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Classroom Instructor Workshop
Improving Classroom Instruction and
Instructor Performance

The Instructor
• It all starts with YOU!
– Success or failure of the class is directly tied to
your performance
– Your performance is critical to the achievement of
the course goals
– Course content is static – it doesn’t change
– How the material is presented can make or break
the outcome for the trainees
– Good instruction doesn’t just “happen”

The Instructor
• Your Appearance
– You never get a second chance to make a first
impression
– Appearance is the number one thing that you are
judged on by other people
– Your appearance says a lot about your attitude,
your professionalism, and your perceived level of
expertise
– Conservative dress is always in good taste
– Business means business – Long sleeve shirt & Tie
/ Shave / Dress-Skirt-Slacks / Clean / not revealing

The Instructor
• Your Voice
– It’s your primary tool for communicating the
course material
– Volume: Speak loudly enough to be heard by the
entire room – amplify if necessary
– Clarity: Speak clearly – annunciate all syllables –
avoid slang or acronyms
– Inflection: Vary your pitch – avoid monotone
speaking
– Emphasis: Highlight key points vocally – changing
emphasis can change meaning – “I didn’t say…”

The Instructor
• You are the Subject Matter Expert
– “Competence breeds Confidence”
– You MUST know the material you are presenting
– Simply reading from the screen or Instructor Guide is
unacceptable and sends many negative messages –
unprepared / not knowledgeable / LAZY!
– Share your expertise along with the course content –
stories / experiences / industry happenings
– ALWAYS have an answer! – or FIND one and follow up
– Teach the course material, not just the test

The Instructor
• Your body posture
– NEVER instruct sitting down – unprofessional / lazy
– Don’t “drive the podium” or be a “statue” – it’s not a
speech – move around – teach from front
– Make eye contact – scan the room / don’t stare
– Make natural gestures – be aware of your “body
language” – don’t block the screen
– Be aware of “annoying habits” that distract the
trainees – change / keys / pens / speech delays /eating

The Instructor
• Show enthusiasm & interest in the subject
– “I’m happy to be here today!”
– Don’t just say it, SHOW it – trainees interpret your
words AND actions
– Sincere enthusiasm draws out the same feeling from
your trainees – it’s contagious
– The entire atmosphere of the training session “comes
alive” and your trainees are more inclined to want to
learn
– Enthusiasm is a MUST in the delivery of effective
training – you have to enjoy teaching

The Instructor
• Have a sense of humor
– Learning can be fun!
– One of the most valued qualities that trainees
admire in a trainer
– Incorporate humor naturally – don’t just be an
entertainer or stand-up comedian
– Humorous stories should be used as they relate to
a point being discussed
– No sexist or off color humor – don’t force it

The Classroom
• Classroom preparation considerations
– Location: directions / parking / restaurants
– Arrangement: tables / seating / restrooms
– Technology: electrical power / projection screen /
audio speakers / DVD player / it all works!
– Temperature: heating / cooling / cool is better
– Distractions: current drivers / machinery noise /
windows / public address system / DSS
– Teaching tools: white board / markers / chalkboard /
chalk / laser pointer / remote controls

The Classroom
Auditorium Classroom Hexagon Square
Conference Table Herringbone Horse Shoe V-Shape

The Classroom
• Know your audience
– Experience level: CDL Drivers / Coaches / Teachers /
Prior or out of state school bus drivers
– Attitudes & Motivations: Do they HAVE to be there or
do they WANT to be there
– Knowing your audience will help you determine the
pace that the class can be taught and give you clues to
the objections you may have to overcome
– Teach to the middle level of knowledge
– Use your experienced trainees to reinforce learning
for the group

The Classroom
• Introduce yourself before you begin teaching
– Tell the trainees why you are the “Subject Matter
Expert” - this establishes you as the authority and
assures the trainees that they are “in good hands”
– Write your name and title on the board, if
available
– Your number of years experience “in the business”
– Certifications and qualifications you have achieved

The Classroom
• State the classroom expectations up front
– Students need to know what is expected of them
in order to maintain a professional environment
– Discuss policies on restroom use / time
management / cell phones / electronics / sleeping
/ breaks
– Enforce the established standard throughout the
course even if it is a little socially “uncomfortable”
– Set the example through your own behavior
– Hold everyone to the standard

The Classroom
• Understand that people learn differently
– Aural / visual (83%)/ hands on / OJT
– The “Book Learning” lays the foundation of basic
knowledge to build on throughout the training
– Memory - Read (10%) / Hear (20%) / See (30%) / Hear
AND See (50%) / Football Field example
– Encourage note taking / highlighting / underlining but
don’t just give them the answers needed to pass the
final exam! (Horsing)
– Review the previous days learning for reinforcement
before beginning the next set of instruction (videos)

The Classroom
• Instructional Events
– Attention – Introductory Scenario
– Objectives – What will be learned
– Recall – Experience recollection
– Stimulus – Content presentation
– Guidance – Graphics & examples
– Performance – Practice activities
– Feedback - Verification/clarification
– Assess – Post assessment
– Enhance – Aids & resources

The Classroom
• Cognitive Domain
– Knowledge – Basic recall of facts
– Comprehension – Able to restate
concepts in own words
– Application – Applying their
learning in the work environment
– Analysis – Analyze the components
of typical work problems
– Synthesis – Synthesize new
solutions to typical work problems
– Evaluation – Judge the quality of
new solutions / select the best
option

The Classroom
• The Power Point medium
– Current standard for most presentations
– Make sure it can be seen – proper size
– Designed as a “memory aid” for presenters
– Bullet point format is best so students don’t get
‘information overload’
– Don’t necessarily read slides verbatim and avoid
monotonous reading or overly long text – students
think “I could have read that myself”
– Expand on short bullet points where necessary
– Reveal point / Read aloud / Paraphrase

The Classroom
• Teaching methods and facilitation of learning
– Role Play: Gets multiple people involved –
demonstrates “do’s and don’ts”
– Discussion: Keeps students minds active and
participating – allows you to ‘check the pulse’ of the
class
– Case Study: Can be done to show ‘real world’
relevance to situations / pictures / news stories
– Hypothetical situations: “What would you do if…?”
– Demonstration: Allows everyone to ‘see how it’s
done’

The Classroom
• Dealing with ‘Problem Children’
– Deal with them privately during a break if at all
possible – be up front with them
– Don’t acknowledge to the class that they irritate
you also
– The “know-it-all” – Utilize them in a positive way /
state your reasoning to the class
– The “talker” – Guide the discussion back to the
topic at hand – site time constraints if need be
– The “complainer” – Show them why a particular
topic is relevant to them

The Classroom
• Receiving and asking questions
– Why ask questions?
– Gets the students involved / evaluates learning /
arouses interest / creates curiosity
– Direct: “(Name), why should we…?”
– Indirect/Overhead: To nobody in particular – see who
responds
– Canvassing: “How many of you…?” Show of hands
– Factual: Direct fact checking
– Attitude: What do you think…? Why do you feel…?
– Redirect: “That’s a good question, Rhonda…Tonia,
why do you think…?”

Review
• Success depends on you
• Appearance
• Voice
• SME
• Posture
• Enthusiasm
• Sense of Humor
• Classroom Prep / Set-up
• Knowing Audience
• Introductions
• Learning styles
• Adult Learning Theory
• Power Point
• Teaching Methods
• Questions
• Review

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Classroom Instructor Workshop

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