Becoming a Great Instructor - Part 2

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

In case you missed it, here is: Part 1 of 7 - The Relationship

This is Part 2 of our 7 Part Series 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 2 - The Student

2.1 Introduction

Students instinctively know how you feel – and if you don’t like or respect them. Never think that your students are stupid!

2.2 Decision-Making Styles

Information must be presented in a manner to persuade the listener and to encourage the student to want to learn. There are five decision-making styles:

• Charismatics
• Thinkers
• Skeptics
• Followers
• Controllers

Charismatics. They get excited about what you are discussing and enjoy out-of-the-box ideas. They are not interested in the details, so keep it simple and straight forward with lots of visual aids — they just want to hear the bottom-line results. You must engage charismatics immediately, before they lose interest.

• Don't use too many slides.
• Set up your slides to illustrate a vision.

Thinkers. They are open to new ideas, but are careful and methodical. They like hard facts and research information — that's what convinces them. Never make a statement in your class that you can not support. Guarded and cautious, they explore every advantage and disadvantage. Thinkers are open to new ideas when you have the facts backing up the idea. They are rational and use numbers to make their decisions. This is why they might not have the best social skills, quizzing you about the information. While they are proactive and do want to win, thinkers use logic and exhaustive analysis to make decisions.

Skeptics. They are distrustful of information that does not fit their view of the world and will challenge every data point right away. They use their ‘gut’ to make a final decision. You have to be credible in their eyes before they listen to you and welcome their challenges. Skeptics say what they think without regard to your reaction. While thinkers take in the data to make a decision, skeptics look through the data to find what supports their vision.

Don't get defensive, and don't rush a skeptic. Because they're unafraid of being wrong, they make bold, risky comments. Skeptics are interested in where you got your information, ideas, and recommendations. Be prepared to present the sources of your data. Be careful not to get upset with the skeptic, but try to help them integrate the data into their view. However, there is a high probability that you will not change the mind of the skeptic.

Followers. Followers relies past decisions, take time to change their opinion, and politically sensitive. They buy well-known brands and want to protect what they already have. They are excellent with people, always aware of how their behavior affects others (political).

Controllers. Controllers are unemotional, analytical, hate uncertainly, and are inclined to follow their own ideas. Highly independent, they like to be in control of the information. Controllers don't like to be pushed — you have to get them to believe they made the decisions. Because they see information through their own perspective, it can be difficult to get them to accept information that runs contrary to their view. They are also perfectionists who are not very interested in getting along with other people and making them feel comfortable. Controllers run to their own tune and they have a tendency to shoot the messenger. You must maintain control as the instructor, and politely keep them in check. If they will not conform, there comes a point where you may need to be more forceful. Do not allow them to take control of the class.

In working with students, understanding individual decision-making styles can help you understand how to provide answers to their questions in a manner that fits their style which will result in improved understanding by the student.

2.3 Learning Styles

Not all students learn in the same way. Students have different learning styles, and instructors must recognize this in order to reach all learners. Information about learning styles is helpful for everyone especially for people with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD).

Learning styles are simply different approaches or ways of learning. The types of learning styles are:

• Visual Learners
• Auditory Learners
• Tactile/Kinesthetic Learners

Visual Learners. These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (for example, people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated textbooks, PowerPoint presentations, videos and DVDs, and handouts.

In the right setting, “Elmo” projection cameras can be used to display small parts and diagrams, and smart boards can provide a high level of interactivity to small groups for processes such as brainstorming. Anything visual can help add to the experience for visual learners. However, technology should never be used in place of forethought and fully preparing for a presentation by developing a complete outline and PowerPoint presentation. Don’t try to develop a class on the fly or work un-tested problems during the class.

During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. If you provide a book or handout and follow it in your presentation, this reduces the need to take notes. They like concise, good-looking presentations that are neat and orderly.

Auditory Learners. They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Try not to speak too fast. Written information may have little meaning until it is heard. Try to tell them the same information several different ways.

These learners often benefit from reading text aloud and using a tape recorder. They don’t like to spend time figuring out complicated charts. Keep background noise to a minimum because extraneous noise makes it difficult for them to pay attention. Be aware of noises in the class room such as the air conditioner cycling off and on excessively (have the fan turned to “on” instead of “auto”) and the caterer refreshing sodas, etc.

For auditory learners, as well as all learners, structure your presentation so you:

• Tell them what you are going to tell them.
• Tell them.
• Tell them what you told them.
• Ask them, “What did I tell you”?

Tactile/Kinesthetic Learners. Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration and a need to touch and feel what they are learning.

Knowing about student learning styles helps instructors develop coping strategies to compensate for students’ weaknesses and capitalize on their strengths. There are many excellent resources on the Internet, including www.LDpride.net

Adult learners have a variety of learning styles and you must utilize different strategies during the course of a presentation such as:

• Use as many visual aids as you can for the visual learners
• Lecture more for auditory learners
• Develop hands-on activities for kinesthetic learners

Stay tuned for Part 3 - The Instructor.