Becoming a Great Instructor - Part 1

Great instructors aren’t born — they’re made. Or (more precisely) they’re taught.

We will be sending out a 7 Part Series of newsletters on Becoming a Great Instructor. The purpose of this information is to teach you how to be a truly great instructor, a person who helps other people learn. Talented instructors have the power to capture an audience, sway opinions, and convert opponents to their cause. You will learn proven, time-tested ways to be the best, most prepared, and most professional instructor you can be.

*This information is designed for instructors but can be applied to anyone in a position of leadership*

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The content of this newsletter series will be divided into seven parts. They are:

• Part 1 – The Relationship
• Part 2 – The Student
• Part 3 – The Instructor
• Part 4 – Your Presentation Skills
• Part 5 – The Classroom Setting
• Part 6 – The Presentation
• Part 7 – PowerPoint

Part 1 - The Relationship

1.1 Introduction

In any presentation, two things are happening simultaneously: the instructor is making a commitment to help students learn, and the students are evaluating the instructor’s ability and commitment. Students need help, counsel, wisdom, inspiration, and something that can change their lives. The dynamic of teaching is a partnership rather than a performance, a linkage rather than a confrontation, coming closer rather than pulling apart.

Key Elements of a Great Instructor

Credibility. Acquiring expertise as well as building and cultivating positive, trusting relationships.
Common Ground. Frame goals on common ground, describing the benefits of the position they’re advocating in terms of what they value and what others value.
Supporting Information. Reinforce their positions with striking data mixed with compelling stories, examples, and images.
Deep Understanding of Emotion. Understand and connect with the feelings of their students.

Winning Others’ Trust

When people trust you and your ideas, they tend to see you as believable, well informed, and sincere. They know that you have their best interests at heart. They also view you as possessing a strong emotional character (steady temperament) and integrity (honesty and reliability).

Be Sincere. Demonstrate your conviction that your idea is worth others’ time and attention.
Build a Track Record of Trustworthiness. Follow through on the promises and commitments you’ve made. Share or give credit to those who contribute good ideas. Present consistent values.
Encourage the Exploration of Ideas. To demonstrate your openness to others’ perspectives, listen to their concerns. Establish an environment where all can share their ideas and know that their opinions are valued.
Put Others’ Best Interests First. When people believe that you have their interests in mind, they tend to trust you and your ideas.
Use Candor. When you own up to your flaws, people see you as a truthful person – on the assumption that most individuals try to conceal their faults. Thus, an honest acknowledgment of any weaknesses in your proposal can help build trust with your audience.

Even though you are the presenter, it should be all about the audience. Through slide design, content, nonverbal behavior, engaging questions, and appropriate silences, the presenter should send the message that "this presentation is not about me or my thoughts, it is all about you."

The relationship begins before the class begins. Meet and greet your participants before class. This helps to break the ice as well as providing you an opportunity to gauge the students’ prior exposure to your topic. From your opening sentence, talk about your students.

Let the students know what the goals are for the class. Your objective in setting goals is not “running the class” but aiding in student learning. If you are doing a class for another organization, be sure that you know what the objectives are and what they want you to cover. Try to find out as much as possible about the knowledge level of the students and their learning needs so you can provide the right level of instruction and the right focus for your audience.

1.2 Get the Student Involved

Get students involved by asking them questions. The more times you use the word “you” or “your” in your presentations, the better you’ll relate to the students. Use phrases such as:

• “As you see on this table…”
• “You’ve probably installed this.”
• “Now as you look at the photo…”

1.3 Relationships

Concentrate on building relationships. If you can communicate what the student feels is important, you can begin to develop a relationship. “Look, I understand how you’re feeling. I know what it’s like to feel the way you do right now. I’ve been there.” There has to be a willingness to help, and to extend yourself on the other person’s behalf.

Try to be sensitive to their feelings, let them know that you really want to help them, and expect to see them again. To spark a long-term relationship, the instructor must immerse himself or herself in the concerns of the students. When the instructor says, “I know how you feel,” the students must believe it!

• If you’re bored, they will drift with you.
• If you’re having a good time, they will smile and enjoy themselves with you.
• If you like and respect them, they’ll like and respect you.

Use real-life examples when explaining concepts that your students can relate to. This not only drives home a point, but it makes students feel that you are speaking to them, because they are hearing a story or a situation that they may have faced in their own lives. If you expose your own weaknesses and vulnerability, the students will identify with you.

Stay tuned for Part 2 - The Student.