Classroom Management

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Classroom Management Motivation

• Welcome!
•  
• Classroom Management and Motivation focuses on
  methods and techniques to encourage classroom
  participation while minimizing learner resistance
  and maximizing results.
•  
• Outcomes
• Identify the role of the classroom facilitator
• Define the needs of the adult learner
• Plan for learner-centered training with
  practical
• tips and techniques

Meeting the Challenge
Last Updated November 20, 2009
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The Facilitator
Achievers Analyticals Charismatics Friendl
ies
Goal oriented, Quick decision maker, Energetic,
Impatient, Sometimes insensitive, Authoritative
Process and detail oriented, Analytical, Slow
making decisions, Perfectionist, Organized,Thoroug
h Energetic, Persuasive, Fun loving,
Adventurous,Disorganized, Creative,
Steady          Warm, Friendly, A consensus
builder, Process oriented, A good listener
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The Facilitator

• Identify opportunities to build your credibility.
  
• Ask yourself, if
• I keep abreast of current trends in my field?
• I research, read and access information about the
  subject matter I train?
• I network with professionals in and outside of my
  organization?
• I present a professional image in how I dress and
  in my written and oral communications?
• I am approachable?

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The Facilitator

• Keys to Rapport Building
• In the classroom, do you
• Let participants know they can ask questions
• Use open ended questions
• Acknowledge all comments and contributions
• Use participant names
• Make eye contact
• Face participants when listening to their
  responses
• Be accessible before, after the training and
  during breaks  

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The Adult Learner
Principle Approach Principle Approach
Adults are autonomous and self-directed Facilitat
e and guide participants to their own knowledge.
Ask questions and encourage discussion Adults
accumulate life experience and knowledge.
Relate theory and concept to the participant.
Draw out participants experience and knowledge
relevant to the topic.
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The Adult Learner
Principle Approach Principle Approach Pri
nciple Approach
Adults are goal oriented Provide clearly defined
elements. Organize your training with learning
objectives and content organized to achieve each
objective. Consider using an agenda. Adults are
relevancy-oriented Allow participants to choose
projects that reflect their own interests.
Involve the learner in developing objectives,
provide relevant examples Adults are
practical Tell participants explicitly how the
lesson will be useful to them on-the-job or in
real life. Help them answer the now what of
the learning.
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The Adult Learner
As a learner, I may be motivated to learn
because   I want to meet new people and make
friends or business contacts I am complying with
instructions from a formal authority         I
am seeking to serve my community   I want a
promotion, or different job    Im bored    I
just want to discover and satisfy my own
inquiring mind
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Tips and Techniques
Learn and use participant names Acknowledge
contributions Refer to an earlier comment or
question shared by a participant using their
name Chart participant responses without
changing their words Make eye contact with
everyone, avoid distancing yourself physically or
standing behind a podium or table Follow-up on
discussion items or unanswered questions   Welcome
participants, encourage introductions, and thank
the participants for attending    
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Tips and Techniques
Side Conversations Dominates or
Monopolizes Fatigue, Boredom Goes off
Track
Walk toward the talkers as you continue to
present. Use their names in a positive
example Acknowledge the person and their
willingness to participate. Physically look
toward another part of the room to encourage
input from others. Call a break. Switch
delivery methods or use a different media.
Conduct an icebreaker or energizer. Make a
procedural suggestion to return to the agenda
topic. Summarize and redirect.
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References

• The Practical Guide to Facilitation by J.D.
  Farrell and R.G. Weaver
• Managing Difficult Participants by T. Estep
• The First Time Trainer by T.W. Goad
• Instructing for Results by  F.H. Margolis C. R.
  Bell
• Dealing with Difficult Participants by B. Pike
  D. Arch
• Telling Aint Training by H.D. Stolovitch E.J.
  Keeps