Managing the Training Environment
Managing the Room
Who's in charge in your training room? The training room atmosphere can help to make, or break, a presentation. Don’t be a victim of somebody else’s limited imagination. Here are heaps of suggestions to make even the most challenging training environment come alive for both your learners' brains, and for your ownership and confidence.
Are you staying on time? Time is precious in today’s training world. We are being asked to put more and more information into a shrinking amount of time. This video is full of practical ideas to get your class started on time, back from breaks on time, and keeping yourself honest with your own use of time.
“How could you be nervous after all the experience you have had?" This video explores what happens in our Brains when we are anxious or stressed. It suggests activities you can do as educators to calm your own nerves, and also how you might assist your own students.
Building Inner Strength
Do you own your space 'up front' when delivering? Powerful Presentations are about techniques as much as content. Public speaking is one of the biggest fears most adults can experience, yet in reality your audience wants us to do well, to engage them, and to offer relevant information. We might have awesome content and ideas, but this can be lost if we are nervous and lose the moment with poor delivery. This video covers several simple techniques to maintain positive self-talk; powerful body posture and positioning; control of nerves, and ideas to give you a 'presence amongst your peers'.
Minimize Learners Anxiety Part 1
How to understand and keep stress at bay! This video explains the chemical reactions happening in the brain when we are stressed. By helping students to access and utilise their Clear-Thinking Pre-frontal cortex, we help make it easier for them to learn. It also explains why it is essential in our design phase to look at ways to lower anxiety levels to help facilitate our participant's potential to learn quickly and confidently.
Minimize Learners Anxiety Part 2
Helping students utilise their Clear-Thinking Pre-frontal Part 2. This video builds on the earlier Part 1. and the video on 'Managing Nerves'. It is full of practical things you can do as an educator to lower the Anxiety levels for your students, so that they can engage their clear thinking brains and learn more successfully, saving you time and repeated instructions.
Managing Groups Interview
Changing Groups to share the love! One of the most challenging things we fear as trainers is to ask students to change groups, yet it is one of the most powerful ways to encourage networking, good independent thinking and maintain energy in the room. This video not only explains why changing groups is important, but gives you seven practical, different and fun ways to do it, which will immediately get your students on board and having fun while they change groups.
Difficult People Part 1
How to deal with 'difficult' participants. Maintaining your own balance is the key. Very often we allow the difficult behaviour of others to throw our energy and focus. This is the very time to have confidence that we know our information, have done the necessary preparation and only need to keep our thinking clear. This video talks about keeping ourselves focused and how to address what may been seen as challenging behaviour.
Difficult People Part 2
Don’t become the victim of negative energy vampires. All too often trainers agonise over the difficult learner and allow their own energy to be dissipated as a result. Here are some ideas to help understand why people’s behaviour can appear to be difficult in a training environment, and what you might be able to do to turn their energy around.
You need to give feedback! Feedback should never be about being right or wrong. Good feedback is about a generosity of spirit in assisting someone move forward. It must always be based on clearly established expectations, not subjective observations that are never explained. This video clip is an excellent start for anyone wanting to develop great feedback skills.