Narratives

Narratives work!!!

It's amazing how telling a story evokes emotion and makes us remember what is said. I still remember stories my grandpa used to tell me when I was little. And what's funny is I remember the lesson he teaching me, too. I think if a person wants to make an impact stories are the way to do it.

However, I think there is some limitation to narratives. I think they work on most concepts. Although, if an instructor were to tell a story for every little item then it would take forever to get through a chapter or article. But if the instructor used the narratives to define an overall theme or keys points in the chapter then it would work effectively.

For example, if I were teaching Emotional Contagion (like I told a narrative about in class) I would use my story to show how emotional contagion works and what it is. I wouldn't then tell another story to show different types of emotion in emotional contagion. I think I were to do that it would make the narrative not seem as important. So I think it's essential for an instructor to use narratives strategically in their lessons. If they do then the stories will work!

Challenge: Make sure the story relates, and make sure it is used in the right place and right time during the lesson.

Teaching vs. Training

Teaching vs Training had a lot of similarities but yet differences, as well. Teaching and training both have students and participants in mind. As a teacher or trainer the idea is to reach the most amount of people and have them understand the concepts. However, the time may be different between teaching and training, as well as the structure of the lessons. For example, trainings usually are longer days but in short amounts of time - weekends or an evening. They also may been more structure of time. A lot of information needs to be crammed into the weekend training. On the opposite side, teachers usually have a semester to teach or an entire year. They can also plan lessons in shorter spurts and try not to cram as much material into each lesson, but instead spread it out over the course.

The way we talked about teaching vs training was through an online form, and that's what I want to spend some time on. We used wikispaces and google to develop our class outline of Teaching vs Training. There were a lot of differences between this and an in class discussion.

The part I loved the best was being able to be at home. I was cooking bread and sipping hot tea while interacting with my classmates. Also, I was able to use the restroom whenever I needed, and I didn't feel like I was distracting from the class. (Little things like that make a difference, and I wouldn't think they would, BUT they do). I also, liked having technology at my finger tips. If I didn't know something I would look up a definition or an article.

The parts I didn't like as much was missing out on our laughter together. I couldn't hear anyone's voice or see anyone's expressions. I feed off of that interaction, and I definitely felt a lack. I also think that since I was the only one (at least I think) who was in a different room I felt a little out of the loop. I believe I was at home and the other students were in the grad office.

But overall it was a fun experience. I got to feel what it's like to interact in class online. (That's a funny sentence). If I were to use this is any class I believe it would have to be with a more advanced class. I think if I were to try this with a 101 level some students wouldn't have anything to do with it, and they would use it as a free time instead of work time. But I do see how beneficial it would be for more advanced classes because they could look up articles or definitions while they were interacting with everyone online.

Challenge: Advanced classes try an online class where students get to interact virtually with materials at their fingertips.

Interview - Training

How to Impress.

Goodness, if everyone knew how to impress we may not know what to do with ourselves! From personal perspective, I think we sometimes forget how to put our best foot forward. I think in modern society we tend to become very individualistic, and approach people and jobs with an attitude of if they don't like them then I don't care. Which in some cases may protect us for when we don't get the job or don't get along with people. However, in most scenarios it's important to remember we are human beings and we need to use manners needed in different contents. Because, let's face it, an employer, more likely than not, will hire someone who is dressed for the job, acts maturely, articulates their words, and who put in effort before the interview as seen in their resume and cover letter or letter of intent.

Throughout my training I emphasized these important aspects of 'how to impress'. We spoke about how to impress on paper and in person. I used quite a bit of contrast between what is normally done and the added punch of what stands out. I did this with visual aids of resumes and cover letters, as well as mock interviews.

What stood out most to me was the comfort level people have with scripts. It is extremely easy to revert back to a 'script' - where it sounds like everyone you're saying has been rehearsed. And the sad thing is, it sounds like anyone could say it. It isn't personal, and it isn't impressive. To help with this I have contrasting examples of what to do and what not to do. We practiced how to take a question and turn it into a story or experience they could share.

Since I had put together an outline with this on it I knew I would cover the idea of scripts. However, by listening to the group I realized just how important that idea was. So I decided to alter my outline and spend more time in mock interviews to practice avoiding scripts. I feel as though this decision really helped the participants understanding of how to stay away from sounding generic.

The one thing I would change about this training was that I knew the participants. Since I knew them I feel as though they said only good things about me on the evaluations - which was great. But I think there could have been more feedback if I didn't know all of the students.

Challenge: Make sure to listen to the participants. If I listen I will be able to address their needs and they will get more out of the training.

Motivation

How to motivate.... hmmm.... if I had a solid gold answer for that I think I would be a millionaire. I don't think there's any right answer. However, the good news is I think there are many possible answers for many different situations. 

Take for example, students can motivate an instructor to do well in class. Also, an instructor can motivate students. But what really motivates people is when the content is relevant to them. I find this to be true in my life. I want to know why I am learning something and how it is going to be useful in my life. If I like this then other people must, as well. So as an instructor I want to be motivational by providing relevance to the content of the lecture. 

I also want emphasize the importance of knowing how we motivate. We as instructors actually teach more than we realize. Our nonverbal gestures speak louder than our actual lecture. As an instructor I need to remember this. I need to be able to keep the energy alive so that the environment is primed for learning. 

Throughout the entire readings for motivation I kept thinking back to our control. We only can control ourselves. So if this is the case then I can enable myself to be as motivating as possible. To do this I need to be aware of my nonverbals and make sure the content is relevant to the students. By doing so I am keeping in control of myself and motivating myself to continue as an instructor. Hopefully, I will also be able to influence others in the process and motivate them to do their best. 

Unruly Students

There are many different students in all classes, and the funny thing is you never know what you're going to get! In any situation there is only one thing you can control, and that's yourself. You can control what is coming out of your mouth, the actions you do, the behavior you exhibit, the way you teach the class and the way you plan for the class. But overall, those are the only things you can control as a teacher - YOU.

Unfortunately, we cannot control our students. If there's anything I have learned from teaching three years ballet it's that control is never in my hands. I must always control myself and stay calm. By doing this I am able to influence my students and they follow me with ease (most of the time). But the same goes for older students and adult students: we cannot control them, we can only influence them.

There are many ways we can present the content we are lecturing about and each way is going to represent something different to each student. They all have their own perceptions and attitudes towards the material, the other students, the classroom, and myself as the instructor. But what I can do is allow myself to remain calm and in control of my own thoughts, actions and behavior so that I am better equipped to handle any off comment or behavior.

When thinking about this longer I keep going back to the thought that every moment is a teaching opportunity. Even if the content goes off course for a brief moment the way the instructor brings it back is a teaching moment for the students of how to direct conversation. Or even if a student is disruptive - well there are plenty of teaching moments then! But in essence we are creating an environment of learning no matter what we do. If a student is disruptive we can dismiss the student, ask them a question, ignore them and so on, but with each act we are instructing the class on how to handle that situation.

I suppose the biggest thought to take from here is to stay calm and in control of myself so that I can influence others, and also to be prepared to teach no matter what is going on because every moment is a teaching opportunity.

Challenge - Control myself / Influence students. Every moment is a teaching moment.

Technology in the classroom

Technology - could be just about anything. But when I think about technology I mainly focus on modern day technology such as computers, smart boards, projectors, the internet and so on. But since there are many other forms of technology, such as pen and paper, scissors, colors, chalkboard, whiteboard and so on there are plenty of ways to incorporate technology into the classroom.

As a kid remember always enjoying being able to write on the chalkboard. I felt as though I had something important to do and that I was involved in the lesson. If I can remember that from when I was in grade school then it must have some sort of significant value to it. So in order to get students involved and participating within a training or classroom I, as the instructor, but incorporate technology (like the chalkboard).

There are many different ways in which I could do this. Many students from class demonstrated the positive effects of clickers. Clickers provide an instructor the ability to poll the class to initiate discussion. I like this idea because it gives the students a sense of privacy to participate. Their name isn't on the board, and they aren't the one raising their own hand, they are simply clicking a button. I think this allows them to feel safe to participate because if they get it wrong who will know? Then from there discussion can arise and teaching moments can happen.

I also like the idea of using the internet as a way to involve students from all around the U.S. or the globe. Maybe not even students but guest speakers. When a speaker enters the classroom they usually have something else to bring to the table. So if a teacher could have several different guest speakers come in virtually through skype or whatever it may be the students may have a more broad look on the subject.

On top of modern technology I think using the good old fashion technology of pens, paper and colors is great. When there are tactile objects creativity can flow. As a trainer I will not only use modern technology but also the ones we consider old or not even technology any more.

I want to suggest the importance of using different types of technology for different lessons. For example, the clickers, skype and colors aren't always going to work for every lesson. So for each lesson I prepare I must decide on what will bring about the most discussion, what will work with the content and what will benefit the class.

Challenge - Use different technology on each lesson.

Life's Kitchen

AWESOME! I loved this experience.

Life's Kitchen provided me with such a new outlook on teaching. In the college scene we are in class for many different reasons (because we want to, because our parents are forcing us, because it's better than finding a job, because it's the next them to do, and so), but in Life's Kitchen the students are there because they want to be there! So when we arrived we understood they were ready to learn.

Now this does not mean that there weren't a few who were a little stand off-ish, because there were. But it does mean that they wanted to hear what we had to say. The few who were a little cautious about participating at the beginning slowly began to feel comfortable. I think this happened when Kristine and I would act out the skit or activity before they had to, as well as when Kristine would give them positive feedback.

The time truly flew by. I knew realized how fast an hour can disappear. So one area we could definitely work on is time management. When there's a lot to cover we need to make sure we stay on schedule. But overall it seemed as though we stayed on the topics that needed covered the most for the longest period of time, which I think helped the students out because we answered their questions right then and there instead of at the end. But to help stay on time in the future I would position myself to where I could see the clock. I sat with my back turned to the clock on the wall, so every time I wanted to check the time I had to turn my attention around. I didn't like to do that because I wanted to stay focused within the group and not alter my attention.

Overall, I think we did a nice job of creating a safe environment, and allowing knowledge to flow. If we go back to teach there I would revise our evaluation forms to a ranking scale instead of a write out. They didn't quite like writing anything down (due to spelling, grammar, etc), so I would change that. Also, I would change the way we did our personal contracts. I would maybe have them write a key word down instead of a sentence.

Challenge - Follow the time & have a time piece in front of me.

Self Defense Workshop

Use your voice! Don't be afraid to say no! Stand up for yourself!

All of these advice pieces were given at the self defense workshop I attended. I found this training to be quite empowering. It gave me confidence to know what to do in a stressful situation, as well as practice and safety to employ the defense tools in front of the class.

The instructor was a Boise Police Officer. She has done many workshops and has been on the force for quite a while. Since she was an officer I felt as though she knew what she was doing and talking about. And because she was a woman I felt as though she understood where each one of ladies in the class were coming from.

Another reason why I really liked this training was the fact that she said she is teaching us tools. She is not saying that we should use them every time and every time they will work. She is simply giving us the ability to be confident in stressful situations. Also, she made it quite clear that when a person comes in contact with an attacker do whatever it takes to get away. Don't hesitate to think about how the proper way is to get away - just do it! She also gave a personal story in which she did this herself. As a participant I felt very comfortable knowing that.

This made me think of classes or trainings I would teach. More than likely they will be communication related. From this self defense workshop I recognized how useful having 'tools' is, just like in communication. No matter how many times I teach conflict management or effective communication it doesn't mean that it will work perfectly each time a student uses it. However, it does mean they have tools in which to pull from in any situation in which they may need them. I think I can get so stuck on "this is how I should do it every time" or "this is the way YOU should do it", but really that's not the case. As in instructor of communication I am enabling them to communicate better by pulling from their toolbox.

Challenge - Give them tools.

BYP Event

I spent an evening with the members of BYP (Boise Young Professionals). They had a guest speaker come in to talk about success. Throughout his speech he gave many stories and equations of what to do and what not to do. He was an older gentleman so he had an endearing demeanor to him, and he spoke kindly. From the start of his speech I was engaged.

What I found most useful out of his presentation was the way he told stories to get his point across. It reminded me of TrainSmart. When he made a point he gave an example through a real life experience of his, most of which were quite humorous.

Throughout his presentation he grounded most of his thoughts and explanations through experience. I think this is great in essence because he has lived through it and has come out the other side of life. However, I still found it lacking. I don't know if it's because I'm in academics right now, and so I am more prone to research or scholarly debate on any given subject, or if his presentation was truly lacking because of limited research. Either way I felt as though that part could have been improved upon.

Thinking broadly, as well as context of how I am going to take this experience into my training, teachings and speaking opportunities, I am now realizing how there must be a balance between experience and expertise as well as research and academics. I think the best instructors and speakers are the ones who can cover both, and do it in a way that strikes the audience. I want to be like that. I want to give fun reasons, stories, equations and so on to illustrate my point, and probably most of these will come from my real life experiences. But I also want the credible and academic side to be highlighted. It seems as though when research can back up what you're saying you have more to say.

My challenge to myself - find an equal balance between research and experience.

Ultimate Training Workshop Handbook - Continued 2

"Learning only by experience, without the benefit of structured education or training, is a slow 'hit and miss' process." (Klatt, 1999, p. 57). This sentence suggests that even though the best knowledge comes through experience it can take a long time to gain the knowledge and sometimes you won't gain it at all.

Throughout this chapter the author makes reference to how people learn best and how to facilitate that as a trainer/instructor. It makes sense that people do learn best through doing and experiencing. But how often do we venture outside of our box to learn something new on our own? Typically, we fall into habits and from that not much learning can take place.

I found this exceptionally intriguing due to the nature of some students I have been in contact with recently. They seem to expect knowledge to be handed to them, and if it doesn't fit within the context of their life then they're not going to make an effort to understand it. I believe this type of characteristic could be a potential flaw in quiet a few people. If we don't experience it, but yet we sit in a classroom then by all accord we should be more knowledgable. If it takes any extra work at all to conceptualize the information then we just won't do it. Later in the chapter it talks about how important it is to go through all different steps of learning - focus, strength, integrate, generalize and act. It seems to me that these students, in particular, are stopping at the focus. They seem as though if they focus in class all of the other steps should magically happen. Unfortunately, it takes more than that. To learn a new concept we must go through all of the steps.

So I wonder how can I truly make this process more tangible for students? Chapter eight does a nice job of demonstrating ways to make the information more appealing. This could be done by using electronic flip charts, white boards, slides, TV's, computers, etc. There are many ways to integrate stimulating visuals to help with the concept.

I believe this is a great tool for helping students get through all of the phases of learning and to help them create better habits. However, I am curious to know if some students are a little more... lazy... (for lack of a better word)? I am thinking I could do all of these tips. I could do a tap dance while instructing to make it entertaining, but if students expect knowledge to immediately sink in and change their habits then are they really going to stick with the process to make sure they understand it if it doesn't immediately sink in? Or is that my role - to make it immediately sink in? I feel as though I can facilitate and instruct to the best of my ability by using visuals, making it active, and pulling from my past experiences and theirs. But as much as I try to hit the hammer on the nail doesn't it take effort on their part, as well. They need to think about the information and truly make a change if they want to retain it and use it. I suppose there's many answers to this. What do you think?

Not everyone will be pleased...

This blog is just a little note for myself.

It's so easy to get carried away with a class or idea of a class and think everyone will love it and you. But what I have to remember is I can't please everyone all of the time. It is a matter of choice. People will choose to participate and learn or they won't. I can do all in my power to make the atmosphere a creative and safe environment. But still I can't control everything. So event though planning and preparing can be the foundation for an excellent experience I have to remember the students still have a role to play, as well.

(Dr. Reeder, if you would like to know more details I am happy to share).

R.A. Training

Last Friday I attended an R.A. training. It was a small group of students, and one facilitator. There were two aspects that really struct me - One had to do with the students, and the other had to do with the way the training was oriented.

First of all, the students sat far away from the trainer. It reminded me the first day of college when no wanted to sit in the front because they were scared of what might happen. Since this was the case, the energy of the room was off, as well. It seemed as though there was a disconnect between the students and the trainer.

Maybe part of this 'off' experience was because it was different that what I was expecting. In these types of trainings I expect the trainer to talk (almost lecture) and for the R.A.'s to take notes. But it wasn't like that. I want to say it was better than that; however, with the small class size and the type of energy in the room the activity that was done almost felt like pulling teeth, or like the students were just passing time to get in their recommended hours for being an R.A. They were told to reflect personally and to write. So most of the time the R.A.'s were very intRApersonal. So the hour seemed to drag on for quiet a while. Possibly this activity could have worked better with a larger group, or after a fun presentation. However, the way it flowed seemed awkward.

To plan for this type of situation I would read my audience. First of all, it was at the end of the day... on a Friday... and very few students were there. In my mind that would register as they do not particularly want to be there. If so, then I would have done something energetic and fun to start of the training. I would have gotten them up, moving and interacting. Then maybe I could have incorporated the reflective learning at the end before the time was up. But I think by reading the audience the hour could have been more than what it was.

Teaching Philosophy - I Make a Difference!

Who am I? What kind of teacher/instructor/trainer am I? Am I strict, kind, friendly, inspiring, passionate? Do I want to change lives or change minds? These kinds of questions are what entered my mind when thinking about my teaching philosophy.

Then, trying to put down in words how I want to teach was harder than I thought it would be. I think what I am finding hard is isolating and narrowing down key topics to focus on. There are so many qualities that make an excellent instructor... and I want to possess them ALL! I suppose that is unreasonable. However, that's how I feel.

The main topic I have decided to use as my theme is a comedian. He speaks about what teachers make, and in his mind they make a "God damn difference." The way he details his speech really inspires me. "I make kids question. I make them criticize. I make them wonder." These words have an impact on me. The only problem is I'm not sure about the "God damn difference" line. It has a flow and punch to it. But I'm not a person who usually curses, or even a person who would write a swear word in a professional paper (such as a teaching philosophy). To make it more of who I am, as well as professional, I will more than likely take out the "God damn" instead I will use "Teachers make a difference."

Ultimate Training Workshop Handbook - Continued

In chapter six we are introduced to how to prepare for a training workshop. One quote I really loved from this chapter is as follows, "In the final analysis, you are accountable for the success of your workshop or training-program design." (p. 179). This is so TRUE! I am one of those over-prepared presenters (it gives an example of one of those in chapter seven), but I really do try to cover all my basis. I do this because it is up to me to make sure the workshop is successful. I want to make sure everyone gets something out of it, and people don't feel as if they have wasted their time. I have been to many classes, workshops and training sessions where I literally counted the seconds go by. I don't want to be one of those instructors. I want to lead with organization, precision and entertainment. And I believe that's what this chapter was talking about - you need to be able to set an agenda for your workshop so people don't feel as if you are flying by the seat of your pants. Also, you need to make sure you think of everything you want to be in 'control' of, including the room arrangement. This section intrigued me because I can feel when I am not engaged as a listener if I am not in a proper spot in the room, and I can also tell as a presenter if people aren't paying attention because they are not placed appropriately in the room. I don't think there is a right way for every training workshop or classroom because different students need different environments. I am thinking of Life's Kitchen, the non-profit Kristine and I will presenting in, I think they need to have more a circle atmosphere. If we were to put them into rows it would feel stuffy and too traditional for the type of learning we want them to be involved in. Also, I think with this group if we were to place them in rows or behind tables we would have physical barriers between us and them, and I don't want that type of impression for our presentation.

Obviously, the book is correct - you must be prepared. Like I said earlier I want to be organized, precise and entertaining. And truly, I don't think I could be precise or entertaining if I weren't organized.

Beginning of the Ultimate Training Workshop Handbook

Throughout the selected readings of the Ultimate Training Workshop Handbook we really focused on bringing who you are to what you do. To emphasize this Dr. Reeder had us play a little game where we revealed our most personal values. It was a great activity in the sense that it made us think about who we really are and how it will benefit a classroom or training setting. The value I picked as my number one was peace. I have known for quite a while that peace is a value and code of life for me. However, when I began to think about my life to think point I realized that the peace I receive from teaching little dancers ballet is the whole reason why I do it. At times the job will seem like it is way too much to handle, but when I step foot into the studio I am filled with peace from my little dancers. At that age you know how much they look up to you - they have no filters. As a result I am constantly smiled at, told I am loved, they listen to my directions, and they have no nasty words to say. I am truly filled with peace when I experience that. And that's probably way I keep teaching tiny ballerinas. Not because the money is good, or the hours, or even the bosses. It is truly because of my core value sticking out in the studio.

What I want to be able to do now is bring that sense of peace into a university level atmosphere. I think with older students it's hard to find that peace. They continually have reservations, and it's hard to go around those at times. But I think what I need to do it find my peace from within and let it guide me as I'm leading a classroom or a training workshop. If I am calm and at peace then I am in control of the situation, and can manage my time, energy and intelligence in the direction it needs to be.

Teaching Philosophy - Reading

What is my teaching philosophy? I don't believe I have a concrete answer to this just yet. After reading Elizabeth Natalle's first chapter of Teaching Interpersonal Communication I have come realize how important a philosophy is within the classroom. For her she pushes her students for excellence, and hopes with education and guidance they will continue on as 'good people' (16). I know most instructors and professors hope for these qualities in some way or another. So I know my philosophy will follow suit, as well. But I have realized that what makes a good professor great is the ability to transform and enlighten a student in a way that will last with them indefinitely. I would like to be one of these instructors. I want to inspire and encourage. I want to make a lasting impression that will benefit a student's life. I want them to gain skills and knowledge they can use to improve their own lives. I hope with deeper thought I will be able to articulate a proper teaching philosophy.

I-It, I-Thou

Reading Buber again definitely puts my world into perspective. It's so easy to put someone or something into an 'it' category. Unfortunately, most of us to this most of the time. However, if we want to be an "I" we must treat people as a "You", according to Buber.

To facilitate such an in-depth topic I struggled on how to make it fun and also make sense. One tip I used from Train Smart was an open loop. I put a quote from Buber on the white board. I didn't address it until the end of class, after we had gone through the activities and discussed what the reading meant. Once I made my way to the quote it seemed as though more lightbulbs went off in the room. Now going over a quote from Buber himself made more sense than it did at the beginning of class. It was a great tool to use in this instance.

Unruly Students

I am writing - a few days late on my experience with ill-mannered students. I have found that when students don't respect the professor or myself my blood begins to boil. I am trying to figure out how to simmer down my emotions when these types of situations happen. One idea Dr. Reeder and I came up with was to be prepared for anything. So unfortunately, in some classes you as the instructor (or assistant) must strategize and be on your toes for anyTHING.

One plan that helped was turning the environment into a reflective opportunity. The students had a chance to write down what they saw as needing improvement from the last class. After doing this the room became a lot more still and the students seemed ready to participate in a respectful manner.

Facilitation

Last week I facilitated an upper level undergraduate class. The chapter was on the Relational Self. I struggled with what to do to make it more interesting because it was a short chapter and within it had quite a bit of compacted information. What finally came to mind was MUSIC. I used different songs that shape people's reality either of themselves, a significant other, a possibly dating relationship, or of an ex relationship partner. It worked rather well. As they walked in the music was playing and it created a different atmosphere for creativity to start. In fact, that class the students got really deep with their dialogue. I was certainly impressed. Also, another tactic I think helped was having everyone around the table. It is a large class and so people will stack up instead of open up the circle. Having everyone around the table to share really allow flow to the conversation.

Train Smart

Rich Allen offers excellent advice on training/instructing. Out of all 25 different techniques and tips what I realized is the emphasis on trust. Allen continually encourages trust and safety within a training atmosphere. But what's so unique is Allen does not come out and say, "This is a safe place. We can all trust each other. Thus, learning will occur and everyone will win." No. Instead, throughout all twenty five tips Allen elicits trust from the different techniques. As a result trust is gained and the environment can fully develop as an educational session. This makes perfect sense when thinking about two people - one says to the other "Just trust me"... well, that person can't trust the other if there isn't any foundation where trust has been established. Thus, Allen's ability to gain trust with students/audience is essential in creating a safe atmosphere.

I can definitely see myself using the different tactics Allen provides. Throughout most of the book the author suggests how to move the audience around the room. Often presenters lecture for minutes or hours on end. Once the trainer moves into 'lecture speed' (as I call it) then the audience can take a backseat and relax for the next few hours or so. Unfortunately, when this happens the audience also takes a backseat to learning, as well. To fix this problem the twenty five tips move students and the trainer to instill a form of creativity in the mind and body. As a result the blood gets flowing for the students and learning can take place.

Just as a reference (for myself) and for others reading the 25 train smart suggestions are as follows:
1. Acknowledgement
2. Bridges and Zones
3. Comfort Levels
4. Task Completion
5. Contrast
6. Precise Directions
7. Resource Distribution
8. Teach It Standing
9. Participant Inquiry
10. Adequate Response Time
11. Specify Response Mode
12. Question/Clarify/Question
13. Managing Disruptions
14. Creative Note-Taking
15. Positive Language
16. Involve, Don't Tell
17. Ownership
18. Pause for Visuals
19. Press and Release
20. Purposeful Body Language
21. Visual-Field Variations
22. Vocal Italics
23. Music Matters
24. Guiding Attention
25. Verbal Specificity

Looking over all of these in list form they seem like common sense; however, from many lectures I have attended 'common sense' may not be the right word because hardly many professors/trainers use these tools. I hope more instructors gain these tips because truly they seem common sense to me.

Tate - Preface and Brainstorming

"If you are not modeling what you are teaching, then you are teaching something else." This is what Tate said in the last bit of his preface section. I find this so true. It goes along with what I mentioned in my last post. The presenter must be passionate about what they are training, and they must demonstrate it themselves.

It just makes sense. How would a motivational speaker on positive personalities look if they presented in a monotone, lethargic, and negative manner? Obviously, the crowd would take the opposite message away from the training.

Also, in the preface Tate mentioned how his favorite speaker spoke in five to seven minute mini-lectures. This makes perfect sense. I read in one of my other classes that an average person's attention span is only fifteen minutes. If a presenter speaks for mini-lectures lasting half of the fifteen minutes more than likely the audience is going to stay focused and interested.

In Chapter One Tate said, "Participants retain 90% of what they discuss with others during the completion of an activity." 90%! Holy cow! Thus, if you (as the participant) were to interact and participate you are more likely (actually more than more likely) to remember and recall what you learned. This is a great piece of knowledge for presenters. If a trainer wants the audience members to retain the information get them involved!

Training - Conflict

This weekend I spent my time learning how to Conflict Coach. This ties in with Interpersonal Communication as well as an internship I am taking this year.

I would like to share my overall view of the training weekend. First of all, I think any workshop where skills are taught to help people succeed and be more efficient in their life are great. And this training was definitely that.

What I enjoyed the most was the interaction each person had with each other. We broke out into small groups and partners quite a few times. It gave us a chance to move and to truly be engaged. I think it's so easy for an audience member or student to become distracted (even if the information is important) if they are sitting in the same spot and are not actively involved. By practicing what we're learning in partners or small groups we HAD to be engaged! Using a break out tool like that is crucial to a workshop (I believe).

Another point I realized this weekend happened to involve the overall presentation of the presenter. The way the speaker presents the information is extremely important. If the trainer, instructor or professor doesn't believe in what they are teaching then the audience/students will not be as enticed to listen. If the trainer truly is passionate (or seems to be) about the subject matter typically the students will pay closer attention. Thus, the way the instructor conducts themselves during the presentation holds and essential key to learning, in my opinion.

Start

This is the start of my Interpersonal Communication blog page. I look forward to sharing my thoughts in communication, instructing and training. 


Until next time...