Ask the learner a close-ended question to determine their understanding of the topic or procedure.

Ask the group a question to determine their understanding of the topic or procedure.

Have the learner demonstrate the procedure while describing each step to determine their understanding.

Have the learners take a quiz to determine their understanding of the topic or procedure.

Provide the learner with an additional handout during the class

Tell the learner to conduct additional research after the class

Ask one of the other learners to provide the explanation

Use the concept in a personal story to enhance the learner’s understanding

Probe the learner to clarify the level of confusion on the topic

Start the class and as each late learner comes in, thank them for joining the class.

Wait to start the class until all the learners have arrived and are react to start.

Once all the learners have arrived, remind the learners of all the class policies.

Begin class on time and privately talk with the learners who were late.

Some students will be able to find pertinent information

Some students think handouts take the place of note taking

Students are more likely to pay attention to the presentation

Students who peruse the handout might think of questions to ask

Put learners together who do not cooperate.

Handle disruptions discreetly.

Encourage respectful interactions.

Abruptly interrupt any conversations that go off topic.

Give close-ended questions to groups.

Put learners of the same level together.

Suggestions that focus on procedures versus the concepts

Measurable results from summative assessments

Specific comments on errors with suggestions on how to improve

Comparing learner performance with other learners

First explain to the class how the materials apply to Brand X. and then do the same for Brand Y.

Do not mention either brand by name, but refer learners to the manual covering each of the respective brands.

Provide a guide that relates Brand X to Brand Y computer functions

After providing the planned instruction on the Brand X computers, discuss differences that Brand Y computers present to the user.

Closed-ended

Guiding

Open-ended

Hypothetical

Continue the class as planned assuring completion of current course objectives

Ask the advanced learners what they would like to cover in the course and then change objectives based on advanced learner's requests.

Ask the experienced learners to return for a more advanced course

Modify the curriculum as necessary to fulfill student expectations while still meeting course objectives.

The instructor should give a quiz to see if the learners retained information so far.

The instructor should use an energizing activity as a redirector.

The instructor should tell the learners why it is important to pay attention at all times

The instructor should give the participants a break.

The instructor should report their behavior to management

Contact the IT staff to determine when the Internet connection will be available.

Ask the learners to complete the evaluation form after returning to their desks.

Submit in the post-class report why evaluations were not complete.

Provide paper copies of the online evaluation to the learners.

It measures the application of the skills taught.

It validates the quality of the course material.

It requires the learners to use what they learned.

It helps to reinforce the learning concepts.

Reviewing the material

Maintaining consistent behavior

Adding emphasis to a statement

Pronouncing words properly

Assessing learner's level of interest

Have a time management discussion with the learner after the lecture.

Interrupt the lecture and acknowledge the learner's return.

Stop the lecture and quickly review with the learner.

Continue on with the class and discuss time management with the entire class.

Ask learners to come after class and redo the assignment.

Redirect the learners who deviated from the directions.

Change the pairing of learners to prevent further deviation from assigned tasks.

Bring the learners deviation to the attention of the class and make them an example.

Look around the room as to not intimidate any specific learner.

Briefly make eye contact with each learner as the instructor moves around the room.

Stop and look at each individual for a few seconds to let them know they are important to the class.

Avoid contact and focus on the media being used so the learners can do the same.

Send them a private message to make sure they understand the material

Survey the class with a question and require a response.

Use more visual demonstrations to get the learners interested.

Send the class a public message that everyone needs to participate.

Ask to team teach the course with an expert

Accept the offer contingent upon six weeks of preparation time

Decline the offer based on lack of knowledge of accounting principles

Accept the offer and learn the content by observing accounting experts

Condense the remaining topics.

Reduce the break time for the remainder of the day to catch-up on the missed material

Give the learners home work to do independent study on the missed material.

Have the learners stay late to make-up for the missed course time.

Use markup tools (e.g. highlighter) to guide the learners focus.

Record as much as possible ahead of time to avoid misspeaking.

Use open-ended questions to facilitate discussion.

Only use live video as a backup plan due to bandwidth restrictions.

Clarifying that there are no winners or losers in the classroom

Allowing the student to make multiple attempts at the labs and providing praise for effort

Explaining that the student’s learning disability is the cause of a failure

Providing customized labs that can be completed successfully by the student

Explain that the contract requires teaching to the outline without deviation and begin the course as planned.

Clearly mark areas for quick review and speak to management at the first opportunity.

Excuse the students who already know the material and arrange for an advanced course.

Change the outline to satisfy all students’ expectations.

Extend the course time 30 minutes to compensate for the alarm.

Reduce the number of breaks.

Adjust the course flow and pace of the remaining time.

Have a working lunch period.

Purchase the equipment and material needed for the training course.

Conduct a needs assessment with the company managers.

Develop the training course and then ask the company to review it for accuracy.

Ask for a list of personnel that will be attending the training.

Allow another learner to answer the question and continue training

Ask the learner to stay after class for a review of the material

Ask the learner to research the correct answer

Explain the correct response and provide positive and constructive feedback

Make paper copies of the presentation to distribute to the class.

Rent a projector and screen to deliver the presentation.

Refuse to deliver the training course because the environment does not meet the requirements.

Explain that a great presentation was prepared but a lecture approach will be used.

Give the class an extra break to refocus the group.

Finish the conversation and adjust the remaining class time and objectives.

Guide the discussion back to the objective.

Overlook the off-topic conversation and continue with the discussion.

Probing

Clarifying

Hypothetical

Closed-ended

Use closed questions

Refer to online references

Ask probing questions

Review last week's material

Set up conference calls with the learners so they can participate in the class.

Buy inexpensive sound cards and ship them to the student's locations.

Pre-record the lectures and make them downloadable from the virtual classroom.

Have the other learners take notes on the lectures and send the notes to the learners who do not have sound cards.

Tell a lengthy story related to the importance of the class

Begin with a joke to create a relaxed environment

List every credential and acronym the instructor has for learner confidence

Let the learners know that the course is very challenging

Anti-virus software is blocking the virtual classroom connection.

The learner’s computers cannot handle the virtual classroom.

Firewall issues at the instructor's location.

Firewall issues at the learners' location.

Remind the learners that this training is for their benefit and non-participation will only hinder their learning.

Implement additional validation methods that address the multiple cultures represented in the classroom,

Select non-participating learners to answer questions where they are likely to understand the material.

Inform the class that the course is intended to be instructed in a particular manner and they need to participate.

Ask the learners to request additional training so that this unrelated topic can be covered.

Explain to the learners that as time permits the skill may be covered.

Introduce the new skill topic once the current topic is completed.

Inform the learners that additional material cannot be covered during the class.

Ask the learners to demonstrate key course learning points

Have the learners repeat the learning objectives back to the instructor

Ask the group to brainstorm ideas for applying the learning

Give the learners a pop quiz

Review the presentation in more detail.

Hand out copies of the procedure from the slide presentation.

Ask probing questions to trigger the learner's memory of the procedure.

Quickly lead the learners in a question and answer session.

Learning is enhanced through interaction and conversation

Designate someone in the group to be the leader

The group's individual knowledge of the members of the group

The amount of time it takes for each group to solve an issue

Repeat the learner's question verbatim.

Display open body language to indicate interest.

StatE."So what I hear you asking is. . . "

Establish eye contact with the learner.

Request assistance to locate outlets or for an extension cord to be run into the room.

Instruct the learners at the beginning of the class that laptops will not be used in the course.

Run the class on battery power using the laptops as minimally as possible.

Select a different room that accommodates twelve learners and has visible outlets.

Ask other learners if they had issues with the course.

Offer the learner a refund on the course,

Ask the learner if they had an issue with the course.

Invite the learner back to retake the course.

Higher order

Hypothetical

Open-ended

Closed-ended

Use closed-ended questions to not intimidate any of the learners.

Use interesting questions to make the material significant.

Tell them that their performance will be reported at the end of the session.

Change the course to all labs so learners stay focused.

"Which partner would be best suited for this task?"

"Would you be comfortable explaining this procedure to another learner?"

"Which plan did you use to accomplish this task?"

"Can you elaborate on how you would accomplish this task"?"

Ask closed-ended questions that will likely provide an opportunity for more in the group to get involved.

Ask rhetorical questions to involve the entire group by getting them to think deeply, this practice can add emphasis to what is being discussed.

Ask effective, clear, logically sequenced open-ended questions; this will increase learner involvement.

Ask questions and allow learners to call out the answer without calling on anyone specific to ensure all are involved.

Stop the class and ask if there were any problems with the instruction of the class.

Pull individuals aside to identify reasons for lack of participation.

Inform the class that everyone needs to participate to pass the class.

Assign small groups and give each a task.

making modifications as needed, while delivering the new version of the courseware.

monitoring the vocabulary and jargon in the material that may not always apply.

providing adequate break time from the training room so the participants can take calls.

meeting the specific objectives of the application and preserving the original course design.

Choose several delivery methods.

Ask for audience feedback during breaks.

Revise the content of training from session to session.

Review data and comments from surveys.

Ask the company to modify its needs to coincide with the materials.

Modify the materials to meet the needs of the company.

Inform the company that the course design cannot be changed.

Meet with the company to conduct another needs assessment.

An exam should cover the material and instructor techniques.

An exam should allow a learner the opportunity to show what they know.

A classroom test should cover all topics, in detail, ensuring complete coverage.

An exam should measure a learner's ability to study the presented material.

Have the students take a quiz on the outcomes to test their knowledge.

Have the students explain how they would utilize the skills on their job.

Have the students write the outcomes in their own words to submit to their managers.

Have the managers speak to the students to ensure the outcomes were covered.

Ask the learner to repeat the response.

Ask other learners what they think about the response.

Restate the question again to the same learner.

Ask clarifying questions about the response.

Ask the learner to repeat the response.

Ask other learners what they think about the response.

Restate the question again to the same learner.

Ask clarifying questions about the response.

Clarifying

Probing

Closed

Direct

Use real world examples that relate to the information.

Give a writing assignment on the information.

Give the class a pop quiz on the information.

Tell the class to pay attention.

Check with the learner to see if further clarification is needed.

Review the topic again and continue with the training.

Review the topic again to ensure all learners understand the content.

Inform the learner that any concerns will be addressed at the end of class.

Inform the students they do not have the prerequisite knowledge and cancel the course.

Prepare supplemental materials to cover the prerequisite knowledge.

Spend the first day covering the prerequisite material and drop the last day's material from the class.

Let the client know the students will not be able to learn the material and the trainer should not be blamed.

Develop exams for the course using recognized and objective measurement principles.

Periodically ask students open-ended questions.

Ask students about the progress of the student next to them.

Require students to mark off a checklist of objectives once each is thoroughly mastered.

A multiple-choice exam

An essay exam

A five-page annotated paper

A short-answer exam

The trainer’s home phone number

The trainer’s email address

The company representative’s phone number

The trainer’s company website address

When the student makes a mistake point it out to the class to embarrass them.

Publicly announce that the interruptions will not be tolerated.

Ask the student’s boss to leave the class in order to stop the interruptions.

On a break talk to the student and ask them to limit their interruptions.

Identify a hidden eighth step.

Use listening techniques to understand learner questions.

Manage course flow.

Lead learners from recall to application.

Present a copy of the pre-test results to the organization.

Prepare a written report on student progress halfway through the course.

Conduct periodic evaluations of students throughout the course.

Present the results of the final test to the organization.

Report the failures to the organization at the end of the course.

Reschedule the lab to facilitate the learning environment for all participants

Explain the Internet can be problematic and refer the learner to the help desk

Advise the learner to refresh the screen to clear the problem

Have the affected learners skip the lab and await further lecture

Changing facial expressions to illustrate each separate point effectively

Sitting down and reading the differentiating points in a loud voice to ensure participants are not distracted by the instructor’s presence

Stomping loudly each time the discussion of one of the points is complete

Creating an imaginary triangle on the floor at the front of the room and stepping to a different point to deliver each portion

Meet with the student outside of class to discuss their interruption.

Direct the student to the course developer.

Explain that the course is pre-built and cannot be changed.

As time permits, include information about the missing objective.

Spend the entire class on a demonstration so that the students are fully engaged

Use an outline of the objectives and engage students by name

Ask the manager to monitor the course so that the students know they are being watched

Begin the class with a funny video

Probing

Higher-order

Closed-ended

Hypothetical

Use only closed-ended questions during the session

Arrange the classroom so that learners are in a circle

Send the class on break to refocus the learners

Use name cards to refer to each learner by name

Print and distribute copies of the course objectives

At the beginning of class inform the students of the issue

Record the sessions for review after the class is over

Outline the cover material at the beginning of the class

A discussion of the manager’s reasons for providing the course

An explanation of the learning objectives for the class

An opportunity for students to ask questions about the course content

Instructions for the students to not eat in the classroom during the course

Stand near the students until they stop their actions.

Calculate the number of minutes until the next break.

Attempt to become aware of an action the trainer is repeating.

Emphasize material when students should take notes.

Have the students turn their speaker volume down to reduce the noise level

Ensure all students have muted their microphones except when speaking in the session

Ensure that they are using a dedicated Internet connection for the training session

Increase the volume level for their microphone to enhance their lecture

Download all the websites’ content and store it on an internal server.

Write the website publishers for permission to direct students to their sites.

Ensure all the website links are still valid and working.

Ensure the sites have malware installed to redirect the student.

Devising a role play where the salespeople practice delivering a script, explaining the advantage to a machine operator

Inserting a video of the chief engineer discussing how working around a patent issue led to developing this key advantage

Demonstrating how to clear a paper misfeed from the client’s brand of equipment and acting out the same process for the competitor’s equipment

Developing an accelerated learning type of exercise, teaching the representatives to draw the paper path of the training client’s brands

Open

Probing

Closed

Hypothetical

Unless mentioned by another student, avoid the topic.

On a break acquire an air freshener.

Interrupt the lab to ask the members of the group if they want to be reassigned.

Have the class go on a break and discuss the issue with the student.

Using a timer, give the learners equal amounts of time.

Use the time allotted in planning for learner contributions.

Overlook the comments during class to maintain time and pace.

Place the class on break to talk with the learners privately.

Stand in front of the projector at the front of the classroom.

Sit at a desk at the back of the classroom to watch all of the learners.

Sit behind a computer terminal in the front of the classroom.

Stand off to the side of the presentation screen at the front of the classroom.

Proceed with the course; no additional action is required

Avoid eye contact during the course

Have the friend reschedule their course

During introductions inform the students of the situation

Assign teams for a competitive group activity.

Stress the importance of focusing at all times.

Move to another topic and come back to this one later.

Send everyone on a break and resume the topic after break.

Ask the learner to hold the question until a break and then discuss the question.

Ask the learner to rephrase the question.

Ask the class to rephrase the question.

Ask the learner to research the answer and share their findings with the class.

Ask each learner to stop disrupting the lecture.

Open opportunities for learners to ask questions.

Have the learners removed from the lecture.

Discontinue the lecture until the learners are quiet.

Building a model of success socially

Exploitation of personal interests

Using criterion-referenced learning

Utilization of situational awareness

Send the less responsive learners a private message asking if there are any questions.

Observe the less responsive learners while performing tasks to ensure comprehension.

Ask the class as a whole if there are any questions, encouraging the less responsive learners to respond.

Ask the less responsive learners direct questions about the subject matter.

Ask each of the learners how the material being presented is relevant to their job.

Inform the class that they need to move on to new material.

Take the learner's questions into private chat.

Use the learner's questions to reinforce the material for the entire class.

Recommend the learner seek outside tutoring.

Providing opportunities for learner and group banter.

Encouraging interactions respectful of individual learners.

Reconciling learner discrepancies as a group.

Communicating learner performance with other groups.

True/false questions

The Likert scale

Open-ended questions

The comment section

Synchronous training refers to training delivered to a participant group of varied genders at the same time.

Synchronous training refers to training delivered to a geographically dispersed group of participants at the same time.

Synchronous training refers to training delivered by a skilled instructor using various collaboration tools at different times.

Synchronous training refers to training delivered in any classroom setting where all participants are collaborating at the same time.