This article was posted 11/09/2012 and is most likely outdated.

Mike Holt - Becoming a Great Instructor part 4
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Becoming a Great Instructor - Part 4
Becoming a Great Instructor - Part 4

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

This is Part 4 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.

In case you missed them:
Part 1 of 7 - The Relationship
Part 2 of 7 – The Student
Part 3 of 7 – The Instructor

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

We'd love get your feedback on these newsletters. If you have any suggestions or comments please
'Post a Comment'. We'd especially like to hear from instructors.


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

 

Image2 Part 4 - Your Presentation Skills

4.1 Eye Contact

Eye contact does more to enhance your presentation than any other improvement you can make. Your voice may carry your message, but your eyes hold your student. Think of eye contact as the electric current that keeps students turned on.

Occasionally, a student may consistently avoid making eye contact. Be aware that sometimes eye contact is uncomfortable to students because of low self-esteem or other personal issues, or even because of cultural differences (in some cultures, direct eye contact may be perceived as a lack of respect for the speaker). Accept this as a normal situation without doing or saying anything that might make the student uncomfortable.

Never turn your back on the audience while speaking to write on a board, point at a visual aid, or to use a pointer or a laser pointer. Always face your audience and do not speak from the back of the room.

4.2 Hands

What do you do with your hands? If you’re comfortable and confident with your audience and subject matter, your hands won’t be a problem. But at other times you just need to do something with them! Be aware that your hands can speak louder than words.
You should simply do with your hands what comes naturally, but be aware what the actions communicate.

  • One hand nervously twirling a mustache or lock of hair gives the impression that you might need some time to think about the issue/question.
  • Hands in pockets might communicate that you are nervous and you don’t know what to do with your hands. However, I have a habit of putting my hands in my pocket when a student asks me a question.
  • Hands jangling coins can be distracting to the class and often the speaker doesn’t hear a thing.
  • Hands folded together over the chest could suggest you have closed up, but I have a tendency to fold my hands over my chest when I’m trying to figure out the answer to a difficult question.

It’s not what you do with your hands that count; it’s the body language that conveys the real message.

4.3 Humor

You can make fun of yourself, but never make fun of someone else. Be very careful about teasing students, even if done in a good-natured way. Don’t degrade others with inappropriate jokes. Don’t build a presentation around jokes you’ve collected, but do incorporate relevant bits and pieces of humor into your message. Never use off-color words or jokes or cuss in class.

Be careful not to use inappropriate dialogue or cussing to try to relate to a work situation. Be certain that if you use a joke it passes all the tests: not prejudicial, not sexist, not racist, not targeted at a group, nor inappropriate for a business setting. Avoid slang words that could be offensive to some groups.

4.4 Move Around

Don’t sit. Travel around the room so that people will have to keep their eyes focused on you, because when you sit, the student’s eyes are likely to begin to relax and it makes it difficult for them to pay attention. Moving proves you’re alive, forces your students to keep their eyes open, and reduces your own stress. But, too much erratic movement can be very distracting and annoying and may cause tension in the audience. I personally have a barstool and when I feel the need to rest I lean on the stool and continue my presentation. But I don’t sit on the stool; I just lean on it to rest my feet.

4.5 Names

Try to remember your students’ names, and if possible use nameplates on the table in front of the student and also name badges, but not the ones that pin on and make holes in their clothes. People love to be noticed and appreciate it when you use their names.

4.6 Participation

Student participation keeps students involved and motivated to learn. Student participation is the fastest form of learning, and students remember more when they participate. Student participation feeds information about the student to the instructor to aid in student analysis and evaluation. This provides important feed-back to the instructor in order to be certain the class objectives are being met.

  • Make student participation easy for everyone.
  • Be a cheerleader and be open to suggestions.

Some instructors get so preoccupied with one student looking around, or looking at a watch (when everyone else is interested and involved) that the instructor loses his or her focus. You cannot always have 100 percent participation, because some people have their own agenda, they are exhausted, on medication or they are ill.

Don’t work so hard on that one person who just really wants to take a little nap during your presentation. You may drive yourself nuts trying to address that one student who just isn't paying attention, and in the meantime you’ll forget that everyone else was already interested and ready to go forward.

4.7 Politically Correct

We all react negatively to improper or offensive personal comments.

  • Don’t make a sarcastic reference to the city you’re visiting.
  • Don’t make an unflattering reference to a specific age group, gender, race, weight, dress code, religion, etc.
  • Be aware of stereotypes.
  • Never draw attention to poor performance no matter how worthy your intentions. The student is never lifted by words that identify them as a loser, even though the presenter intended to motivate them.
  • Watch your language, what may be colorful and contemporary to you will certainly be offensive to many members of your audience. Don’t try to “fit in” with the audience by using inappropriate language or crude expressions.
  • Don’t turn the tables on your student. They can criticize you, but if you criticize them, you’ll lose their respect and admiration.

4.8 Presentation Duration

Research indicates that the average adult can listen with understanding for 90 minutes, but can only listen with retention for 20 minutes. No module of instruction should run more than 90 minutes, change the pace at least every 20 minutes, and try to find a way to involve people in the content every eight minutes.

While it may seem difficult to incorporate the 90/20/8 rule into technical training, it is important to be aware of the limitations of student listening and comprehension and try to involve the students into the learning process as much as possible.

4.9 Talking Speed

Studies indicate that people speak at an average rate of 120-150 words per minute, but the brain can absorb the meaning of words when spoken at up to 300 words per minute. However, be sure that you speak clearly and make sure that your student is capable of understanding the subject if you speak at a fast rate.

Recognize the importance of silence or a pause in your presentation at appropriate times. Increasing your talking speed can be used to emphasize an area of passion and decreasing your talking speed can emphasize an extremely important point. A great presenter will couple talking speed, pitch, and inflection with body language for more impact.

4.10 Voice

Your voice gives the students their first introduction to you and their first impression about you. It will communicate joy, nervousness, anticipation, authority, or boredom. Be sure your voice communicates authority and competence. Practice changing the pitch and intensity of your voice and don’t speak in a monotone voice. Use changes of inflection and volume to add emphasis to key points.

Talk loud enough and emphasize key words. Pause between your thoughts. Practice out loud and tape yourself. Then ask, “Would this voice tone keep someone’s interest?” Insert some emotion in your voice when you talk.

Be sure that you can be heard by all participants and employ a sound system if necessary.

Image2 Stay tuned for Part 5 - The Classroom Setting.

Coming In January:

Mike will be presenting a 3-Part Live Webinar on
'Becoming a Great Instructor' utilizing this material and incorporating your feedback to these newsletters.
So please 'Post a Comment' and let us know what you think.

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Comments
  • I have re-read "how to become great instructor" again for the fourth time and I still I'am inspired. It's like a pep talk before the game. Thank you And you are the first instructor that also thinks that it is important to be physically fit to present your lectures properly. I always stand when I'am presenting. Of course being only 5'1" I need to show all the height I have in order for my students to see and hear me. Your diaphragm supports your speaking voice. Like a singer its easier to project your voice when you're standing. Thank you and God bless you

    Laura Vergeront  January 18 2013, 9:49 pm EST
    Reply to this comment

  • Mike As always you have the simplest and best instruction when it comes to understanding a subject. In this case its how to teach adults. Thank you for your time and interest in helping us be better instructors. Wow... I with been with you since 1994. How time flies Hope you have mended and will be back up and doing your barefoot skiing soon. Merry Xmas

    Laura Vergeront  December 19 2012, 6:03 pm EST
    Reply to this comment

  • I would be interested in the webinar

    Vernon Lippert  December 17 2012, 3:40 pm EST
    Reply to this comment

  • What a very good and enlightening topic. Meantime, I'm following up this topic in your newsletter. This will equip me not only to lecture on my technical topic but also to get the attention of the listener to get them interested and absorbed what is being discussed. Thank you very much for this newsletter you are trying to convey to us your followers and fans for I learned a lot from you Sir Mike.

    Larry G. Sarmiento  November 10 2012, 7:41 am EST
    Reply to this comment


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