TCCC Instructor Training Presenter TCCC Instructor Training

Terminal Objectives Upon successful completion of this lesson, students will be familiar with the basic principles of an effective instructor.

Enabling Objectives Describe the general duties of an effective instructor Describe the three parts of classroom instruction Describe the instructor’s responsibility during classroom instruction Describe the different types of oral questions used during classroom instruction

Enabling Objectives (cont.) Describe the five step oral questioning technique Describe the various ways in which an instructor can enhance student motivation Describe the difference between classroom instruction and practical application

WHAT DOES INSTRUCTION MEAN TO YOU?

Purpose of Instruction "Cause students to remain motivated beyond the instructor’s influence and apply what they have learned on the job“ -Master Training Specialist Core Competency Qualification Requirements Study guide, July 2011

General Duties of an Effective Instructor Know the Material Knowledge of the subject matter Know your slides Know how to teach (NEC:9502) Be Prepared Prepare your classroom for yourself and students Be Motivated Add a personal touch to every class you teach Stay motivated and enthusiastic Know your material: As the instructor it is important that you know more about the subject matter than what the course covers. It is also important you know what information is on your slides and a rough idea of what order it comes in. Nothing is worse than being a student in a classroom where the instructor gets lost in his presentation or is constantly having to read off the slides. Knowing how to teach relates to the technical aspect of instruction. As an instructor you should be constantly working on your delivery techniques and looking for ways to improve. Prepared: Make sure you have the classroom environment prepared before the students arrive. This includes having your IMM set up and ready to go and having any student guides or handouts needed for your class on hand. The first contact you will have with your students is all visual when you walk into the classroom to teach. You want to send a positive message showing you are engaged, prepared and know what you are doing. Keep the students motivated: The responsibility of keeping the students motivated falls to the instructor. If you are motivated about your class it will inadvertently carry over to your students. You can greatly enhance their desire to learn by creatively using motivational techniques. Adding a personal touch can be anything from a personal experience you have had to a joke here and there to lighten the mood.

Three Parts of Classroom Instruction Introduction Presentation Summary Classroom presentation: classroom presentation is broken down into three primary blocks; Introduction, presentation and summary. There are several specific duties an instructor has during each of these areas of instruction.

Instructors Responsibilities Introduction Establish contact Introduce Yourself Motivating Statements What's In It For Me (WIFM) Safety Information Class Rules State Lesson Objectives Display and Read the Terminal Objectives and Enabling Objectives Establish Contact: Greet your students with a good morning/good afternoon, state you class rules, these could include things like bathroom, food and drink and cell phone policies. Give any pertinent safety information involved with any training materials. Point out the emergency exits, routs of egress and muster locations. Introducing yourself includes stating your name, giving your professional history and adding any other personal information or facts about yourself to help break the ice with the students and establish yourself as the subject matter expert. When meeting students for the first time a full introduction of yourself is required. If you see the same student body thereafter stating your name and proper greeting of the day will suffice. The what’s in it for me statement (WIFM) is where you explain to the student how the information you are about to teach them will either benefit them, or directly impact their job performance. State lesson objectives: Display your TO’s and EO’s read through them slowly and clearly and check for understanding after reading them before moving on with the class.

Instructors Responsibilities Presentation Teach from the Lesson Plan The slides display the talking points for the instructor The lesson plan displays added info supporting the talking points Ask Questions: keep the students interested check for comprehension keep the discussion moving Presentation: Teach the information effectively, again know your material. Practice teaching in front of an audience to polish your transitions and talking points. Deliver all the information while holding the students attention throughout your presentation. You will become more comfortable with the information before your day to teach.

Instructors Responsibilities Presentation (cont.) Be Professional (VEGAS) Voice Eye Contact Gestures/Body Movement Attitude Speech Presentation: Voice – Enunciate and speak at a regular rate of speech. Have confidence. Eye Contact – Maintain direct eye contact with your audience it makes them feel involved in the discussion. Gestures/Body Movement – is an important part of successful communication; body movements should be natural and strengthen your communication. Attitude – is the most important trait. Your speech reveals how you feel about what you say. Speech: NO PROFANITY, speak clearly, use correct grammar  

Instructors Responsibilities Presentation (cont.) Summary Review Key Points Check for Understanding and Recall Let Students Know you are Finished   Be professional: It is important to always maintain a professional environment while in the class room, showing proper respect when it is due but also maintaining control of the students.

Oral Questions • For two-way communication to take place between you and the students, use good, thought-provoking questions throughout the lesson. • The use of oral questions allows you to determine if you are maintaining essential communication.  

Oral Questions Primary Purpose: is to stimulate the students to think!  

Types of Oral Questions Factual/Close-Ended Ask for specific information Helps students memorize facts Arouses interest Focus attention on certain content Assist in determining the proper level of instruction

Types of Oral Questions Thought Provoking/Open-Ended Stimulate students to think Interesting in a way that makes you think of new ideas These questions are used to get your students engaged in the discussion and thinking about the course material.

Types of Oral Questions Interest Arousing Question A cue prompting curiosity or further thought Initially these questions appear to require a factual answer. The goal of this question is to focus attention and stimulate curiosity about the subject you are about to teach.

Types of Oral Questions Multiple Answer Questions May be used to increase student participation Cause students to think about the other students answers Generate a high interest level and improve listening skills Multiple answer: These questions have more than one correct answer, you would use them to generate more class involvement.

Types of Oral Questions Yes/No Questions Call for a simple answer Have value in arousing interest and focusing attention Encourage student participation Serve as a lead in into another question Yes and No: A yes or no answer is expected. You can use this question to focus attention, encourage participation or lead into another topic.

Types of Oral Questions Leading Questions Suggest their own answer Have value in arousing interest and focusing attention Emphasizing a point Help students think the matter through to the right answer Leading questions: Used to jump start their thinking process and lead them to the answer you are looking for. Confidence builder!

Types of Oral Questions Canvassing Determine who is familiar with a specific area of subject matter Provides information about the students experiences that you may find useful as the lesson progresses Canvassing questions: Determine who in the class is familiar with the information you are about to teach. It will also help you determine at what knowledge level to instruct the class.

Oral Questioning Technique Ask Pause Pick Listen Emphasize APPLE: this is the acronym that describes the proper way to ask a question. Things to avoid when asking a question: shot gun a student, not facing a student when listening to an answer, pointing with your finger or using a knife hand as this can make the student feel singled out. Ask: Ask the question. State it clearly, giving one central thought, by placing the interrogative word at the beginning of the statement to alert students that a question is coming Pause: Allows the students’ time to think through their answers. Vary duration of the pause depending on the difficulty of the question and the level of the students Pick: Call on the student by name to satisfy the student’s basic need for recognition and to answer the question. Spread questions around without establishing a predictable pattern. Listen: when listening to the answer make sure you completely face the student and maintain eye contact so the student feels you are engaged and interested in their response. Allow the student to completely finish before you being to answer. Evaluate/emphasize: as the student is answering your question evaluate it mentally to determine accuracy. If you are confused about their answer ask for further clarification. Upon determining the student answered to your satisfaction, you may need to repeat their answer in case the rest of the class could not hear. This also serves to re-enforce the correct answer in the students’ minds.

Enhancing Student Motivation Make the Subject Matter Interesting Plan motivational strategies to keep the students engaged Establish Goals Goals come directly from the learning objectives Provide Informative Feed Back Encourage the students Recognize good performance as well as areas that need improvement Make the subject matter interesting: Accomplishing this through natural charisma when teaching, researching interesting facts about the subject matter, telling jokes or adding personal stories. You can also devise games/competitions. Establish goals: The goal for the course is stated and accomplished by the learning objectives. It is your job to make sure you help the students successfully meet those goals. Provide informative feedback: Giving positive validation and constrictive feedback will encourage your students to participate more throughout the course.

Enhancing Student Motivation Show Interest In Your Students Develop a good rapport early with your students through two way communication Encourage Participation Be approachable and positive when dealing with students Encourage questions by verbally rewarding your students when they ask a question Example: "That’s a great question" Relate What They are Learning to a Real Life Situation If students see the subject as valuable or something they need, they will be motivated to learn

Practical Application Instruction More of an informal setting Re-enforcing the knowledge learned in the classroom through performance evaluation Why are you testing Informal setting: Are places where learning takes place outside of a formal classroom. There will be open communication covering any questions or added information you want your students to know. Re-enforce the knowledge learned in the classroom through performance evaluation: Practical applications are designed to take knowledge learned in the classroom environment and apply it in a real life situation. This could be done through simulation with mannequins or personnel. Why you are testing: Process means you are looking to test students on specific step by step procedures.

Summary General duties of an effective instructor The instructors responsibilities in classroom instruction The proper five step questioning technique Various ways in which an instructor can enhance student motivation Differences between classroom instruction and practical application