This is the fourth of four posts on tips for training your subject matter expert to be polished in front of learners.

In this final train-the-trainer – or TTT –  post, let’s look at some fundamentals of classroom management that make presentations run more smoothly. Many classroom management issues involve simple logistics. Some seem obvious to experienced facilitators but to the untrained trainer a few of these little logistical details can create speed bumps for the pace of your class if they aren’t handled properly.

Most trainers have some kind of icebreaker as a way to introduce themselves and engage learners. If you have favorite icebreakers you’ve learned, share them with trainers who are new to the classroom. There are plenty of ideas online for games to warm up learners. If you have a short class, say one hour or so, you won’t have time to do many complicated activities that take away from your limited time. At least have an introduction that engages the attendees such as a brief entertaining story that reveals a bit about you and your subject.

Logistics

Train-the-trainer sessions should include instructions on how to set down rules that make the class more comfortable for everyone. Yes, you are dealing with adults, but even adults need to be reminded to turn off their cell phones and check messages on the break. Even adults need to be reminded to wait their turn to speak. And even adults need to be reminded that speakers should be given undivided attention when they have the floor and that side conversations are distracting.

When creating a training slide deck, the rules are usually a standard second or third slide before the agenda or learning objectives.  That’s because the trainer needs to discuss logistics before diving into anything of substance to avoid stopping the class to address these things later. If the class doesn’t have a slide deck, simply post the rules where everyone can see them. Just make sure you call attention to them.

Here’s what to include for classroom rules:

• Cell phones: Turn off cell phones and get messages on the breaks
• Exits: Point out exits for emergencies when the location is unfamiliar to the learners
• Bio Breaks: Point out bathroom direction when the location is unfamiliar to the learners
• Temperature and noise: Adjust heat or cooling, ask if everyone is comfortable, and resolve any environmental issues if possible. Call building maintenance if there is a serious issue with comfort or if someone is operating a jackhammer outside the classroom.
• Parking Lot: Create a parking lot for discussions that are outside the scope of the class and for questions that arise and need to be researched (the parking lot can be a white board, a flip chart or some other place where you can write topics that need to be tabled)
• Rants: Encourage participation; discourage side conversations so everyone benefits from the thinking of the group
• Food and Drink: Announce availability or prohibitions regarding food and drink during the sessions. Inquire about food allergies.
• Schedule: Announce beginning and ending times, break times and whether snacks, lunch or dinner is available. Ask if anyone has a conflict. Inquire about food allergies.

In a multi-day class, insert this slide at the beginning of each new day of training as a reminder and briefly review the rules. Adjust these recommendations depending on the material, the class and the location. For example, food or breaks may not be relevant in a one-hour class. Emergency exits and bathroom directions are not needed when employees are familiar with the layout of their own company.

Behavior

Depending on the topic, attendees may encounter strong opinions or emotional moments among themselves. The trainer’s role is to keep the environment safe for people in the room. If an attendee feels attacked professionally or personally, it is important to try to reframe the statement or situation to neutralize the content of the message.

Distinguish between honest, healthy, heated professional discussions and those that cross the line and become personal. Often a strong, fiery debate is appropriate. If things devolve into tears or anger, though, consider the line crossed and jump in to reframe and neutralize the topic. If something can’t be resolved, say “let’s agree to disagree and put this in the parking lot for right now. Perhaps we can come back to this if we have time at the end of the class.” If the issue has no short-term satisfactory resolution, don’t return to it. It will only distract from discussing relevant material.

If a particular individual is disruptive, they often simply need to be acknowledged. Physically move closer to them and ask them for their opinion. Usually after a person is seen and heard, they will calm down and participate. When you encounter an individual for whom attention does not work, you may take them aside on a break, find out if there is a problem and, if it cannot be resolved, invite them to leave.

Your Trainer Appreciates Tricks of the Trade

When you are training your trainers, most subject matter experts who are going in front of a classroom for the first time are excited to be teaching their beloved topic. When you give them a few tips and tools, they will be much more successful. You can head off a lot of unnecessary problems by preparing them with these few techniques.

To review, over the past few weeks we discussed three main areas to cover when training the trainer. No, it’s not rocket science but it’s easy to overlook the easy stuff. Prepare your SME for success as a classroom trainer by including in your train-the-trainer program:

• The material to be taught
• Vocal quality and body position
• Classroom management

What are some of the classroom management techniques that you use to keep classes running smoothly? Share your comments below.