The content of this newsletter series is divided into seven parts. You can click on the links below to read prior parts of this series:

• 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 5 - The Classroom Setting

5.1 Introduction

When was the last time an instructor captured your imagination before he or she even started speaking? If you dress up the classroom it shows that something is about to happen and demonstrates that you are prepared. A nice classroom setting with handouts can help begin to set the stage.

Beginning, Middle and End. The students should be anticipating that the program is going to have a beginning, middle, and an end. Try to have props within sight, so that the students think, “I wonder what those are for? This seminar is really going to be something.” At the beginning of the presentation you should tell them what you are going to teach them. During the middle of the presentation you should teach them, and at the end you should provide a summary that tells them what you taught them. Feed-back should be gathered using an evaluation instrument that will ask them what you taught them.

Control. Do not teach in an unacceptable environment and don’t teach a topic that you are not happy with or in a manner that you feel will not have favorable results. The final class outcome will reflect on you as a presenter, so do all you can to be sure the facilities and class curriculum are correct for the situation.

5.2 Classroom Environment

Be sure that the class environment is conducive to learning and is comfortable for you to teach in. If the facility is not acceptable, request or find something that is. A nice classroom environment is more enjoyable for your students. Teaching a class in a shop or similar industrial area should be avoided.

Motivating Posters. If you are teaching high school classes or young adults, you may be able to motivate them using sports cars, motorcycles, boats, or other things that interest them in posters or visuals. Encourage them in their studies by pointing out that these things are attainable to them if they become trained professionals. Share information on high wage jobs in the electrical field that they may wish to pursue.

Noise. Be careful when setting up your facilities; be sure the room next door isn’t having a wedding or other party that could cause distraction due to noise. If there is an occasional commotion or outburst, try to ignore it and not draw attention to it. If it is very noticeable, you may be able to relieve any student tension or distraction over it with a subtle joke about it. (For example; it sounds like they are having lots of fun next door, they must be studying trigonometry). Don’t acknowledge minor commotions caused by students leaving the room or catering bringing in soft drinks, etc.

Quality. The quality of the room also makes a big difference on the mood of the student. Make an effort to get the most professional facilities you can. Don’t worry about intimidating the students, they like nice facilities just as much as the next person. You can never get a facility that’s too nice.

Temperature. The temperature of the room is also important. Too cold and your students are wondering how they can get warmer. Too warm and they will relax and possibly fall asleep. If the temperature is just right (just a little cold) the body will attempt to keep itself warm. Blood circulation increases providing more oxygen to the brain, which results in a better student attention span. Drinking coffee can help keep the students alert as well. Pay attention to the temperature during the day and make any adjustments needed. It is a good idea to advise the students to bring along a jacket or sweater in the information they receive before coming to the class.

5.3 Classroom Layout

I like the room to be set in a classroom style layout and possibly arrange the tables in a herringbone pattern. There should be a maximum of two people per 6-foot table or three people per 8-foot table. Order the room 50 percent larger than your actual needs. If you are expecting 30 students, order the room for 60. This will give sufficient room at the tables, and if more students arrive than expected, you can add chairs to the tables. If there are more tables set up than you will need, remove extra tables from the back rows before students arrive. This will move the class together.

There should be sufficient room between tables (at least three ft) so it does not feel like the chairs are cramped together without enough room to move. Make sure there is room between your presenter table and the student tables so that you will be free to move around. Slide the rows away from the center if necessary to make enough room.

Avoid round tables which can lead to student cross conversations during the presentation and lack of attention. Also avoid auditorium style seating; the students can spread out and “get lost” in this type of arrangement.

When making arrangements for meeting rooms, don’t allow the event planners to move you to a different room for the second day.

Be sure that the proper equipment such as an AV screen and projection table is provided. Specify screen size as follows:

• One - 7 x 7’ screen for a class up to 40 persons
• One - 8 x 8’ screen for a class up to 100 persons
• One - 9 x 12’ screen for a class up to 150 persons
• Two - 9 x 12’ screens for a class up to 300 persons

5.4 Audiovisual Aids/Props

Use audiovisual aids that give you freedom including wireless microphones and wireless computer controls for PowerPoint presentations. PowerPoint presentations can provide an easy-to-follow outline that provides structure and cohesion to your presentation. The appropriate use of graphics can aid in the student’s understanding of technical concepts or difficult topics. Don’t make the mistake of filling PowerPoint slides with text and simply reading them to the audience. Be prepared to provide the instruction without reading every slide word for word and use the presentation as a guide. Additional props can add to the presentation; everyone likes to see new products and/or toys.

5.5 Equipment

Be prepared at all times. Check out the meeting room and equipment before the students arrive, preferably the day before. Make decisions on where you want your props and audio/visual gear. However, once you get started, don’t draw attention to any equipment failures. What do you do if you’re on a roll and the air-conditioning fails? The situation looks bleak and it could be a long wait.

• Don’t get mad.
• Don’t just stand there.
• Don’t tell jokes that have nothing to do with the situation.
• Take a break and see how long it will take to get things worked out.
• Tell a brief story that relates to the situation.
• Get back on the subject and act as if nothing is wrong.

If you are using a PowerPoint presentation on your own laptop computer, you should be prepared for equipment failure by having a backup copy of your presentation on CD and/ or a USB Jump Drive. Keep a copy on your website or ftp site where you can access it from the internet. If the unexpected happens and your computer fails, you will have a copy that can be used on a substitute computer.

Tape down the power cords for your computer and projector to avoid tripping or knocking the equipment on the floor. Pay attention to details such as being sure the computer is plugged in before beginning the presentation.

5.6 Handouts

Verify the number of attendees before the class and be sure to have more handouts than the number of students you expect for the class.

5.7 Lighting

Check out the lighting and be sure there is sufficient light for the students to be able to read their books and notes and not any direct lighting on the screen that might diminish the quality of the PowerPoint presentation. If there is a glare on the screen don’t dim the lights, but try to re-position the screen or have some lamps removed to avoid this problem.

5.8 Microphone

Anytime you have more than 40 students you should have a microphone. A microphone helps ensure that each student can hear you and it also saves your voice. A hand-held wired microphone ties you down and is not a good solution. A hand-held wireless is a little better and allows you movement but ties up your hands. A wireless microphone that pins on your tie works well, but there are still limits on placement for it to pick up your voice. Be sure to turn your wireless microphone off at break time.

A small portable system like “Go Speak” will work for small classes under 100 students. CrystalGraphics.com is one place to find the Go Speak system.

5.9 Platform

Platforms are necessary for your audience to see you when the class reaches more than 150 students.

5.10 Podium/Lectern

Podiums place a barrier between you and your student when you should be doing everything in your power to get close to them. Try to free yourself to move about in the room by use of tools such as remote presentation tools for changing your PowerPoint slides (wireless mouse) and wireless microphones, if amplification is needed.

Use an adjustable table if possible to bring your laptop to a height where you can see it and work with it while standing. Being able to see the laptop monitor while moving around the room will add to your comfort level while presenting.

5.11 Projector

It may be advisable to provide your own projector so you know that equipment compatibility problems will be minimized. A good projector should have a brightness of more than 2500 lumens and as high of a contrast ratio as possible (2000:1 is very good). Projectors in the past have used LCD technology, DLP technology is making less expensive projectors available which are very good for movies but may not provide as good of a picture for PowerPoint slides. Try out a projector to see if it will meet your needs. Good information on projector specifications is available at websites such as TigerDirect.com, EggHead.com and ProjectorPeople.com.

5.12 Refreshments

It is important that the students are made comfortable during the presentation. Pitchers of water or bottled water should be available during the day, and extra water at the refreshment table is a good idea. Even if coffee is provided, some participants will prefer water.

If you are working with a convention center, order coffee based on 12 people per gallon. Do not order decaffeinated coffee, just regular coffee. Ask that the coffee be left out, not removed at noon. Put a limit on the amount of coffee that can be used without a signature. Be aware that if they offer to “refresh” the coffee that means that they will take it away and bring a new full pot at full charge. If you have sodas provided for breaks, count the number of sodas left over at the end of the day if you are being charged “on consumption”.

Do not include a free lunch in the registration unless it reduces the meeting room costs significantly or is necessary for the meeting logistics. Some meeting locations are not close to other dining facilities or traffic would delay the students from returning on time. Being able to get the students back to class promptly is important and must be factored into this decision. If you do include lunch, turn in a lunch count that is 90 percent of that expected. The convention center will always add more lunches if needed, but if you turn in a higher number and have less actual attendees, you will be charged for the initial number you provided.

Stay tuned for Part 6 - The Presentation