Dusting off the Tool Box: Tips for Trainers

Section 1: Things to Know
About You as an Instructor

Section 1 Handouts
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |

“A good teacher takes you somewhere else. An excellent teacher changes you where you are.”

— Kazuzki Tanahashi

Why is this important?

When preparing to deliver a training it is important to evaluate who you are as a instructor. Whenever you present information, you are engaged in a relationship with your audience. You are carrying a message, establishing a climate, setting expectations, and eliciting participation and involvement. You’ll want to think about what goals and values are the most important ones to transmit to your audience. We train best when the presentation is built around and from our passions. You’ll also want to evaluate your style and skill as an instructor and your intended training outcomes or expectations. Training is built, not only on the content you present, but also on who you are as a instructor. Knowing yourself will help make your presentations more effective while indicating directions for growth. Remember, as is true with teaching children, teaching adults is a developmental process. As you become more experienced, your style and strategies will also evolve.

Some things to consider:

• Complete a self-assessment inventory to review your teaching style (see Section 1: Handout 1).
• Evaluate your stage of development and your current learning needs (see Section 1: Handout 2).
• Participate in a self-assessment activity with others using the sample in this guide (see Section 1: Handout 3) or others from the references listed in the bibliography (see Section 3: Handout 1).
• Talk with experienced trainers about their experiences.
• Observe experienced trainers.
• Co-teach with an experienced trainer.
• Take a class or training in adult learning or training strategies.
• Review the bibliography (see Section 3: Handout 1).
• At the end of each session, evaluate what worked and what didn’t. Reflect on the causes for both the successes and failures. Consider the degree of participation; your understanding and passion for the material; your level of skill and comfort in using different instructional strategies; and the appropriateness of the curriculum to your audience.

What can you add?