things, type the right things, write the right things down, repeat the right
things…all of which were spoon-fed by the trainer, then training is done. Don’t
get me wrong…the above is critical to training. It’s just not the final phase. That
final phase is making things easy to understand.
What does it mean to “Make things easy to understand?”
Engagement!is!getting!trainees!to!pay!attention!(hook)!and!keep!their!attention.!!!
Getting!engagement!does!not!ensure!trainees!can!follow!along.!
Making+things+easy+to+follow+along+with!is!getting!trainees!to!follow!along!with!
the!screen,!visual!aids,!the!companion,!and!what!the!trainer!says.!!!Making!things!
easy!to!follow!along!with!does!not!ensure!trainees!are!understanding.!!!
Making+things+easy+to+understand+means!making!concepts!easy!to!understand.!!
It’s!easier!to!make!non#conceptual+algorithms!and!conventions!easy!to!
understand.!!Concepts!are!the!things!that!are!challenging!for!trainees!to!
understand.!!!!
Synthesis
• If the trainer can simply state the answer to the concept, and the
majority of trainees will understand, it does not require synthesis!
• If in order to understand the concept, the trainee will need to say, write,
or think about the answer in their own words, then it does require
synthesis.!
!
Based!on!the!above,!there!are!2!ways!to!break!up!concepts!that!may!be!helpful:!
• Non+light#bulbs:!Do!Not!Require!Synthesis!
o A!good!trainer!can!explain!the!concept!in!1K2!sentences!and!most!
everyone!will!understand!it.!
• Light#bulbs:!Do!Require!Synthesis!
o Trainer!feels!a!gutKlevel!need!to!either!review,!lead!or!get!synthesis!
before!the!trainees!will!understand!the!concept.!!
o Trainer!explains!concept!clearly!in!1K2!sentences!and!some!trainees!
still!didn’t!get!it.!!
o Not!possible!to!explain!in!1K2!sentences!!
2•36
!
Identify Light Bulbs
Step 1: Identify Tough Topics
Identify the topics in class that are hard to teach or hard to understand.
Example:
o Scripting
Step 2: Identify Potential Light bulbs
Go through your lesson and try to articulate or write down all of the things are
going to be hard to understand for your trainees
Identifying Potential Light bulbs
Here’s an easy way to determine which concepts that you teach are hard to
understand…Whenever you find yourself saying:
# “Does that make sense?”
Examples:
o The directive to act has to follow the instruction
o The difference between what goes in the left column of our script template
and the middle column of the template
o Login context and user info
o Sequential structure between the three columns
o Speak script out loud to understand what narrator has to go through if
you’re not doing the narration.
o Each trainee action has to be distinct
o How long a script translates into an elearning lesson.
Step 3: Write Light bulbs in Conceptual Format
Rewrite those “potential light bulbs” in a conceptual format using one of the
following phrasings below:
2•37
Concept Objectives – (Power Point)

If it is a concept, then it can be written in one of these formats:
• “Explain what it means to…”
• “Explain why…”
• “Describe the effect of…”
• “Describe the difference between <doing something one way> and
<doing it another way>”
• “Explain who can…”
• “Describe where <x> is coming from.”
• “Explain when <something will happen>”
• “Explain when <you would want to do something one way vs.
another>”
• “Describe what happens when…”
• “Describe where/how <a particular action will appear in the system
to another user>”
Examples:
o Explain why the directive should follows the instruction
o Describe the difference between information you would put in the left
column of our script template vs. the middle column of the template
o Explain why you should put users’ login and environment build info at the
beginning of the lesson
o Describe the effect of sequencing information in the three columns on the
screen
o Explain why the script writer should speak the script out loud
o Describe effect of combining multiple actions in one sentence
Step 4: Distinguish between Light bulbs and Non-Light bulbs.
Remember: Light bulbs require synthesis. Non-light bulbs do not.

Light bulb Examples:
o Describe the difference between information you would put in the left
column of our script template vs. the middle column of the template
o Describe the effect of sequencing information in the three columns on the
screen
o Explain when you wouldn’t want to combine multiple actions in 1 sentence
vs. when you would”
2•38
Activity: Identify Light bulbs For One Of Your Topics

(10 min) PP
Now, it’s your turn. Think of a topic in one of your classes that is really hard to
understand. Use it to fill out the table below and find the light bulbs:
Identify Tough Topic
Identify the topics in class that are hard to teach or hard to understand.
Identify Potential Light bulbs

Go through your lesson in your head and try to articulate or write down all
of the things are going to be hard to understand for your trainees
2•39
Write Light bulbs in Conceptual Format

Rewrite those “potential light bulbs” in a conceptual format using one of
the following phrasings below:
Distinguish Between Light bulbs & Non-Light

bulbs
Remember: Light bulbs require synthesis. Non-light bulbs do not.
2•40
Write a Lesson Plan to Present Light Bulbs

Once you have identified the light bulbs, the next step is to prepare your lesson
plan. Here’s how to do it:
Step 1: Write the concept
Write the conceptual objective… (NOT the answer to the concept)

Example:
o Explain when you wouldn’t want to combine multiple actions in 1 sentence
vs. when you would”
2•41
Step 2: Write the synthesis directional (and the answer)
What is a Synthesis Directional?

This is a final leading question/directional that is a restatement of concept
in question/directional form.
Why Ask a Synthesis Directional?
By bringing the discussion back to the concept objective we stated
originally, it GETS TRAINEES TO TELL YOU THE ANSWER TO THE
CONCEPT. Benefits of this include:
# Trainees get to learn the concept in their learning style
" Create an answer, talk it out, discuss it, and then figure out
the final take away, all on their own.
# Trainees are forced to think rather than just listen and regurgitate
information.
# Trainees can understand the concept better as a result of the light
bulb going off on their own
# Trainees can remember it better if they thought of it themselves
# Trainer can determine if they understand the concept or not
When to ask a Synthesis Directional?
After the concept has been taught to get the trainee to say the answer.
How Can you Tell if it’s Right?
If you ask the last leading synthesis question/directional and trainees will
likely get it wrong, then you need to go back and ask more leading
questions that will get them more apt to get the final synthesis leading
question correct.
Choices For How To Ask Final Synthesis

Directional
1. Direct them to think about it on their own
EX:
2. Direct them to talk about it with a buddy and agree.
EX:
3. Direct them to write it down in their own words
2•42
EX:
How Long Should They Get For Each Directional?

• Give 30 seconds if the concept is small and you think it won’t take
them as long to answer this.
• Give 60 seconds if the concept is large and you think it will take
them a little longer to answer this.
Either way, the directional should require them to THINK to come up with
the answer.
Example:
o Synthesis Directional: Take 60 seconds and write down in your own words
when it’s appropriate to combine multiple actions in one sentence vs.
when it’s not.
o Synthesis Answer: When it’s a new concept or workflow for the trainee, it
needs to be step by step, but if it is review, from earlier in this lesson, or
from a previous lesson, you can combine actions.
Writing Tip
Based on the answer to the synthesis directional above, you may need to
revise the original concept you wrote in order to get the class to be able to
answer.
Step 3: Write leading/review statements and questions
Here’s where you write questions and statements that will lead trainees to answer
the synthesis directional correctly. Options include
" Review or Expert Questions to draw on prior knowledge in order to set up
subsequent leading questions/synthesis question.
Review Questions
Remember to include the words: “do you remember” in this question.
" Leading Questions (Series or just one) that will lead the trainees to the
point where they can answer the final synthesis question. Options include:
2•43
• Ask for volunteers to answer question

• Direct them to think about on own
• Direct them to talk with Buddy and Agree (reason to work with
buddy)
• Direct them to write it down (etch a sketch) – own words
Leading Questions
Your leading question should contain 3 components:
# Trainees do not currently know answer to.
# Trainees are capable, through your leading, of figuring it out
# Typically includes the words “do you think”
Examples:
o Review: “Do you remember what middle column in the script is for?”
(Learner actions)
o Review: “What are learner actions again?” (When the learner does
something)
o Expert: “Those of you who are good at Math, what’s 4 + 3 + 8 + 10 + 5”
o Leading: “Why do you think it was hard for you to get to 30?” (Too much
all at once)
o Expert: “What’s 4 + 3?” (7)
o Expert: “Add 8 to that.” (15), “Add 10 more” (25), “Now, add 5 more to
that” (30).
o Leading: “Why was it easier to do it that way?” (Step by step).
o Leading: “If I asked you to tell me how to get to the commons area where
they serve breakfast from this room, could you do that?” (Yes)(Make sure
at the beginning of this class, you make sure they all found it).
o Directional: “Somebody tell me specifically from your desk how you
would do that.” (Walk out door, go down steps, turn left…(Whatever they
say)).
o Review: “Could you follow those directions?”
o Leading: “Why do they need steps for the math problem, and not for the
directions to the commons?” (They hadn’t seen the math question before,
so they needed step by step, but they already knew the way to the
commons, so multiple steps were ok).
2•44
Step 4: Decide If You Led Too Much or Too Little
Did I Lead Too Much, Too Little, Or Just Right?

Too Much
If the synthesis directional becomes patronizing, you led them too
much.
" If so, refine/remove some of the leading questions above.
Too Little
If the synthesis directional is too hard for them to answer on their
own, you led them too little.
" If so, add some more leading questions above.
Just Right
If the trainees are each able to answer the synthesis directional on
their own WITH SOME THINKING, then you led them just right.
2•45
Activity: Write A Lesson Plan For One Of Your Light

Bulbs- PP
Now, it’s your turn. Think of a light bulb in one of your classes that is really hard to
understand. Use it to fill out the table below: (10 min)
Write The Concept
Write the conceptual objective… (NOT the answer to the concept)
Write The Synthesis Directional (and answer)
Synthesis Directional:
Answer To Synthesis Directional:
Write Leading/Review Statements &

Questions
Here’s where you write questions and statements that will lead trainees to
answer the synthesis directional correctly.
2•46
Decide If You Led Too Much Or Too Little

Too Much
If the synthesis directional becomes patronizing, you led them too
much.
" If so, refine/remove some of the leading questions above.
Too Little
If the synthesis directional is too hard for them to answer on their
own, you led them too little.
" If so, add some more leading questions above.
Just Right
If the trainees are each able to answer the synthesis directional on
their own WITH SOME THINKING, then you led them just right.
2•47
Present Light Bulbs

Step 1: State a concept directional
The idea here is to get them to recognize the importance and need for the concept
by asking them to do something.
Examples:
o Turn to page 6 and write down: ‘It’s very important that we combine
multiple actions in 1 sentence only when it’s appropriate.”
Step 2: State Concept Hook
This tells trainees WHY they would want to learn this concept…What’s in it for
me?
Examples:
o Knowing (this concept)… will (insert task/class hook) help your trainees
follow along with the elearning lessons more easily.
Step 3: Get Trainees Ready for Synthesis Directional
This involves questions and statements by the trainer to the trainees that are like
little hints that get them closer and closer to be able to answer the synthesis
directional later on and get their light bulb to turn on.
Rule of Thumb: Trainer cannot answer the concept for the trainees.
Trainees ready to be able say/write/think about the answer to the concept
on their own.
Options to do this include:

• Give a directional statement to read something
• Tell the trainees something (other than the answer to the
concept)
• Ask a question(s)
• Review
• Expert
• Leading
Examples:
o Review: “Do you remember what middle column in the script is for?”
(Learner actions)
2•48
o Review: “What are learner actions again?” (When the learner does
something)
o Expert: “Those of you who are good at Math, what’s 4 + 3 + 8 + 10 + 5”
o Leading: “Why do you think it was hard for you to get to 30?” (Too much
all at once)
o Expert: “What’s 4 + 3?” (7)
o Expert: “Add 8 to that.” (15), “Add 10 more” (25), “Now, add 5 more to
that” (30).
o Leading: “Why was it easier to do it that way?” (Step by step).
o Leading: “If I asked you to tell me how to get to the commons area where
they serve breakfast from this room, could you do that?” (Yes)(Make sure
at the beginning of this class, you make sure they all found it).
o Directional: “Somebody tell me specifically from your desk how you
would do that.” (Walk out door, go down steps, turn left…(Whatever they
say)).
o Review: “Could you follow those directions?”
o Leading: “What do they need steps for the math problem, and not for the
directions to the commons?” (They hadn’t seen the math question before,
so they needed step by step, but they already knew the way to the
commons, so multiple steps were ok).
Step 4: Give Synthesis Directional
This is the part where their light bulbs go on….the part where the trainees are
required to answer the concept in their own words without being told the answer.
Rule: Trainer cannot give them the answer…only the directional for them
to figure out the answer.
Example:
o Synthesis Directional: Take 60 seconds and write down in your own words
when it’s appropriate to combine multiple actions in one sentence vs.
when it’s not.
o Synthesis Answer: When it’s a new concept or workflow for the trainee, it
needs to be step by step, but if it is review, from earlier in this lesson, or
from a previous lesson, you can combine actions.
2•49
Write-it-Down Box for Synthesis Answer

If you decide to ask the trainees to write down their answer to the synthesis
directional,
• Give them a Write-it-Down Box to write their answer it. This will:
# Make it seem more important and
# Allow you to more easily check their answer later for
understanding
Step 5: Go Over The Answer:
Now it’s time to give trainees the correct answer. Options to do this:
• Find someone with the right answer and ask them to share it with the class
• Tell them the answer
• Display the answer on a visual aid
• Display the answer in an answer key (in the companion)
Step 6: Check for Understanding:
• Walk around and look at each paper/screen

• Thumbs Up/Down
• Have Trainees Raise Hands
Step 7: Update Lesson Plan:
If your light bulb worked, great! If not, you may need to do some tweaks.
When you present in class, there are 3 possible reactions that trainees will have to
your Synthesis Directional. Here’s what they are, why they occurred, and what
you should do about them:
2•50
Activity: Write The Script To Present Your Light Bulb

Write a script to teach your light bulb tomorrow. (10 min)
State The Concept Directional

The idea here is to get them to recognize the importance and need for the
concept by asking them to do something.
State Concept Hook

This tells trainees WHY they would want to learn this concept…What’s in
it for me?
Get Trainees Ready For Synthesis Directional

This involves questions and statements by the trainer to the trainees that
are like little hints that get them closer and closer to be able to answer the
synthesis directional later on and get their light bulb to turn on.
2•51
Give Synthesis Directional

This is the part where their light bulbs go on….the part where the trainees
are required to answer the concept in their own words without being told
the answer.
Decide How You Will Go Over Answer

Now it’s time to give trainees the correct answer. Options to do this:
• Find someone with the right answer and ask them to share it with
the class
Decide How You Will Check For

Understanding
Options to do this:
• Walk around and look at each person’s screen/paper
• Thumbs Up/Down approach
• Have trainees raise hands
Lesson 3
No Learner Left Behind
No Learner Left Behind 3!
Determine Whether Trainees Got It 4!
Determine who understands 5!
What is a benchmark? 5!
When to use a benchmark? 5!
How to use a benchmark? 5!
Determine who remembers 8!
What is a review? 8!
When to use a review? 8!
How to use to review? 8!
Determine who is able to perform critical tasks 9!
What is an independent assessment? 9!
When to do an independent assessment? 10!
How to do an independent assessment? 10!
Manage the Pace of the Class 13!
Defining Pace 13!
Set Boundaries & Expectations For Pace 13!
Set Bell Curve Expectations 13!
Introduce the pact 14!
3•2
Set expectations about out of scope questions 14!

Introduce the buddy system 15!
Manage the Pace of the Majority 15!
Help the Majority Follow Along 15!
Help the Majority Understand 15!
Manage Speaking Pace 16!
Manage the Pace For the Slows 18!
Work the Room for the “Minority” Pace 18!
Implement the Pact for “Minority” Pace 19!
Implement the Buddy System for “Minority” Pace 20!
Manage the Pace for the Fasts 20!
3•3
• Determine Whether Trainees Understand What They Have Been Taught

• Determine Whether Trainees Remember What They Have Been Taught
• Determine Whether Trainees Can Do Critical Tasks
• Define Pace
• Set Appropriate Expectations for the pace of the class
• Manage the pace of the majority of the Class
• Manage the pace of the minority of the Class
3•4
Determine Whether Trainees Got It

The most important question I can ask a trainer/teacher after they are done
training is this: “Did they get it? How do you know?” This section shows you
how to find out every time for every student who does and does not “get it”.
“Got it” Purpose Steps

Tool
Benchmarks ! DETERMINE 1.
WHO
UNDERSTANDS
2.
3.
4.
! FIND OUT WHO
TO TUTOR 5.
6.
7.
Oral ! DETERMINE 1.
Reviews WHO
REMEMBERS 2.
3.
! SOLIDIFY THEIR
4.
LEARNING 5.
3•5
Independent ! DETERMINE 1.
Assessments WHO CAN DO
CRITICAL TASKS 2.
ON THEIR OWN
3.
4.
5.
6.
7.
Determine who understands

What is a benchmark?
A benchmark check is a way to determine if trainees understand a very difficult

concept that requires leading and synthesis in order for them to fully grasp it. A
benchmark also can help you determine who in the class does not understand.
This is a way to hold each individual trainee accountable for an answer.
Ultimately, the purpose of a benchmark is to identify who to tutor.
When to use a benchmark?
! Anytime you’d intuitively ask “does that make sense?”

! Things that are Important AND…
! The trainer doesn’t know if the trainees already understand, AND…
! Require Synthesis:
• Light bulbs
How to use a benchmark?
1. Tell trainees that you’re going to see if they understand

• Ex: “Let’s see if you understand this.”
• Ex: “Xyz will be on the exam. Let’s make sure you understand
x before you leave today so that we know you’ll be successful.”
• Ex: “I have a few questions for you. If you can answer the last
one, you understand this.”
3•6
2. Give a synthesis directional that asks them to answer a concept, and 30-
60 seconds to achieve it. Options to do this:
• Have them write the answer.
• Ex: “Take 60 sec, and write down why you think…”
• Have them agree on an answer with a buddy
• Ex: “Take two minutes and agree on the answer with your
buddy.”
• Ex: “Take two minutes and agree on the answer with your
buddy – assign one person the writer and one the relayer.”
• Ex: “Take two minutes and verify what you have written
down on your paper with your buddy and make sure you
understand.”
• Have them think about an answer in their minds
• Ex: “Take 30 seconds, and think about the answer in your
head.”
• Have them choose a multiple choice answer
• Ex: “Take 30 seconds and decide which of the following is
the correct answer.”
3. Go over the correct answer. Options to do this:
" Find someone who is right and call on him or her.
" Display the answer on a visual aid
" Tell them the answer
4. Find out which trainees were/weren’t correct. Options to do this:

" Look at each screen/paper
" Thumbs up/down technique
" Raise Hands
3•7
The Thumbs Up/Down Technique

You can use this technique to evaluate a benchmark check. Tell your
trainees to put a fist in front of their chests and give a “thumbs up” if they
got the benchmark right and a “thumbs down” if they did not.
This does 2 things:
1. It tells you if each member of the class understands the objectives.
2. It doesn’t make any one individual look foolish in front of his
peers, since the fist is secret.
Teaching Tip: Multiple Choice Benchmark Questions

One of the coolest tricks is to use a multiple choice benchmark question.
Give them a directional to answer the question and select whichever letter
is the most correct in their mind. This will allow you to easily find out
who is right or not by using the 3 techniques above to find tutoring
candidates.
1. Teach those that do not understand

• Help people understand when it can be done quickly in class: Do
this when there are a large number of trainees that don’t understand
" Re-teach the topic in a way that’s different than how you
taught it before. (see task: Make Things Easy to Understand)
• Help people understand when it requires 1-on-1 tutoring out of
class.
" Document who did not get the correct answer. Options to do
this:
o On the seating chart
o In your mind
o On a roster or other notes
" Offer one-on-one help for people who did not get the right
answer. Set up a time and location to do this. Options include:
o 4:40 (at the end of the day), 8:00 (before the next
day starts), Lunch, Breaks, Through email, Through
phone, Offer a choice for the trainee
• Tutor the trainee
" Identify the trainee’s learning style by asking if they would like
to write down the steps (take notes) or if they’d like you to
3•8
o Step learners will want you to give them the steps

o Create learners will want to write it themselves
Teaching Tip
After giving encouragement for a benchmark
Use tone/pauses to reinforce the sincerity & validity of this encouragement
Determine who remembers

What is a review?
Review questions are used to determine who remembers what has been taught to
them, to help people remember what they have been taught in the past, and to
cement learning that has occurred. A review is not to be mistaken for a
benchmark, because it does not determine if individuals understand. A review
doesn’t hold each individual trainee’s answers accountable. To do this, see
Benchmark Checks.
When to use a review?
! When you want to see if/help trainees remember

! Anytime you’d intuitively say, “Let’s review…”
Reviews are appropriate for:
! Things that are important
! Things the trainer knows that the trainees already understand:
• Non-light bulbs
• Light bulbs that do not require synthesis
• Synthesis questions that you are sure everyone understands
• Questions you know trainees have got
How to use to review?
3. Tell trainees that you’re going to see if they remember what they were
just taught
• Ex: “I have a few questions for you. IF you can answer
them, you are remembering this stuff.”
3•9
• Ex: “Let’s see if you remember what you just learned”

• Ex: “Remind me again, what’s the definition of …?”
• Ex: “Let’s do a review of …”
• Ex: “So, what we’ve done so far is…let’s review.”
• Ex: “Xyz will be on the exam. Let’s review it to make sure
you remember …”
4. Ask the question(s), and instruct the trainees on how to respond.
Options to do this:
• Have them answer orally
• Have them write the answer
• Have them agree on an answer with a buddy
• Have them think about an answer in their minds
5. Give trainees the correct answer. Options to do this:
• Acknowledge someone who has answered correctly
Determine who is able to perform critical tasks

What is an independent assessment?
An independent assessment is a way to find out if trainees are able to perform

critical tasks that each trainee needs to be able to accomplish based on the job
role that they will be performing when they leave this class. Asking them to
demonstrate a task prior to leaving the classroom not only assures you, the
trainer, that they can do the real world tasks that they need in order to do their
job well, but it also reassures the trainees that they have learned something
that has immediate value in their job roles. This is a fundamental principle of
adult learning, and will encourage your trainees to look forward to future
training. This is ultimately the “follow through” on the original promise made
in the Hook, which told them that their needs would be met.
There are 2 key qualities of an independent assessment
" They’ve done this task before
3•10
" It’s a different scenario now.

When to do an independent assessment?
! When you want to see if the trainee can do the tasks that they need to do
for the role that they will be in.
• Anytime you’d intuitively say, “Let’s see if you can do this
yourself…”
! When the trainees have already had an opportunity to do the task
successfully (i.e. in a hands-on exercise)
Independent assessments are appropriate for:
! Things that are Important AND:
! Any trainee should be able to do the task by the end of class:
• Tasks that commonplace in their job role
• Tasks that require conceptual understanding in order to be able to
apply to new situations
• Tasks that, if a trainee can see that they are able to do it, they will feel
good about themselves and the training
How to do an independent assessment?
1. Tell trainees that you’re going to see if they can do this.

• Ex: “Let’s see if you can do this.”
• Ex: “Xyz will be on the exam. Let’s make sure you can
performs x before you leave today so that we know you’ll
be successful.”
• Ex: “Abc will be something you’ll need to do day to day in
your jobs. Let’s make sure you can performs x before you
leave today so that we know you’ll be successful.”
• Ex: “I have a task for you. If you can complete it, YOU
GOT it.
2. Give a directional that asks them to complete a set of tasks, and 5-15
minutes to achieve it. Options to do this:
• Have them complete the tasks in the live system
• Ex: “Take 5-10 minutes and perform the following task.
When you are finished, raise your hand and show me the
answer.”
3•11
• Have them complete the tasks via e-learning

• Ex: “Take 5-10 minutes and perform the following task
using the elearning module. When you are finished, submit
your answer to see if you are right.
• Have them write the answer to how they would complete it
When you are finished, write down the steps for how you
completed it.”
• Have them agree on an answer with a buddy to how they would
complete it, and then write it down
When you are finished, check with your buddy to make sure
you did it right. When you are both finished, raise your
hand and show me the answer.”
When you are finished, answer this multiple choice
question to make sure you did it right.”
3. Find out which trainees were/weren’t correct. Options to do this:

" Trainees raise their hands. Look at their individual
screens/paper
" Check trainer PC and then use a thumbs up/down
approach.
4. Make trainees feel comfortable asking questions
• Ex: “What questions do you have about ‘task x’?”
5. Teach those who cannot do the task
• Help people remember when it can be done quickly in class
" Re-teach the series of tasks in a way that’s different than how
you taught it before. (see task: Make Things Easy to
Understand)
• Help people remember when it requires one-on-one tutoring out of
class
" If you are going to do this at a later time, document who did
not complete the task. Options to do this:
o On the seating chart
3•12
o In your mind
o On a roster or other notes
" Offer one-on-one help for people who were unable to complete
the task. Set up a time and location to tutor the trainee.
Options to do this:
o 4:40 (at the end of the day), 8:00 (before the next
day starts), Lunch, Breaks, Through email, Through
phone, Offer a choice for the trainee
• Tutor the trainee
" Identify the trainee’s learning style by asking if they would like
to write down the steps (take notes) or if they’d like you to
o Step learners will want you to give them the steps
o Create learners will want to write it themselves
3•13
Manage the Pace of the Class

Defining Pace
There are two main components to setting pace:
1. Manage the pace of the majority of the class
2. Manage the pace of the minority of the class
Most trainers define pace as how fast the trainer talks and gets through the
material only. In reality, this is just one piece of what makes up a class’s pace.
There are, in fact, two pre-requisites to the trainer’s/lesson’s speed:
! Techniques to ensure that trainees can follow along
! Techniques to ensure that trainees can understand.
Teaching Tip
No matter what pace you go, all but one of the trainees would not have
chosen that pace.
The key is to use tools to make it look like the pace works for everyone,
regardless of how fast they are.
If the majority of trainees are able to follow along and understand, then the speed,
with which the trainer is speaking and getting through the material, is by default
appropriate.
In this section, we’re going to talk about some tricks to use to manage pace across
the board for both the majority and minority.
Set Boundaries & Expectations For Pace

Set Bell Curve Expectations
Everyone knows a trainer can only go at one pace. The key is to find the right
one. A good trainer’s pace will always be at the bell curve of that particular class.
That means that if the class is full of a bunch of fast learners, the pace will be
faster than normal and vice-versa. Trainees need to know you plan to do that and
why. Here’s how to do it:
Ex: “There are a lot of different experience levels in this room. Since there is no
speed that will be perfect for everyone, I am shooting for the middle.
3•14
For those of you who work at a faster pace, I’ve included a number of ‘If
You Have Time’ activities that allow you to go at a speed that is
comfortable for you.”
Introduce the pact
Anticipating that you will have both fast and slow types of learners in your class,
who all need to follow along on the same system, start out class by asking them:
• “How many of you like to follow along on the computer as I teach?”
• “How many of you just like to watch?”
• “Is it possible for me to go at a pace that works for everyone?”
Because the answer to the last question will almost always be “no,” all you need
to do is make sure the class is aware that there is no training speed that will make
all of them happy. Find a speed that works for you and it will facilitate your best
training.
After the class recognizes that you cannot train at a speed that works for
everyone, make an agreement with them:
“If in trying to follow along with my demonstration you get lost, stop following on
your computer and just watch me.
In return, I promise to give you time to complete hands-on exercises in
your workbook/companion at your own pace that will teach you the same
material I covered in the demonstration.”
Set expectations about out of scope questions
You can answer these questions, just not in front of the whole class – wait until
after class when only the people who want to know the answer are there.
Punt Out of Scope Questions…Do it.
If you try to answer out of scope questions in front of everyone, there will
be trainees that think:
# You are going too slow because they’re not interested in the
questions
# You are going too fast because they can’t follow the question or
the answer since it’s out of scope.
3•15
Introduce the buddy system
No matter how hard you try, there will always be a few stragglers who just can’t
follow along. That’s what the person sitting next to them is for. They are a lot
more convenient for these “slow” trainees that you are. You’re in front…they’re
right next to them. So, why not use them? Here’s how it works:
Have them introduce themselves to their buddy before intros. Then, during intros,
tell them to ensure they and their buddy is logged in correctly. This is efficient in
that it ensures they’re logged in prior to the end of intros. It also is a great
immediate practice & application of the buddy system.
Ex: “The person next to you is your buddy. If you feel a little lost, check
their screen, see where they are – they’ll come in handy. If you haven’t
met them yet, take a second and introduce yourself.”
Manage the Pace of the Majority

Help the Majority Follow Along
Sometimes, it isn’t pace at all – the trainer isn’t going “too fast”: the problem is
following along. When trainees are not following along this can affect whether
they feel the pace of the class is too slow or too fast. By making things easy to
follow along, the majority can stay with the trainer in terms of pace. For more
information on this, see the previous chapters section entitled: “Make things easy
to Follow Along With”.
Help the Majority Understand
Other times, it isn’t pace at all either –the problem is understanding. When
trainees do not understand challenging concepts, this can affect whether they feel
the pace of the class is too fast. By making things easy to understand, the
majority can understand, and stay with the trainer in terms of pace. For more
information on this, see the previous chapters section entitled: “Make things easy
to understand”.
3•16
Make Things Easy To Understand

When there are a large number of trainees that don’t understand after a
topic has been taught…
…Re-teach the topic in a different way than you taught it before.
Manage Speaking Pace
Yeah, it’s this one…the age-old problem for some - the trainer is speaking at a
pace that is too fast or too slow. The solution is that good old bell curve again.
There are some ideas.
Why do some trainers speak too fast?
• Interesting/Cool topics
When things are interesting or cool, the tendency is to talk faster. Many
times, these things that are interesting are also important. It seems that
when anticipating something interesting/cool or things that are exciting to
talk about, the energy level goes up, and then the more important
something is, the faster the tone pace becomes.
• Nervousness
When a trainer gets nervous, they speak faster, almost every time.
• Fear of patronization:
The fear of patronization exists predominantly when a trainee tries to
make the trainer slow down, and then there is a fear of patronizing other
trainees, and when the trainer slows down, the others make think the
trainer is talking down to them or patronizing people.
" Ex: If someone were to say: “This is important, write this down” –
in a slow pace – it would feel like kindergarten.
The fear of patronization is further compounded by the fact that if
patronized, trainees may check out and thus we lose their attention.
How to slow down your speaking pace

1. Slow down on important topics
2. Say “Write-it-downs” twice
3. Write when they write
4. Pause after important statements
5. Give directionals after important statements
3•17
• “Think about that.”

• “Debate that with your neighbor.”
• “Write that down.”
Why do some trainers speak too fast?

• Worried about losing the Slows
How to slow down your speaking pace

1. Work the room
• If many are behind, speed up
• If just a few are behind, use the pact.
When running out of time…

Do not let them know the class is behind (even if they are). Roll with it
either way so that they still feel that their goals/needs are being met.
Do not say the following:
• We’re running out of time, so I’ll have to rush through the rest
• I’ll have to not cover these pieces
Instead:
• Politely redirect big or off-topic questions
• Offer follow up after session or at break
• Pull it together
• Summarize the major points
• Thank them
3•18
Manage the Pace For the Slows
Three Kinds of Question Askers

There are 3 kinds of slow learners that just can’t follow along. Working
the Room allows you to handle even the most challenging of ‘slows’.
1.
2.
3.
How to Handle Slow Learners
1.
2.
3.
4.
5.
Work the Room for the “Minority” Pace
IF THE ABOVE TOOLS for “Majority” follow along & understanding don’t do
the trick, then you’ll need to work a little harder as a trainer by working the room.
Work the room to:
! Get them on right page/screen
! Determine what directional or question you may need to use to get
follow along
! Find “fasts” that are done and bored
! Find “slows” that are lost
! Find distracted inefficients.
3•19
Teaching Tip
When you are about to click something on your “driver” screen, before
you do…..
! Hover your mouse over the next step, and leave it there
! Then work the room as you explain to them what they need to do
next.
This will allow the trainees who fall behind to figure out what they should
have clicked on.
There are just some trainees that fall behind on the screens. This is inevitable and
unavoidable (especially without a floater/driver).
If it is just one trainee that is behind:
If it will take 7 seconds or less to get the trainee caught up
# Do it on the spot.
# Give the rest of the class something to do
# Turn your microphone off while you are helping the trainee
If it will take more than 7 seconds to get the trainee caught up
# Ask the floater/driver to help the trainee get caught up
# If you find that you HAVE to tutor in the middle of a lecture
o Give the rest of the class something to do
o Turn your microphone off while you focus on an individual
trainee.
Implement the Pact for “Minority” Pace
If you don’t HAVE to tutor in the middle of the lecture, then you can use the pact.
Correct use of the pact should minimize frustration or even panic among your
slow, meticulous, or computer-challenged trainees.
! “If in trying to follow along with my demonstration, you get lost, stop
following on your computer and just watch me.”
" “In return, I promise to give you time to complete hands-on
exercises in your workbook/companion that will teach you the
same material I covered in the demonstration.”
3•20
Key To The Pact

*Remind your trainees of the pact whenever you see someone
getting frustrated by their inability to keep up with a demonstration.
Ex: “Go ahead and take your hands off the mouse and just watch me. When
we’re finished, I’ll come back and get you caught up.”
Implement the Buddy System for “Minority” Pace
" Ex: “Take a look at my screen. Now, make sure you and your buddy are
both here, and if not, help get them there.”
Manage the Pace for the Fasts

Why are the fasts so fast? Seriously…if you are training at the bell curve, making
things engaging, easy to follow along and easy to understand, then what’s the
problem? Here are a couple of possibilities and what to do about them:
• They just pick things up quickly
• They are experienced
How to Handle Fast Learners
1.
2.
3.
4.
Retention
Trainees retain 90% of what they teach, 70% of what they do, and 30% of
what they see/hear
Lesson 4
Q&A - Maverick Style
Q&A - Maverick Style 2!
The Big Picture 3!
Set a Boundary & Expectation 4!
Listen To Their Question 5!
Prepare Your Response 6!
Answer In-Scope Questions 7!
If You Know The Answer… 7!
Pull In the Other Trainees to Listen To the Answer 8!
If You Don’t Know The Answer… 10!
Punt Out-of-Scope Questions 12!
Use Good Body Language & Tone When Answering Questions 15!
Body Language 15!
Tone 15!
Preparation for Class Questions 16!
Eliciting Questions 17!
!! “What Questions Do You Have?” 17!
Dealing With the Derailed Class 18!
Questions not to be answered During a Lecture 18!
4•2
• Be prepared for the types of questions your class will ask during a lecture
• Set Expectations
• Elicit appropriate questions from your trainees during a lecture
• Listen to trainee questions to determine whether/how to answer
• Answer in-scope questions effectively
• Punt out of scope questions effectively
• Use good body language, facial expressions, and tone
!
!
4•3
The Big Picture

Power Point
There are two different types of question askers that you will get in your
classroom.
1. Those that ask questions that only they and a few others need to know.
These are called Out of Scope questions.
2. Those that ask questions that most trainees need to know right now in
class. These are called In Scope questions.
Keys To Answering Any Question
Show Trainees That…
1.
2.
3.
Here are the steps to answer a question

1. Set a boundary & expectation
2. Listen to their question
3. Prepare your response
4. Answer In-Scope Questions
5. Punt Out of Scope Questions
4•4
Set a Boundary & Expectation

Are you tired of getting questions completely off topic that you have no idea the
answer to? Want to know every answer, AND still meet every learner’s need and
still answer every single question? Then start off the class by setting an effective
boundary with the class so that they know what you will do (not what they have to
do). This should be done right before the first lesson (after intros, not during)
Power Point
4•5
Listen To Their Question

What makes a good listener?...Someone that shows the speaker that they hear
them and understand what they are saying. That’s your job when you listen to
questions.
There are three things you can do to effectively SHOW that you are listening to a
trainee’s question:
1. Keep feet and body open to the entire class
2. Point head and eyes toward asker.
3. Repeat the question
Why Repeat a Question?
1. It helps you and others hear it

2. It verifies you’re answering the right thing
3. It shows them you care
4. Buying yourself time
4•6
Prepare Your Response

Most trainers, when listening to a question and preparing their response, ask only
1 question: “Do I know the answer or not”. It’s not whether you know the answer
or not that determines how you answer a question or whether you answer a
question. (At least not at first)…It’s whether the question is in scope or not.
Instead of simply asking yourself if you know the answer or not, try the
following 6 checkpoints to prepare your next response to a trainee.
1. How can I repeat this question so that the trainees can’t tell if I know the
answer? (Poker Face)
2. Is this question in scope or out of scope?
a. Formula:
i. Is it on topic or not? (yes/no)
ii. Should this be in the class or not? (yes/no)
iii. Will this be covered later? (yes/no)
3. What tone and body language should I be using during the course of my
interaction with this trainee?
a. Look at the person that asked the question while they ask.
b. Look at everyone else while you answer
4. Do I know the answer or not?
5. What steps should I take to answer this question or to defer the answer to
this question?
6. What follow up do I need to do for this question?
Memorize the list above. Then, practice it…again and again. It can
MAKE or BREAK your training experience when answering questions.
4•7
Answer In-Scope Questions

An in scope question is a question that:
" Most everybody needs to know the answer in this class, right now
" It is in the planned objectives for the class
" The average trainer knows the answer
" Includes back pocket questions
“Back-pocket” Knowledge
This is information that typically gets asked in class but shouldn’t go into
the companion.
You should always have good, researched answers to the “Top 10”
questions for any class in your back pocket, so that you can quickly clarify
a point or give additional information. This will boost your credibility.
Let’s think about this for a second…if it’s an in-scope question (i.e. something hat
you had planned to teach) and you, the trainer, know the answer, then why are the
trainees asking it? There are four reasons why trainees ask in-scope questions:
1. It was already taught and:
a. The trainee forgot the answer
b. The trainee doesn’t understand
2. Trainer is planning on covering it later in class
3. It’s not in the plan to be covered, but should be
If You Know The Answer…
How To Answer In-Scope Questions …(Power

Point)
" Body Language - Sweet Spot, Good Eye contact, Good Posture,
Confident approach, stand still, calm
" Tone – Positive, inviting tone
1. Repeat/paraphrase
4•8
2. Show you Care
3. **Pull in the other trainees = eye contact +…

Make sure everybody are in the know
Restaurent, none out of 20 got the salad.

Little girl, sounds like you didn’t get a salad.
4. Answer the question

5. Show you met the need Optional, “did that help”
6. Thank them for the question Thanks for that question
Pull In the Other Trainees to Listen To the Answer
Did you notice that no matter which scenario a trainer is presented with when
answering an in-scope question, one of the keys nearly every time is to pull in the
other trainees when answering the question? Why is that? Imagine you were a
waitress at a restaurant, waiting on a large party table with 20 people, and you are
off in the corner working on something else, when a little girl from the table
comes up to you and says, “Are you going to bring me a salad?” You bring her a
salad, and she thanks you…meanwhile, some of the other patrons at the table
haven’t gotten their salad! That’s exactly what it’s like for a trainee if you only
look at the asker as you answer a question.
4•9
Here’s how to pull in everybody, including those that didn’t even ask the
question.
Think of answering questions as teaching, not answering questions. In other
words, if it’s in scope and everyone needs to know it, the asker is just a messenger
to the rest of the class.
If you were teaching a class, what’s optimal eye contact? It’s 100% of your eyes
shifting from trainee to trainee throughout the room.
Well, answering a question is NO DIFFERENT! Everyone needs to know this
answer or you would have punted it. It’s in scope, you know the answer, and
others need it, so teach EVERYONE.
Here are some sure fire ways to engage and get follow along from the entire class
when answering a question:
• Use of board
o “Take a look up here”
• Use of companion
o “Trainee x brings up a good point”
o “You note takers, turn to page x…”
o “Page 6. Don’t turn the page…”
o “If you aren t going to remember, jot it down”
o “Circle X”
o “Highlight X”
o “Take a look…”
o “Take out a piece of paper...”
o “Turn to page…”
• Refer back to Big Picture PP
• Asking questions of class
o Expert Questions
# “Who else…?”
# Or, just addressing the experts
• “Hey – this is something all of you will want to
hear”
• “This is something you, xyz role will want to hear”
o Active Questions
# “Did everybody hear that?”
# “How many of you can relate to that?”
# “We don’t like double entry do we?”
# “Can you picture a time where you had to…?”
• “Can you picture a time where you had to enter
charges with more than one anesthesiologist?”
o Review Questions
# “To answer this question, let’s review...”
4•10
# “Who remembers what a ...?”

# “How many of you can relate to that?”
#Repeat and then ask: “how many of you can relate to that?”
#“Hey, what page is this on” – this is a good one to buy
yourself some time and use (& keep busy) the
overachievers in your class.
# “We don’t like double entry do we?”
o Leading Questions
# “Do you think every case is going to have
anesthesiologists…?”
• Use of enthusiasm
o Ex: “This is important.”
Cover it Now or later?

You weren’t planning on covering it until later, yet someone asked
anyway. Should you cover it now or punt it till later?
General Recommendation:
• If it’s something that will help them understand or follow along
something that you are currently teaching, then cover it now.
• Otherwise, punt it till later.
If You Don’t Know The Answer…

!
Use A Get out of Jail Free Card …(Power Point)
1. Repeat/paraphrase
2. Show you Care
3. Pull in the other trainees
4. Admit you don’t know the answer, but will meet the need
(how/when)
4•11
5. Write down the question on your Question Sheet (Appendix A)

6. Put a check on the seating chart for that individual
7. Thank them
8. Follow up
9. Add to core material OR…back pockets

1. !!
4•12
Punt Out-of-Scope Questions

If it’s out of scope, you weren’t planning on covering it. What’s more, it’s not
even something that should be covered…that’s definition of out of scope.
Apparently, you and the rest of your colleagues have all agreed that this is not part
of the general objectives of the class. So, if you cover it, you are now choosing to
give one person oxygen at the expense of 31 other people. Punt Out of Scope
Questions…It’s the right thing to do. It doesn’t mean you won’t answer it…you
will, just not now and not to people who don’t care or need to know the answer.
You’re punting to a time where only the person or people that want/need to know
will hear the answer.
An in scope question is a question that:
1. Most everybody does not need to know the answer in this class
2. Not in the planned objectives for class
3. Not included in back-pockets
4. Average trainer knows 5-50% of the answers.
Should I REALLY punt out-of-scopes?

Assuming that the trainer knows 75% of the out-of-scope answers (which
btw is generous – the average trainer knows less), then if a trainer gets
asked 20 out of scope questions, that means that the trainer won’t know
FIVE of them….
Remember, 3 is the max to use a GOJF card before credibility is lost.
If you set good expectations about questions up front, 75% of the out-of-
scopes will not be asked. Think about it….
How To Punt Out-of-Scope Questions …(Power

Point)
1. REPEAT/PARAPHRASE QUESTION
4•13
2. TELL THEM TO WRITE IT DOWN
3. TELL THEM WHEN, WHERE YOU’LL ANSWER IT

PULL IN OTHERS IF APPLICABLE
4. CHECK OFF NAME ON SEATING CHART

WRITE DOWN QUESTION ON QUESTION SHEET
5. REDIRECT (AND POSSIBLY THANK)
6. FOLLOW UP
Out-of-Scope Tricks
Trick #1:
Here’s a neat trick if it’s out of scope and you HAVE To admit you
don’t know the answer (For whatever reason)…
• "Are you asking because you're curious, or would you
like me to look that up for you?"!
This allows the trainees to understand that even though the trainer
doesn’t know the answer, it’s something that they shouldn’t need to
know and it’s a need the trainer is more than willing to meet.
Trick #2:
Despite not knowing the answer, you say, “Thanks for the
question. We’ll go over that at 4:30.” Then, at break, do your
research, call your experts, and find the answer.!
!
!
!
4•14
4•15
Use Good Body Language & Tone When

Answering Questions
Body Language
When getting ready to answer a question to show you are calm, confident, and
credible:
" Stand in the sweet spot
" Keep your feet open to the entire class, facing forward.
" The only part of your body that moves is your head (to make eye contact
with the question asker)
" Focus eye contact with the question giver.
" Stay quiet and listen
" While listening to the question, only use facial expressions, body should
stay still.
" Hands down at the side
" Shoulders back
" No pacing.
" As soon as you are done paraphrasing the question, there must be an
immediate show of body language which demonstrates that you will:
1. Meet their needs
2. You care about the question
3. You know the answer
Tone
When answering a question, whether you punt it or not, use a positive, inviting
tone.
" Before answering, the question, use your tone to pull in the other trainees
(See How to Pull in other trainees to listen to the answer).
" Inflections of the way you say your first statement to the question asker is
the most critical (example used: “Ah, that is a very advanced
question….”)
" Your first statement could be a paraphrase of what the question is, or why
you want to answer it
" To work on tone, take a sentence and write it on a piece of paper, and
circle what you think is most important. (Example used: What is the
purpose of the address link field”)
4•16
Preparation for Class Questions

Questions are an inevitable part of training, so it’s crucial to do some preparation
before you train and set expectations at the beginning of class.
While preparing for your class, you’ll want to ask other trainers about commonly
asked questions in that class; establish a good relationship with these people, as
they will become resources for future questions. Besides other trainers, identify
experts in the field and talk to them to obtain back-pocket knowledge about your
course material. Be sure to keep their phone numbers/e-mail addresses on hand
when you go to class.
At the beginning of class, set expectations about answering questions. Let them
know that there are some questions that you might not be able to cover during
class, but that you’ll be glad to go over them during breaks. Introduce the parking
lot (a sticky with unanswered questions) so that they see you’re serious about
answering their questions.
Remember the 90/10 Rule? The more you know your content, the better you’ll be
equipped to focus on handing the trainees’ questions effectively.
Difficult Questions
Be careful not to say at the beginning of class that there are a number of
questions you won’t know the answer to. You lose credibility that way.
Instead, just say that there may be some questions you might not be able to
cover during class, and that you’d be glad to go over those at breaks. And
leave it at that.
4•17
Eliciting Questions
As trainers, we like to ask the class for questions to make sure everyone is on the
same page and to encourage active participation. But if we aren’t careful in the
way that we phrase our invitation for questions, we can set up trainees to feel
foolish. There are two basic ways to invite trainees to share their questions.
“Does anyone have any questions?”
If you ask for questions this way, you set trainees up to look foolish, which is
their #1 fear, because they will feel like they are admitting they “don’t get it.”
This also gives them the ability to simply respond with “yes” or “no,” which
doesn’t really get their questions out into the open.
! “What Questions Do You Have?”

Asking the trainees what questions they have assumes that they do have a
question, establishes that it is okay, and even encourages questions. It keeps them
from looking foolish. Further, phrasing the statement like this keeps the trainees
from being able to respond with a simple yes or no; they can jump straight to the
heart of their question.
Get them to ask only questions YOU want them to ask:
“What Questions Do You Have About XYZ?”
XYZ = Task or Objectives you just covered and want questions on.
Remember to allow your trainees enough time to process and share their
questions. Wait seven seconds from the time you open the floor for questions until
you decide that no one has anything to ask.
You should invite questions at the end of every lesson or after a major grouping
of related objectives on which you’d really like to assess their understanding
before moving on. Be sure to do so with an inviting tone – not a down tone and
not too enthusiastic, either.
Additionally, ask for questions after an oral review to hammer home that they
indeed understand the material. Memorize the review questions beforehand, so
that you can be succinct and ask with confidence. Preceding the question session
with the oral review, such as the one below, will demonstrate to your trainees
their level of understanding and hopefully answer some of their questions
anyway, decreasing the chance for class derailment.
4•18
Dealing With the Derailed Class

Trainees sometimes get chatty during class, especially during a question-and-
answer session. One way to cut off these side conversations is to ask, “Did
everyone hear Bill’s question?”
Unfortunately, the problem may be more severe and you may find yourself in a
derailed class. A class has derailed when someone asks a question, and before you
can respond, several people jump in to interrupt. The class begins to have a
conversation amongst themselves as if you are not even in the room. Derailment
can also manifest itself as discussions of material irrelevant to the original tasks
and objectives, with little control remaining in the hands of the trainer.
Regaining Control of a Derailed Class
1.
2.
3.
4.
Questions not to be answered During a Lecture

As mentioned above concerning the parking lot, there are some questions that you
should not respond to during the class. On the other hand, if you gauge that the
question is something that everyone seems interested in, go ahead and answer the
question.
Questions Not to Answer in Class

Spend the next two minutes writing down as many types of questions to
which you don’t think you should respond in class. You can work alone or
with a partner.
1.
4•19
2.
3.
Answering Questions Outside of Lecture

For all of these, it’s important to answer the question eventually, just not in
front of the whole class. Defer the answer to a break or lunch, but be sure
to follow up.
Lesson 5
Pre Flight Checklist
Pre Flight Checklist 3!
Pre-Training Checklist 4!
Day-of-Training Checklist 6!
Ready to Train 7!
5•2
5•3

• Identify the things that need to be done prior to training

• Identify the things that need to be done on the day you train
• Explain when you know you are done practicing for a lesson
5•4
Pre-Training Checklist
So you’ve learned your application and taken this course. Now what? How do you
start to put into practice all that you’ve learned? Here are some concise steps to
becoming an effective trainer. Use this checklist as you prepare for your first
class, well in advance of the first day of training.
! Learn your content really well; learn it to use the 90/10 rule
! Create a seating chart template for your training room*
! Prep your humor for each class – what and when in the lesson*
! In your lesson plan, prepare the:
• Hook*
• Effective questions and their answers*
• Benchmark checks*
• Objectives for the lesson, the goals they fit into*
• Activities
• Written review (for a multi-day class, starting with Day 2)*
• Oral review (one per day)*
! Prepare an assessment tool that will allow you to determine if your
trainees “got it” or not.*
• Do this for each lesson/critical objective*
• Do this for the course as a whole*
! Practice and time your lesson plan, with or without an audience, as much
as needed to achieve the 90/10 rule
! Provide yourself ample time to revise your lesson plan as needed
! The day before training (or no later than 30 minutes before class starts):
• Test the projector and all trainee computer stations
• Handouts/companions at each workstation
• Sign in sheet ready to be used
• Write a welcome note and your name on the board
• Make sure you adequate stickies, whiteboard space, and markers
• Make sure you know where the restrooms are located
• Make sure you know the lunch/break schedule
* Parts of the checklist specifically applying to lecture.
5•5
The above checklist is useful for preparing to teach a whole course, but there are
certain elements (indicated with an asterisk) which are especially pertinent to the
lecture lesson. The most important preparation you can do for your lecture is to
know when and how to help your trainees to solidify new information and to
make sure that they know it.
For that reason, be sure to highlight the benchmark checks. If the lesson doesn’t
have any yet, identify them by reviewing your objectives and highlighting those
which are critical for Stage 3 of learning.
Also be sure to incorporate reviews into your lesson plan. For multi-day classes,
be sure to have one oral review per day and one written review per day, starting
Day 2. For classes lasting one day or less, include one review (oral or written)
halfway through class.
As you plan your lecture, flag each and every objective that your trainees need to
be able to do by the end of the lesson (that is, be at Stage 4) and include an
assessment opportunity for it. They should be able to demonstrate their
proficiency to you by either writing something down or showing you in the
system. Remember to add in something for the faster learners to do while waiting
for the slower ones to finish. Also make certain that your after-class assessment
(test, project) will adequately show mastery of the necessary objectives in the
system.
Critical Things to Do Prior to Training a

Lecture
1. Write out all objectives, label as algorithm, convention or concepts, star
the lightbulbs, put B next to benchmarks
2. Make sure you have all hooks in place
3. Write down and figure out all of your oral and written review
4. Figure out everything you are gonna write as visual aids
5.
Figure out every question you’re gonna ask
6. Get your first two hours down to 90/10
5•6
Day-of-Training Checklist
Use this checklist immediately before and during your class.
! Be in class at least 30 minutes before start time; this time should be set
aside for greeting and talking with trainees as they enter your classroom.
! Turn all computers on
! Have readily accessible your:
• Seating chart
• Syllabus
• Handouts
• Lesson plan script
! Fill out seating chart after you greet each trainee
! Introduce yourself (name and credentials) to establish credibility
! Begin with an icebreaker (write these on the seating chart as you go):
• Name & Role
• Personal goals (not related to workflows)
• Sharing (ex: What is your favorite childhood toy?)
! Start building rapport immediately by:
• Memorizing names (attempt to do so by noon)
• Offering your trainees choices
• Asking expert questions
! Elicit workflow goals from the class as a whole; write these on sticky
note.*
! As you address objectives, connect them to the workflow goals and check
those goals off.*
! Take out the lesson plan script and begin to teach. It is okay for trainees to
see you use this, as long as you are teaching effectively.*
! Offer breaks every 60-75 minutes; never exceed 75 minutes without a
break.
* Parts of the checklist specifically applying to lecture.
Concerning a lecture lesson, the most important thing to remember is to
continually refer back to the goals of the class and the trainees to maintain the
hook and remind trainees why they are there.
5•7
Ready to Train
It’s sometimes difficult to recognize when you’ve practiced your lesson enough
for a lecture. Remember that you’re striving for the 90/10 Rule: you know the
content so well that you can focus almost entirely on the trainees. Ideally, your
last time practicing the lesson should be seamless, and you should be able to get
through the content almost without effort. This will allow you to focus on the
elements of your teaching technique.
Elements of Your Teaching Technique

Once you have mastered content, on which elements of your teaching
technique should you be focusing the most?
Use the next two minutes to jot down your ideas in the spaces below. Feel
free to work alone or with a partner.
Appendix A
Seating Chart Tools
Seating Chart Tools 2!
Seating Charts 3!
Why Use These Seating Charts? 3!
How to Use These Seating Charts? 3!
Seating Chart for a Class of 12 Or Less 4!
Parking Lot for Questions 7!
0•2
Seating Chart Tools
Seating Chart Tools

• Use a Seating Chart To:

• Determine if your trainees got it
• Answer Questions
• Build Rapport
• Show Genuine Enthusiasm
• Handle Challenging Trainees
• Use a Parking Lot to Answer and Punt Questions
0•3
Seating Chart Tools
Seating Charts
Why Use These Seating Charts?
This appendix is an amazing tool. It will help:
• Determine if your trainees got it
• Answer Questions
• Build Rapport
• Show Genuine Enthusiasm
• Handle Challenging Trainees\
Goal of Trainer Objective Tool

Determine if they got it Benchmark Benchmark Check+
Answer questions Answer out of scope ? box~

questions
Trainee Expert Questions Role/Organization*
Credibility/Rapport
Rapport Learn Names Name*
Rapport Address Trainee goals Goal: write it down and

check it off+
Enthusiasm/Rapport Sincere Enthusiasm Endearing Quality+
Talk to trainee about
their interests
Handling Challenging Proactively prevent Challenging trainee~
Trainees incidents
Legend
*= Before Class +=Introductions ~=During Class
How to Use These Seating Charts?

You can literally print out each of the seating charts below depending upon how
big your class is, and you can use it to achieve any of the following goals and
objectives. As you are getting to know the trainees, write down anything in the
legend above that you think is useful, depending upon what your goal is above.
What’s more, there’s a questions sheet for you to use as a parking lot if you get
asked any questions that you do not know the answer to that you wish to punt to
later in the day. (See ‘Q&A Maverick Style’) chapter for more details on how to
do this.
0•4
Seating Chart Tools
Seating Chart for a Class of 12 Or Less
N: N: N: N:
N: N: N: N:
N: N: N: N:
Legend
N=Name O=Organization G=Goal B=Benchmark ?=Questions R=Role Fun=Endearing Quality
CT=Challenging Trainee
0•5
Seating Chart Tools
N: N: N: N: N: N: N: N:
N: N: N: N: N: N: N: N:
N: N: N: N: N: N: N: N:
Legend
0•6
Seating Chart Tools
N: N: N: N: N: N: N: N:
N: N: N: N: N: N: N: N:
N: N: N: N: N: N: N: N:
N: N: N: N: N: N: N: N:
Legend
0•7
Seating Chart Tools
Parking Lot for Questions
QUESTION TRAINEE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
0•8
Seating Chart Tools
Appendix B
Evaluations
Evaluations 2!
Evaluations 3!
Why Use Evaluations? 3!
What should go into an Evaluation? 3!
How to Design an Evaluation 4!
0•2
Evaluations
Evaluations
• Learn why you should use evaluations

• Learn what should go into an evaluation
• Design an Evaluation that will tell you whether you’ve achieved Elite
Maverick Status as a Trainer
$
0•3
Evaluations
Evaluations
Why Use Evaluations?
Evals are critical to:
• Find out if your trainees liked the class
• Find out if your trainees liked you
• Ensure that:
o The concept of the course were well organized
o The trainer knew the subject well
o The trainer communicated clearly and was easy to understand
o The trainers pace was just right – not too fast or too slow
o The trainer controlled the classroom in a nice way and kept
appropriate focus
o The class was enjoyable. The trainer kept my interest
o Personal attention and extra help were available, if needed
What should go into an Evaluation?

The following components are what I recommend for any evaluation to find out if
you, the trainer, have reached ‘Maverick’ Status.
1. Overall recommendation – put the trainer eval piece in front of the class
eval piece.
2. Instructor Evals recommendations

• Free text questions
o What did the trainer do that helped you learn?
o What suggestions do you have for this trainer?
• “Ratings” questions
o The concept of the course were well organized
o The trainer knew the subject well
o The trainer communicated clearly and was easy to
understand
o The trainers pace was just right – not too fast or too
slow
o The trainer controlled the classroom in a nice way and
kept appropriate focus
o The class was enjoyable. The trainer kept my interest
o Personal attention and extra help were available, if
needed
0•4
Evaluations
• Overall, which statement best applies to your experience with

this trainer:
o I would not recommend this trainer
o This trainer was not as good as I expected
o I would be comfortable taking another class with this
trainer
o I would look forward to other sessions with this trainer
o I would tell others about how exceptional this trainer
was
o This was one of the best trainers I have ever seen
• Additional Comments
How to Design an Evaluation

Check out the design below. What do you like about it? See how easy it is to
ready? See how it covers everything you have learned in this class? See how it
covers everything a trainee yearns for in a classroom?
Next steps: Take the above content and apply it to a color-coded evaluation
scheme similar to the below. Give it to your trainees and find out where you are
at. Then, read this companion and watch this DVD for 1 hour per day for 3
straight months and hand the evals out again. See if your evals don’t jump up to
Maverick Elite status…
$
Appendix C: Learning Style
Assessment
Which type of Learner are you?
In the boxes below are groups of words printed horizontally in rows. Read the four
groups of words in each row. Decide which of the groups of words is most like you
when you learn. Next to the letter at the bottom of the groups of words, rank order the
groups in that row from 4 to 1. Score each group of words giving yourself:
4 = For the group of words MOST like you when you learn something new
3 = For the next most like you when you learn something new
2 = For the next most like you when you learn something new
1 = For the group of words the LEAST like you when you learn something new
Use the same process for each row. Be sure to assign a different weighted number to
each group of the descriptors in each set; do not make ties. Please answer every item and
keep in mind there are no right or wrong answers.
Remember: work across each row, comparing the descriptors in each set.
C •2
Arrange Recipe Articulate Judicious

Blend Logical Huddle Diagnostic
1 Develop Structure Role-Play Investigative
A= B= C= D=
Hypothesis Vent Standardize Reconstruct
Explanatory GroupThink Practical Integrate
2 Determining Dialogue Tabulate Synthesize
E= F= G= H=
Regulate Thorough Invent Conversation
Methodize Validate Actualize Interview
3 Consecutive Philosophical Author PowWow
I= J= K= L=
Continuous Establish Verbalize Technical
Follow Build Consult Opinionated
4 Regular Formulate Exchange Testing
M= N= O= P=
Pondering Get Together Spawn Informative
Deduction Mentoring Devise Fine Points
5 Dispute Supportive Contrive Expectations
Q= R= S= T=
Score your results

Total the score for these word groups: A, H, K, N, S = _________ Create
Total the score for these word groups: B, G, I, M, T = _________ Step
Total the score for these word groups: C, F, L, O, R = _________ Talk
Total the score for these word groups: D, E, J, P, Q = __________ Research
Once you have your scores, plot them in the diagonals on the graph below to get a
visual depiction of how you learn best.
C •3
Interpret your results

Remember, everyone is capable of learning in all 4 styles. However, There are 1
or 2 that represent your main style of learning. As a trainer, teacher, professor,
presenter, or facilitator, you will tend to teach in the way that you learn.
You goal, then, is to harness the ability to teach well not just in your predominant
style, but also in the other 3 styles. Only then, will you become a centered
trainer.
Using the totals you just calculated, refer to the table below to evaluate which
learning preferences you have.
Strengths of Your Learning Styles
16 – 20 Very high learning occurs for you in this style
12 - 15 High learning occurs for you in this style
8 - 11 Moderate learning occurs for you in this style
25-49 Low learning occurs for you in this style
0-24 Very low learning occurs for you in this style
C •4
Analyze Your Learning Style…

I’m A Step Learner
I like to learn by first watching someone else show me the steps, and then trying it
on my own but only if I have guidance first from that teacher. Then, I like to
practice it again and again until I have it. I also like things to be practical. I don’t
want to learn a bunch of theory, only to never apply it to anything. Finally, I wan
structured expectations of exactly what is expected of me when I learn something
so that I know what it is I need to accomplish.
As an Step Learner, I learn best by:
• Using a structured workbook companion with predefined flows that have
sections, subsections to capture key ‘take-aways’.
• Having an agenda to know exactly where we are in the class and stay
organized.
• Writing down the steps to accomplish each of the “how to’s” that are taught in
class.
• Practicing what I have learned first with guidance, and then on my own.
• Hearing compelling hooks that explain WHY the class, each lesson, and each
concept is useful to me as an adult learner.
I’m A Research Learner

I want to figure things out on my own. I want to first become an expert at
something, and THEN I’ll discuss it with someone else, but not until I have had a
chance to really understand the big picture, read what I need to read, investigate
things, and then I really like to challenge everything I’ve learned to make absolute
sure it’s right. Only then am I willing to really make it a part of me.
As a Research Learner, I learn best by:
• Doing what I’m doing right now: researching and investigating on my own,
using this companion.
• Debating & disccussing the information in small groups after I have read up
and built up some expertise on the subject.
• Answering questions that spark ideas and thinking that requires me to explore
ideas and discuss them with others.
• Participating in a follow-up with discussions with the entire class, so that I can
come to my own conclusions with the guidance of the trainer
C •5
• Using visual aids throughout class to see and write about the big picture,
especially those that address multiple tasks or chapters at once to show the
relationship between them all.
I’m A Talk Learner

I just want to talk out loud and bounce my thoughts off another person so that I
can get my intellectual neurons firing. I talk to myself, my dog, my coworkers,
other students, anybody who will join me and talk about things as I learn them.
That way, I can learn by processing my thoughts out loud. I’m fine listening to
what others have to say, but I need to be able to give my thoughts to them
eventually out loud so that I can really process the information.
As a Talk Learner, I learn best by:
• Talking through ideas, experiences, and concepts in groups in order to process
information verbally with others.
• Working with a buddy to talk about key teaching points throughout the lesson.
• Answering questions that the trainer asks which are not obvious questions, but
instead require synthesis (putting the information in my own words).
• Answering ‘active learning’ questions that allow me to have a ‘silent’ 1 on 1
conversation with the trainer in my mind. (Think alouds). This acts almost
like a tutoring session for me in that I can answer question after question and
talk through the class rather than feel isolated by lecture.
• Asking questions of the trainer and other trainees to talk through the answer
on my own, where the trainer just listens and offers support when necessary.
I’m A Create Learner

I literally have to create something in order to learn it. When I go to lecture or
class, I take notes, and write down everything they say, but I really don’t
understand it until I rewrite all those notes so that it makes sense to me. People
think I’m unique this way, but it’s the only way I can really learn things. I have to
be able to do it myself, and not just do the steps, but actually create the steps and
create the entire learning process. When I make stuff up, I learn it. It forces me
to get in there, synthesize information by creating it, and many times, I can come
up with new ideas along the way!
As a Create Learner, I learn best by:
• Creating the answers to key concepts/steps/definitions in which I figure out
things on my own through trainer leading..
C •6
• Writing down important “take aways” that aren’t just copying down
information, but instead require synthesis (putting the information in my own
words) to take notes in class while listening to the trainer.
• Answering leading questions that I do not know the answer to up front, but
can figure it out with trainer “leading”. As long as the questions aren’t too
obvious, I get to create my own answer and use my imagination, something I
appreciate in an otherwise structured classroom.
• Working on a project on my own where I create the outcome.
• Ask creative questions along the way, whenever I get stuck

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MAVERICK

Elite Training and Teaching

©2010 by Rule The Room, LLC

Find us on the Web at www.ruletheroom.com

To report errors, please send a note to info@ruletheroom.com

Printed and bound in the United States of America

The Big Picture – Trainer Tasks

• Meet trainee needs

• Keep trainees attention

Teach All Learners

• Make things easy to follow along with

Answer Questions Effectively

Make Them Feel Comfortable Immediately 14!

Put the Frosting on the Break 35!

Get Them in the Palm of Your

Why Would You Want To Learn This?

Good Evaluations check for the following things:

Factor In the Trust Factor

Hook the Trainees

Why Build Rapport & Credibility?

Activity: Set the Stage For An Amazing Class –

At What Point Do You Get Nervous?

How Do You Overcome Nervousness?

Importance of Enthusiasm & Ways to Get

When & How to Incorporate Laughter into a

How Do You Overcome Nervousness?

Importance of Enthusiasm & Ways to Get

When & How to Incorporate Laughter into a

Build Up Your Confidence Prior to Their

Why do trainers typically get “Nervous”?

! Anticipating the possibility of getting a challenging trainee in the class.

When do trainers typical get “Nervous”?

When do Nerves Show Their Ugly Face?

Are you naturally Confident?

Master the Content

90% of your brain, when training, should be focused on_______________

Remember Your Personal Strengths

• Building and maintaining rapport

Remove Nervous Habits

Set the Table

Make Them Feel Comfortable Immediately

Ways to Make Trainees Feel More

Welcome Them – Make Them Feel Safe

The Full Welcoming Exchange …(Power Point)

3. Get their Role

4. Make small talk if time

5. Welcome them; Leave with Positive; Use Their Name #2

The Quick Welcoming Exchange… (Power Point)

2. Welcome them, leave them positive, use their name #2

! Nod as you listen

Show you “hear” them…

Listen Effectively With Your Body

Paraphrase What Was Said

o “I heard you say…is that right?”

Quick Steps To Listen Well …(On Power Point)

Activity: Listen Well (On Power Point)

Notes: Listen Well

Give the Class Last Minute Reminders