Train the Trainer Coliseum: How to Train Very Large Classes | Jason Teteak | Skillshare

Train the Trainer Coliseum: How to Train Very Large Classes

Jason Teteak

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3 Lessons (58m)
    • 1. Coliseum Part I: Open Well

    • 2. Coliseum Part II: Communicate Effectively, Engage & Teach Well

    • 3. Coliseum Part III: Provide In Class & Outside Support


About This Class

Show credibility, build rapport, make things easy to understand and answer questions with a room full of 30, 50, even 100 students or more!

This 1 hour program addresses the difficulties associated with training, teaching or facilitating a very large group or presenting to a vast audience. 

You've already learned how to show credibility, build rapport, make things easy to understand, and answer questions...

...but how can you do these things with a room full of 30, 50, 100 or even 500 participants? 

There are specific strategies to do it successfully and you'll find them all right here. 

Our experience has taught us that successful communication is very different when the audience is big. 

In fact, it turns out there are precisely 21 thing EVERY instructor or presenter must do with ANY audience. (See below..)

  1. Overcome nervousness

  2. Show confidence

  3. Speak well

  4. Show trainees that I am a content expert

  5. Show trainees that I am an expert educator

  6. Be welcoming

  7. Meet trainee needs

  8. Show that I care

  9. Get trainees to like me

  10. Make class enjoyable for trainees

  11. Make trainees feel comfortable asking me for help

  12. Hook trainees

  13. Keep trainees attention

  14. Manage the pace of the class

  15. Make things easy to follow along with

  16. Make things easy to understand

  17. Determine whether the trainees got it

  18. Set question expectations

  19. Listen to trainee questions to determine whether/how to answer

  20. Answer in-scope questions

  21. Punt out of scope questions

It turns out that each of the BOLDED items below are MUCH DIFFERENT and MUCH MORE DIFFICULT to do with LARGE CLASSES.

That's what we're going to teach you in this program. 

We've done it hundreds of times so we know exactly what you need to do differently for each task about to effectively engage and motivate audiences of any size...

... and we can leverage this experience to help you get results. 

Don't take my word for it...

Hear what others have to say after they watched this program... 

  “It's so simple and never taught.  College teaches all the wacked out, in depth theory and pedagogy without giving presenters the simple steps of what to do, that's the brilliance of these classes.  A lot of us know the why, now we get to know the how.  The theory that you teach is practical and effective.  Learning through college teaches a lot of high level information and assumes the basics (or the basics are not thought to be needed because college is taught by experts not by teachers). These classes give those basics that, though many of them may be getting done, they are brought to consciousness to do them effectively, consistently, and across all areas." 

  - Christopher Chalhoub- Corporate Trainer 

  “Jason is a master at understanding people.  What has been interesting to me is that Jason uses his own techniques to “rule the room" when he is teaching you how to rule the room. It's a sight to behold!  Every time I was in a room with Jason, whether he was presenting or it was just a meeting, he always was able to grab people's attention immediately and make you feel like it was the most worthwhile time you have ever spent." 

  - Jeremy Wright- Project Manager 

  "Jason's techniques break down speaking fundamentals that can make anyone a more powerful and relatable speaker. His tips have revolutionized my presentations at large conferences, and internally to PerBlue employees." 

  - Justin Beck- CEO - PerBlue 

About Your Instructor

Jason Teteak is the Founder and CEO of Rule the Room Train the Trainer. Jason first made a reputation in the medical training industry, where he was known as “the Epic trainer of trainers.” In response to many requests, he began to offer personalized services and quickly developed a following as a private training coach and training consultant whose clientele includes elite institutions, universities, and top corporations.

In 20 years of working as a trainer and a trainer coach, he has helped more than 15,000 training professionals to “Rule the Room” and has appeared before more than 200,000 people. He’s won praise and a wide following for his original methods, his engaging style, and his knack for transferring training skills via practical, simple, universal and immediately actionable techniques. Or as he puts it “No theoretical fluff”.

He founded Rule the Room Train the Trainer with a mission to DOUBLE the impact of 10,000 training professionals in the next 5 years. The Rule the Room Train the Trainer team, under Jason’s management, has flipped the model and changed the approach to great training and instruction for even the most seasoned veterans.


1. Coliseum Part I: Open Well: many of you trained large classes. Now a large class, by definition, is a class. It's greater than 32 people. So research suggests that 32 people or less is a class that you can actually control by working the room, learning people's names and really getting to know individuals. Once you get past 32 people, it becomes very challenging. If you get 150 people in the room, you're not gonna be able to welcome 150 people. You're not gonna be able to shake 150 people's hands. You're not going to be able to learn 150 people's names, and you're certainly not gonna be able to give eye contact every two or three seconds to 150 people. Things are gonna change. So those of you who have taken foundations or maverick or cram you know that there's a lot of tasks that trainers do. You also may know that what I do for a living is I help trainers be successful, so I watch trainers watch them train. I watched them present. I consult with people. I consult on curriculum and instructional design I consult with entire training staff on how to help their trainers be successful. Improved, and I've been doing this for 20 years. So I started off teaching grade school in junior high, and I taught high school for seven years, got into math and English. And then I started training about 12 years ago, and I trained in the business world health care software, other types of software, all sorts of things, working with physicians and CEOs and nurses and receptionists and secretaries and and all sorts of schedulers and billers. And what I've found is that over the years I've never been able to find a product or anything that can teach me effectively how to teach. That's easy to use. I can find a little things here and there, and I can put him together for myself. But I never found it. And then I what I started to do Over the years, I watched people teach, and I realized that the best of the best have a ton of things in common. So I analyze them for years. I buy DVDs and watch them constantly. I watched myself on tape painfully so over and over again, and figure out what it is that I'm doing, what I can improve upon. And I'm gonna give all that to you today only I'm gonna give it to you for large classes. So if you teach a class for 300 people or 3000 people, even 30,000 the tricks are all the same. And you'll notice the first thing I suggest that you do, actually, before I tell you what I'm what I'm going to suggest that you do. I want you to notice that the reason why I'm teaching this to you is because I want your classes. There are large to be just as good as your small ones. That's why you're here today. How am I going to do this? I'm gonna teach you exactly what I'm going to suggest that you do. And I'm gonna model everything and you'll see that the first thing I have modelled is how to give people handouts. Did you notice there's not a handout on your desk this time? What did I have you? Do you have to come up and get it? That's the way it is with large classes. There's too many people in here I'm not gonna hand out 3000 companions. I'm gonna have you come up and get one. Or maybe I'll put it in the back. And how did I get everyone to do that? Put it on the power point. People, look at that. If they're not looking, what should you do at the beginning before class starts, you should say to them, What did I say to you? If you ever looked at the Power Point, do that, there's an action for you, So you get him to do it. So now everybody's got a hand out. It looks like everybody's ready to go. And I didn't do a thing. Isn't that great Now the next thing I'm going to suggest that you do is this. If you look up here, these are the trainer tasks. This is another thing that's very cool. I showed these in Maverick, which is my elite training techniques program, and we actually dive into each and every one of these and show you exactly how to do every single trainer task that's up here. Problem is, when you teach large groups, these are the ones that are challenging the ones that are red you don't have these. You actually do Have these in your in your companion. There, you'll see their bolt. I would put a star next to that slide because that's what you need to deal with. It's true that every trainer needs to build credibility. Credibility is no different. If I've got 20 people or 3000 I'm going to build it the exact same way I'm going to speak. Well, I'm gonna look like an expert educator. I'm gonna look like a content expert. I'm gonna go ahead and show confidence and overcome nervousness, and I need to do all of that exactly the same. Whether I have a lot of people or a few people from a man. I'm gonna have a deep resident tone that's gonna It's gonna articulate very clearly right up front. I need to do that after 3000 or three from a woman, I need to have a very articulate tone. It shows confidence. It is very clear I need to do that, whether there's 3000 or three. But if I have 3000 people being able to meet their needs is very different. Then if I have three, isn't it? 53 people in this room or even 30. I can meet your needs in a very individualistic way. But 3000 now it's tough. Look at some of the other red ones. Get trainees toe like me. If I have 30 people in here, I could make a seating chart. I can write down your goals. I can write down your role. I can write down even the one thing you'd wanna have out of this Class it if you got it met . You feel good about coming, and then I could meet it. 3000 people. I can't do that. And I could go through all these other ones. But you should notice in your mind that the ones that are red are the trainer tasks that are completely challenging in a large class. The other ones are no different. If you want to know what the other ones come to, Maverick And if you want to know where I came up with these, it took me years, painstaking years to come up with these 22 tasks because these are the only things that trainers do. And I can teach you all of them. But right now I want to focus on the ones that are different for large classes. So let's get started. Here's what I want to do. I'd like you to go ahead and look at this first thing. That's the same. This is called an agenda slide. You should have agenda slides in your power points. This is what I recommend you do. A lot of people have asked me this in Maverick and in Foundations and Cram. And I pushed it off until now because this is the one place where you'll notice that the handout is different, isn't it? I got 3000 people. You don't all have a companion. Got a power point slide. The power point slide is high. Recommend you have it. Three on the left, three notes on the right. What's on the left is not what I say. It's what you read. You're adults. You can read yourself. You don't need me to read that for you. You need me to teach. You remember, information is not what instruction construction is. Where you teach information is just sitting on the screen. So if that's my agenda, did you notice for this step? Loners in the room, The ones who need structure practical. What's that agenda do? It tells you exactly where we are right now. How do you know where we are? Because the first ones red, all the other ones, are black. So right now I'm on the opening. Well, I'm gonna teach you how to open. Well, right now with a large group. Now, you'll notice also that these start with action verbs and they're not complete sentences. That's what you want. Especially with a large group. His power points going to come in really handy. The board goes away for large groups. You can't use a board is too. It's too big. The classes too big. They're not gonna even look at it. So your power point now is your only visual aid you have in the handout you give is the only visual aid they have to write on. So if that's the case, we're gonna go ahead and open. Well, let's go and do this. I'm gonna give you all my tricks. You'll notice that I have a companion as well. And on that companion, I've got the first slide, and then I've got the 2nd 1 in the 3rd 1 and then I've got the 4th 1 Who? The fourth one's got some stuff, Andre. That's what I'm gonna say. No, it's OK to have this. It's all right. It's just not okay to go like this and read it in front of them. But it's okay to put it here, reference it every once in a while to remind yourself what you're going to say and then say it. So notice it says open. Well, here's how you open. Well, you can write this right next to the open. Well, slide, By the way, that was a quick trick. I gave you a directional. And for 3000 people, it's far more important to do this in 20. The directional gets them to what? Do something. I said, Hey, you go ahead and write this and now you're ready. You're ready to write. So here's what we do. In order to open while you need to do three things, you need to tell them why you're doing this. You need to tell them how you're going to do it, and you need to tell them what they're about to get, always, especially for large groups. Now I suggest you do this on a particular slide. And it's this one. It's called the agenda slide. What you do is you create a slide with your agenda. What should your agenda be? Write this down the tasks of the people in the room. You all need to do six things in here you need to open. Well, you need to communicate effectively. You need to do these six things. And if you do those six things and I make it that simple, you can achieve all those red tasks up there. They're challenging. So let's get this started. If you're gonna have an agenda slide, the last thing I would do is go like this. Okay, in this class is going to teach you how to open well and then communicated factor villain engaging, Teach well and then provide. You're adults. You can read this. What I should do instead is start off with what all adults need. This is what educational psychology says. And that is why should I learn this? Those of you who have never met before and you're just coming here right now I guarantee this is what's going through your mind. You like. You better be good And you better make this worth my what? My wife. My time. So that's the first thing I need to say is why this is what all adults want to know. Why should I be here? Why should you be here? Because I already said this. But I'll say it again. I want to make sure that your large classes, they're just as good as what? Your small classes. That's why you're here. How am I gonna do it? What did I say? I'm going to model everything I expect. What you to do and what am I going to give you? I'm gonna give you everything in those tasks that you need to be able to handle large classes in less than an hour. How's that for a hook? Pretty good. That's what you need to do with them. That's how you open. Well, it's called. Write this down. Ah, hook and hook says why? How and what? By the way, some of you have asked me about my effective presentation module on how to give effective presentations. I would say the same thing there when you give a presentation first step open well, and that's how you do it do it quick notice. I didn't say I hope to teach you how to handle your large classes. I said What? I'm going to do it. I have confidence. I was standing in a confident position. My shoulders are back and I said, I'm going to do this. That makes who feel safer. You That's that's your need, By the way, remember how it said meat training needs is so hard? A lot of people think it's hard with 3000 people cause they think they got and go to every person and handle that person. You don't. You just have to make him feel what safe. Make a note of that if you'll forget. Okay, so let's keep going. This is how you open. Well, notice. This is a slide here. There's four things you got to be able to get to know your learners. Well, I can't get to know my learner's. There's 3000 of them, So what am I going to do? Here's what I recommend. I recommend pulling the audience for experience level. That's the first thing I would suggest with a large class literally say, how many of you have taught large classes before. Pull it. Find out what kind of people you're dealing with here. If none of you raise your hand, I have a far different class than I do. If all of you do and remember, one of the best ways to teach learns his tail your approach to your what? To your audience. If I pull you, I can now do that. Even if I don't get your goals, you remember. And foundations. What's the one thing I said you should do immediately? Get there. What goals and name when you get there. Goal, you say. What's the one thing you'd want that if you got this, you would make your your worthwhile coming here. You can't do that with 3000 people, but you can pull their experience level. You can do that. Second thing I recommend that you do is hook the class. And we said already that here's how you hook the class. What do you do? You give him the the why but how? You know what? Tell your story. I was teaching algebra one year. This is one of my first years and I had a mentor name. Kenny Can He was amazing. Is one of the best teachers I've ever seen. This is an inner city school, tough kids and Kenny. And the 1st 1st 30 days after class, after 30 days after the start of class, I went up to Mr Kenny. What union are you on? We're both teaching math. And he says to me, Yes. And we haven't started math yet. I said, What do you mean? I'm already on. Quadratic. So what are you doing? Goes on helping these kids learn why they need to be here. Why are you doing that, Kenny? Because if I didn't, they wouldn't stay. And by day 31 he started math. And by day 61 he had kids standing up on chairs, throwing tennis balls into buckets, measuring quadratic with stopwatches and literally eating out of the palm of his hands. Why? Because he wanted them. He hooked them. This is what you must do. You must hook your audience and how you've got to tell them What? What do all adults needing? These kids were adults at this point. They needed to know why they were learning it. Good. Next thing I'm gonna suggest open well, you must nail your first lesson. This is the same as in any module, but you must do it. You have to get to the point where even if you teach for eight hours to a group of 1000 people, the first lesson is your best one and the lesson right before he vows. But your first lesson is your best one. So you practice this 13 times in real time, make a note three times in real time. You need to practice this. Nail this and finally you need to set expectations. And this is what we're gonna talk about. Now, Look, you've got over 50 people in the room. There are now going to be expectations that there weren't before the buddy system where they work with a partner is no longer voluntary. It absolutely must be done in this class. The whole idea of punting out of scope questions is no longer voluntary. You must do it because if you answer all the out of scope questions for 1000 people, you're not going to get done. So let's talk about this. What's the difference between boundaries and expectations? Boundaries? Say I will do this. Make a note. Boundaries I do this? Expectations say you do this. If I say to you, stop chewing gum. That's an expectation. I expect you not to chew gum, Boundary says. I start class at 8 30 I answer questions at 4 30 It's different, isn't it? Neither one's right or wrong, which you need both in a large class. So let's talk about my favorite boundaries. You'll see these. You don't have to write them down. You've got him. But let's discuss these. 1st 1 is a question boundary. Like I said, if you wanna stop your class on time and you've got 3000 people and they actually have questions, you cannot answer any questions that are out of what there are a scope. So it looks something like this. You have it up there. But this is what I would say to the class. There's gonna be a lot of questions in this class, and I love it. I love that you ask questions and I'll tell you something. I'm gonna answer all of your questions, Really? All of them? Yes, I'm gonna answer all of your questions. Some of you will have questions that are related to this topic. I'll answer those immediately. Some of you have questions that I'm gonna cover later. I'll let you know when that's going to occur. Some of you have questions. They're not related to the topic that you and just a few others want to know. I'll answer those at the end of class in one hour. There it is. Now, if I handle my curriculum, well, am I going to get any questions better in scope? No, I've handled it. I'm going to get out of scope questions and those were gonna punt. So this is the boundary. This is what I recommend. I'm going to suggest you make a note to yourself that you take this and rewrite it so it fits. Whose personality? Yours. Your personality is different than mine. So you're going to need to change this. But what I'm going to suggest you can't do is avoided. Because if you do, good luck. You It's gonna be tough when you got this many people. The next boundary that I think is a requirement is this one. It's called a workbook boundary. You all have a workbook in front of you. 50% of you crave this. 50% of you love this workbook. You're so happy I gave it to you. The others could take it or leave it. I think I'll grab because he wants me to, But I don't want it. And some of you are just not even write it all. That's not okay. Remember if I was to teach you ride a bike, 50% of you would jump on and want to do it even if you fell and 50% would say Nope. That's gonna hurt too much. And I don't want to, but all of you need to do it. I can show you a video of a bike. I can even ride one up here on my own. I can even give you some training wheels and have you ride. But it's not until you what? That you're gonna get this. You got to do it yourself. And that's why you need this piece of paper. Even if it annoys you, you all need it. So what I'm suggesting to you is if you have a workbook for 1000 people or even 100 it is not a choice that they write in it all set a boundary and say something like this. There's many things you need to learn and remember in this class, if it's something that seems to be remembered or it's important, I expect you to write it down. If it's something that you need to understand, I'm gonna ask you to synthesize that because that's how people learn it. They take it in, they ingested it, process it and then they're able to ask, Say it out loud in their own words and write it down their own words. And I'm gonna ask you to do that. I expect you to do that and I teach classes to people. Here's the boundary. I teach classes to people who write stuff down in my class. So if you do see someone out of the 3000 that isn't doing this or even a whole group, you go up to them a break and say, Hey, I noticed that you're not writing stuff down. I teach class of people who do that. I teach a class today, next week, next month. Which one would you like to come to, where you write down? You want to stay today, or do you want to come back next week. Oh, I can't believe you'd say that to me. I don't feel like writing it down. Well, here's the research says if you write this down, especially if you have to write in your own words, you'll learn more. So please do that. Do you want to say today you can write it down now or you can come back in a week. You can write it down. It's like saying, Do you want to use the red toothbrush or the blue? You're gonna brush your teeth. It's just which one you want to use. So that's what we're gonna say to the person know, Probably be upset, but it doesn't matter, because they're gonna what they're gonna learn. That's the key. So expectations are hard to deliver. Boundaries, air hard to deliver because you have to have confidence to deliver them. You have to be set in what you want them to achieve. And you're doing this because it's good for them, not for you. It's okay to do this, though. 1.1 old trick you can say is, Hey, I notice you're not writing stuff down. I know it's important for you to be here I hear it, I hear it's something that your your team leader your boss wants you to do. So we'll tell you what. Let's do this. Let's set up a meeting. I know you don't want to write Stuffed on the seven meeting will talk with you, me and your TL of three people. Three way conversation. We'll talk about why you don't need to write stuff down, and then we'll see if that works for you or not, and then we can really go there. But this is what expert. This is the consequences of expectations. Look at the next one. It's a it's called a pace boundary. I really like this one to There's a lot of different experience levels in this room. There's 1000 of you. Some of you are fast, some of your slow. Here's what I'm gonna do. I'm gonna teach it the bell curve. Now, the bell curve suggests that there's a curve that you can draw between all these different people with all these different paces. And if you draw that curve, you're gonna go at that pace, which means all the people on the edges they're called what out Liars and you're going to acknowledge that you're gonna say, I know this is gonna be too slow for some and too fast for others. If it's too slow for you, There's a person next partners if it's too fast for you. So there's the person next to you. They're called your buddy. I've met them. They're very nice. Go ahead and introduce yourself right now. If you get behind, that's the person that's gonna get you caught up, buddy. We do good in this room. Robot Customer service. I want you to help out. It's okay if you help him out. It's all right. It's okay to help people go and do that for me. On them. Thank you. Notice I took a withdrawal there. Of what report? Right? I said, Do this for me in them, That's a reporter. Throw. A lot of people say I don't want to build relationships, Jason, because if I do, it's just really annoying to me. We'll get over that. It's about not you, them, right? So if there are the ones that need the report, the relationship that allows you to take that withdrawal later, so set this boundary in return, you can say to the fast learners. Hey, fasteners, I know it's gonna be too slow for you sometimes. If that's the case, there's some things in your companion right now. They're called. If you have times these aren't penalizing things, these air nuggets that if you get these done, you'll be even more solid in your job. You'll have an even better time. And so if you have times become critical in your curriculum if you're an instructional designer, make note. If you have times their huge for fast learners and you can literally say to your fast learners, Hey, I got 3000 people in here. If I'm going to slow fast learners, you're welcome to not pay attention, and you're welcome to do the if you have times. But if you do that, you should know. I'm gonna check you tomorrow and see if you got the right answers. And if you didn't get him right, it's not cause you're too fast. It's because you're blowing this off and that's not okay. And then you go there with him so you see where I'm going with this. There are slows there, legitimately slow. And remember, I'm not talking about not smart. They just take a long time to learn. Right. And there's fasts there. Legitimately. Fast. We're gonna handle both these in a room of 3000 in a small room. You can work the room to handle these people. You can see hope that person slow. I'm going to help him out. And you quick help in a fast room. It now becomes the body. So this is actually the body expectation. Right Here. Take this one out. This is the pure support expectation that you absolutely must set. This is not a voluntary thing. This is not a up optional thing. This is a requirement. You literally look at your class and you say something like this. There are a lot of you in here and there's only one of me. I can't get to you like I can't a small room. I literally can't. I'm going to stay up here the whole time, so I need your help. I need you to look at the person next to you. That's your body. If they all have a computer, you say your job for the rest of the day is to make sure the person next to you is on track . You don't have to teach that person. That's my job. But you got to help him. What? Follow along. That's your job. If you're not using computers, it's with this right here. If they're on the wrong page, they don't know where to go. That's the buddy. And look what it says if you feel a little lost. So if you're the lost one, check with your body and then it says to the buddies, If you're not feeling lost, what does it say? Check with your buddy to see if they are, and then it asks. Actually gives them the carrot. It says, It's OK, You're not alone. You're not the only one that's not lost, but the person next to you might be. So it's okay to help them and then give them a little carrot here and say, Look, I really care about you guys. I really want you to do well in here, and this is how you're gonna help me do that. There's 300 of you. I can't possibly make sure that you all are on the same page, but the person next to you can. So thanks for doing that for me. They'll only do this for a trainer, though, that they like right? They only do this for a trainer. That's credible, right? I only do this for a train that's built relationships, right? So that's why those three things are so important. The final boundary is to set outside support. This is the big one that a lot of people say. Oh, he's teaching a class on large classes. I'd like to see this. I'd like to see how he can make sure that everybody in the room gets it. And if they don't, they get help. So this is what you do. You set a boundary about this and you say to them, some of you will be confused. That's okay. They don't know it's OK, but it is. It's okay if you're confused. And if you are confused, I'm going to suggest to you that I will make sure you have everything you need to be un confused. Here's how. 1st 1 I provide additional support at 4 30 every day, so I'm gonna stop class early every day and provide support for anyone who's confused because I know there's going to be some I also provide office hours, and I put down my office hours there, and that's when you can come in and get help for me and I will tutor you. Anyone who needs tutoring if you teach well, what percent of the people will need tutoring by the end? Research says no less. No more than five 5% you get 95. If you got 300 people, what's 5%? 15 people need tutoring. You got 3000 people. What's 5%? 150 people will not get it, and you didn't mess up. If that happens, you need to do one. Last thing you need to provide the group of Reese with Resource is that they can tutor each other. Here's how I recommend doing this. If you have 3000 people you make are learning style assessment, a requirement. You find out what kind of learning style they have. There's four kinds of learners. Step learners, talk Lear's research learners and create learners talk learners of the ones that will probably need the tutoring because they didn't get the talk in your 3000 person class. So what you do is you give him the assessment, and then you have it automatically and your computer systems congenital rate. This this will take some work. I know, but it can generate this. You haven't automatically generate an email. All of the people who are talk learners whose results came out talk. And you say to them You now have a list of 150 49 other people that learn like you that would love to have a group that you create called a study group. Give them a call. 2. Coliseum Part II: Communicate Effectively, Engage & Teach Well: How do you communicate effectively? Here's what I'm going to suggest. First of all, when you communicate effectively, you need really good body language. We've talked about this before, but body language is 55% of communication 55 facial expressions are your number one. So when you communicate effectively one on one, my recommendation is very discreet body language. But when you're up in front of people, you'll talk to any acting coach and they'll tell you you need to have a big body language. It's different than if it's 30 people. If you've got 300 people, your body language needs to get bigger. I'm just telling you it's true, but you still need to do some basic principles. You need to stand in the sweet spot, so if you point a line out of your toes, everybody's included. That's one thing you need to do. You have to have shoulder with and opened up to everybody with your hands down to show a confident stance and not moving to show a confident stance. If you move, there should be for a reason. None of that has changed. What has changed now is that your body language needs to be big. Anything you're going to do needs to be big, big power point, big body language, big gestures. They like this. People in the back will appreciate this. It's different than a small class. And the other thing I'm going to recommend has become friends with your power point. So don't use the power point for things you're going to say. Don't use it for things you're going to say now, Yeah, I'm going to say if you'll notice on this next power point here, you guys have this. I'm going to talk about these three things. But I didn't say those three things. I'm going to say other things. So when it says become friends with your power point, what does this mean? This means anything you would normally write on the board when you're preparing your visual aids, you now prepare it on a what On a power point, anything that you would normally get synthesis and use pace. Use the board for pace, where Europe with the board and you're right. And then you ask a question, your perpendicular to it, and then you get him to write, to say an answer and then you can use that to deliver pace and make sure everybody's with you. You now need the power point for that. So that means you got to be even Mawr engaging with your tone, and you might want to make a note of that. That's your last one tone. Before we had to tone, I want to mention one last thing when they're taking notes. It is not okay to tell them what to write anymore. You got to get them to take notes, because if they have to think about what to create, they synthesize it, and they will therefore learn it. So it's not okay to have power points that they read. That's what you're going to say. They don't get to synthesize that they can literally just look at that and regurgitated a five year old could do that. Adults don't need that, and even five year olds don't need that. So let's make make tone your favorite. How do you do this? I'm going to suggest the same things I suggested before, only their Maurin important now, so your pace, your volume and your inflections are absolutely critical. Now you see what I just did your pace. Your volume and your inflections are absolutely critical. Now, remember this When I said you got a big body language, you also have to have big What big tone. Those people who practice this in Maverick. We practice tone and I said, You gotta update those inflections and you gotta change that vitamin you got every once in a while tell secrets, So they think it's really, really what important. And you're like, Oh, don't do that. Well, then don't teach large classes because this is how you get you ever been to those presenters that there's 5000 people in the room and everybody is just engaged because the tone body language is almost meaningless now, facial expressions or your number one form of communication. Unless you've got your face bone up on the screen, it's now gone. Tone is now your biggest friend. It's your biggest ally. So one of the things people think is I'm gonna teach a one hour module. I'm gonna rehash everything that we do, and they're worried that I'm just gonna say the same things over and over again. I am saying the same thing tones important, but I'm now saying it is literally one of the few warriors you've got left in your closet. Tone is one of the few things you got left now, and you absolutely have to master it. It's not enough to know content. A lot of people get up in front of 3000. People are 300. They know their content, lights out, they get up there and they start talking, talking, talking. They think monotones going to do it. It's not. You gotta have really good tone notice. I've been model this the whole time. You notice that I'm actually exaggerated. It's starting to get a little annoying somewhat, but if there's 3000 people in here, it's what keeps them on the edge of your seat. It's not necessary. This small class, but large one did. Okay, One last thing. Real quick. Males. You need to get a deeper voice. It needs to resonate. Work on this. I talked to a singing coach. Get your diaphragm handled gets that deep James Earl Jones voice that's gonna look credible . Women in the room master both characteristics of your tone. You got the articulate, thick, even tone makes you look credible. You've got the bubbly, sparkly tone. It's very happy. Convict conveys and figuratively conveys a smile. Work on both of these and then mix them up. This will help people pay attention. Your class, especially large classes. Okay. All right. Let's talk about the next one here. This is, by the way, the steps. I gave this to you. I thought you might like it. We're not going to go over this now, but I think it's very valuable for you. I don't just give theory and tell you what to do. I tell you how to do it. So these are the steps that you can use to analyze your tone. Circle these in practice, them practices with your dog, practice them with your cat, practice them on your own, do these things. And when you do, this is how you handle your tone. This is what you do. If the trainees have these needs, if you want to build enthusiasm, that's what you do with your inflections. Your inflections go up to build enthusiasm. If you want to make them engaged, you go up and then you go down and that engages them. If you want to make things urgent, your inflection needs to go down. Do you feel that urgent? If you want to make sure that you show calm confidence, your inflection would go up and then you go down something like, Look up here. Confident. Look up here. Did you notice the had moved a little, too? They can't see that with a large class, but the tone they can feel number. Body language goes away telling still there. So there you go. This is a really cool way to practice your tone. Do it. It's really good idea. How about engaging? Teach? Well, here's what I'm gonna suggest for this one. If you want to engage in teach well, you absolutely must refer back to hooks. You have 3000 people in the room that have every inclination in the world to text someone they know in love and to check their emails or to simply fall asleep or to just drift off. Adults drift when they don't know what why they're learning it. What is it that captured them to begin with hooks. So now you need to continue to capture him after the first hour, in the second hour, in the third hour, so that means you need to refer back to the hook. Say, Hey, do you guys remember that you want to make money? This is how you're going to do it. Hey, do you remember that you want to be awesome trainers? That's how you do it. Remember when you said you wanted to get certified? Better write this down. We're referring back to the what? The hooks. This is huge for adults. Huge. Next thing, the huge for adults is to execute targeted direction. ALS. What's a targeted directional? First of all, directional is where you tell them to look somewhere and you tell him to do something. And this is really good for any class. But it is unbelievably imperative in a large group. And here's Here's how you do it. You say to them, Look on Page six, top slide. Now, of course, some of you are actually looking on page six because it was so targeted. But I don't want you to. I just was giving you an example. Don't do this, by the way. Look up here. You know you're looking up here again. That's good. Look up with the screen. That's the look direction. Once you've got him looking. That's when you tell him to do something. What? Most trainers dio they don't tell him to look. What do they tell him to do? They tell him to do something, and they don't start it with an action verb. They start with something else. All right, So I want Here's what I want to talk about. Now I'm gonna do this. So go ahead and do this now. And all they heard was the first stuff. They didn't hear that what they should do. Get rid of all that garbage and just start with. Write that down. Read page six, second paragraph. Look at your partner and discuss that. Why is this helpful? Because the action verb is work. They'll hear first now and now they're in your mind. There. Ready to go? So what do I suggest if you want to write it down? Here it is. Step one. Tell them where to look. Step to tell them what to do. That is how you execute targeted direction. ALS Step one. Tell them where to look. Step to tell them what you want them to do. And you can get 3000 people to do this all at once. Okay, third thing you have in front of you etch a sketch my definition of an extra sketch. Or maybe not an actual sketch A write it down box or any place where you'd write something down is you have a box or a line or someplace where you get to write. You can't just give him these. You must give him these. But you can't just give him these. You then need to execute this effectively. So the way execute is you start with the directional Look at your thing or you say, Write that down. And you, Whenever you do this, you don't just get him fall along by saying look your thing and write that down You then get them to synthesize by not telling them exactly what to write but doing what getting them to say. Getting them to think about what to write. I just did it, I said by doing what and you had to think. And then you thought about it. And then I came back with it. I do it getting them to write. So the key here you want to write this down is get them to think about what they should, right? Get them to decide what it is they're gonna put down. There are some steps loners in your room that don't want to think, making me think anyway. They need to. Everyone needs to ride the bike and finally ask questions effectively by doing this, don't just stand up here and ask a question. Instead, Figure out what effect you want, then ask your question. Are you interested in engaging the NASCAR reviewer? Active question? You want to know what those are? Take the foundation of maverick programs. If you're interested in getting to understand something, ask a leading question. Same thing there. If you want to get credibility from these 3000 people, ask the expert question. Have we set ourselves up for the expert question in large classes? Yes. What did we do? We pulled them. And what do we say? We got their experience. Souls. Now I'm ready for an expert question. Our night. Hey, you guys said you've taught large classes. What would you do when this happens? Boom. I got engagement from the experts. That's cool. So ask yourself what's the point? And if you want to see if they got it. Ask a benchmark and I'm gonna show you how to benchmark 3000 people in a moment. That's how you engage and teach. Well, here it is, right here. You have this things I just told you. This is the slot. If your goal is this, that's the type of question that you ask. This is something to become one with again. If you want to know more about this, take foundations. Take Maverick, They'll tell you. Okay, A lot of traders asked me this, so I made a slide for you. And I think it's powerful for large classes. I've never taught this in any other module before, except Coliseum. And that's this. If you have a large group of people, you're gonna find that you need to come up with a question on the fly. You can't make it up in your lesson plan. You didn't have time. There's too many people. You need to come up with a good question on the fly and trainers say to me all the time. Jason, how do you do it? How do you come up with a question on the fly? Here's how first thing you do is You ask yourself by thinking about that table that you've memorized, cause I just asked you to do that. What is the type of question that I need right now? What's my goal? You look around you go. Oh, they're not paying attention. Any one of those questions? Do I need to see if they got it right now? Because I've been teaching a lot of cool stuff and I see the guy any one of those to benchmark. You know what? I've been teaching a while and I want to solidify learning. I want to make sure everybody's with me. I want to solidify. Learned I need a review question. So this is what you do. And then what you do, you just say, How am I gonna by myself? Time to think about what to ask. You have to do this. You have to stand and go. I need a question. Hang on. 3000 people. I got to figure out what this question is. You don't have time for that. So what you need to do is give him a directional four ways. Hey, take take two minutes and read Page six. I got two minutes to think of my question. This is a cool trick. Hey, take 30 seconds and write down what you think the differences between a step learner and create lunar go? I bought myself 30 seconds. Now I'm gonna think of my question. This is a cool trick. Trainers do this for me all the time. I teach trainers how to do stuff, and then I go observe and see if they can. And this thing works. This is a really awesome awesome trick. It's one of the most powerful nuggets you're gonna get today for large classes because the director gives it, give you a twofer. You get time for the question bought being bought. But what else do you get when you give the direction What you gonna get? You're going to get compliance. You're gonna get 3000 people doing something for you. 3rd 1 look somewhere. Hey, I want you to look at your partner, and I want you to discuss this or answer this question or whatever it is you want. Give him that directional. And then finally, you ask yourself how you're going to say this question. Remember the leading question. Use the words. Do you think it's a review question? Use the words. Do you remember if it's an active question, say it like a statement. 3. Coliseum Part III: Provide In Class & Outside Support: providing in class support. This is a really cool one here in class support. Here's what I'm gonna recommend. This is where you follow through on your pace boundary. If you have a situation where you can help someone in seven seconds or less, they're lost on their screens. But you can help him in seven seconds or less. Do it. Unless you've got 3000 people, then don't. But if you can do it, do it. But if you do that, give everybody else a directional. Hey, I want you to take seven seconds and read the first sentence on paragraph one and then they read and then you help him. It's gonna take more than seven seconds, though it's off limits. You do not get to help this person. So what do you do? How do you enforce this pace? Boundary? What I'm gonna suggest is it's pure supporting. You implement the body system. Here's how you do it. You literally say to everybody. All right, everyone. I want you to stop right now what you're doing. I want you to look at the person next to you in their screen, and I want you to make sure that they're in the same places you. And if they're not, get them there. Go one minute and now there will be 1500 groups of people, two in each group that are going to literally do your job or another case. Everyone, I'd like you to stop what you're doing right now. I want you to look at the person next to you and see what they wrote. Then I want them to look at what you wrote, and I want you to agree on your answer. Who? That's powerful. How would it start? I want you to write down what you think. The definition is of a rainbow. Go. Then they go, You say Right now, look at the partners. Answer and agree. When you're finished, let's see what you got. This is good stuff. Third weight Administer reviews. I'm going to suggest for a large class reviews arm or critical, so you need to step these up. What's the review? It's where I stand up when I say, OK, everybody, let's see how you're doing. Let's see for your member. Did you know it's the big body language? Let's see if you remember this, what we say stop letter was what we say we do with the body system. What we say we do with this and boom, boom, boom boom movement. All of them are paying attention because they have a reason to. Why would an adult want to listen to a review? Solidify learning, Make sure they remember. Everybody wants to do that. All 3000 with us, and then we keep going. So this is a very cool way to provide what we call in class support in a small room. I can work in the room in a large room. I've got three choices. I've got the pace boundary. I've got Buddy System and I've got this review. That's really cool. If you're gonna teach for eight hours, I recommend a review every two hours. You're gonna teach for one hour a review every 15 minutes. What did I divide those into force? Divide your class into foreign do review everything. Every everyone. Fourth time, period. Now, this is one that a lot of people say. Oh, my gosh. I don't know how isn't teach this. How are you supposed to identify a struggling trainee with 3 300 people? It's impossible. I'm not gonna worry about them if I get the strugglers. Too bad I'm gonna teach to the masses. That's not okay. I've been one of those strugglers, and I did not appreciate that. So here's what I recommend. I recommend that you administer a benchmark check. Why would you administer a benchmark check to see who needs to be tutored? What is the benchmark checks? Just a question that you don't tell them the answer to that. You want to find out by this? If they got it. So you say something like this. All right? I want to see if you got this. See, I'm teaching math. What is the I want you to take one minute right now. I don't know when you do this, but this When I say the class, don't you take one minute right now and I want you to write down the difference between adding numbers and base nine and adding them in base 10 go. They'd all go and then I need to check 3000 papers to see if they got it. No, that's not gonna work. So what am I gonna do instead? Well, I could use the thumbs up down approach that you've learned in the other modules. That won't work either. You really gonna look at 3000 thumbs? What are you gonna dio? I had one person that came up to me between modules and said, You know what? We have this really cool thing. We have these little machines and people can put the button answer that they got, and then it will send a graph up here. And I can tell you what that's really cool for one reason why is this cool? Because you can see how many got it. The one thing it doesn't do, though, is what it doesn't tell you who got it. So here's what I recommend that you do actually give them this. Give him a multiple choice answer. Create a multiple choice for any large class benchmark. That's the first rule of thumb. Don't give him a open ended thing. Say, Hey, I've got four answers there for how you'd adding based nine and base 10 and one of them's right. You're a B, C or D. I want you to write down your answer and then you see Okay, you ready for this? Stay in the sweet spot, you say the answer is C. And now it's time to praise. Encourage if you got see well done. You understand this? If you didn't, I want you to take one minute right now and talk with your buddy. Figure out why etc go. And when they do this, one of the bodies would probably explain it. Well, one of them won't. The ones that explain. Well, we got some That's good. The ones that we don't we say. Now look up here, everybody direction. Look up here. If you didn't get this in your body and you still can't understand why, what am I going to say? I'm a point the clock and say what? I'll see a 4 30 and I'll teach anyone who doesn't get it. There it is. And now, instead of 3000 people, how many have I got? I got 150. It's gonna be a little easier or 15 if I had 300 right? Fifteen's a lot more manageable in 300. So that's how I handle a benchmark. Excuse me now. Independent assessments. This is very cool as well, and you can do this with a large class Here's what you do. 10 minutes before classes done, you say, OK, everybody, I've taught you for a whole day. Now I want you to get on that bike and ride it. And here's how you say it. I want you all to on your piece of paper. Do X Y Z, right? You all on your screen to schedule, doctor, that our whatever they got to do And you say now, when you're finished, I want you to look at your body and see if you got this answer, or even better, just put it on, answer on a power point and say, when you're finished, look up here. But don't look right now. Or you could even say when you're finished the answers on the next page in your packet. That's a really cool way to do it. And if you get it right, you can leave. If you don't, what am I gonna say? I'll be here. I'll be here after you're done. Now you got to go on the honor system here, but that's just the way it is. Look, if somebody is too apathetic to even care about this, there's nothing you could do, right now it's OK, But if they care and I bet you most of them will if you built what report they'll stay. I taught high school for seven years, and every morning I had seven kids at my front door stuff and I taught 150 of them. That's about 5%. Okay, so the final thing you can do is provide a question handout. I'm actually suggesting to you that you literally give every training a handout and any question they have during the day. Ask them to write it on this handout. This is an unbelievable suggestion. This is so cool. The reason it's cool is because, remember, I said, You can not answer any out of school questions. You'll have lots of them. You might not even be able to answer in scope questions. You got so many people. So you give him this handout, you say, If you got a question, put it on there. At the end of the day, you say Now, if you want you look at your questions, sheet, everyone, they all look at it, and now I want you to cross off the ones that got answered and guess what happens, they cross off a ton of them. And at the end, there's a few left. Then you say to him, he still got questions. Last 15 minutes is yours. You stay everybody else. It doesn't have anything left on your sheet. See you tomorrow. And now we meet needs, don't we? Remember I said I want to meet. Needs a 3000. That's how you do it. Isn't that slick? Love it, love. That wasn't my suggestion. I learned this from a really, really cool trainer, and I stole it and gave it to you. Okay. Final thing. Provide outside support. Here's what I'm gonna suggest here, by the way, you should know that this will require considerable planning and coordination. So I'm cautioning you right now, these suggestions I'm giving you can only happen if you do considerable planning and coordination. But if you've got 100 people, people are more. You might want to do this. Here's the 1st 1 Give a learning styles assessment on online and have it automatically print up for your trainees or send it to their emails. I already said this, but I'm gonna say it again. Give him a learning style of assessment. Send it to him automatically, especially for the talk learners and any talk winner. Provide them a list of other talk loners and say, Here's their emails. Contact these people for a study group. That's very cool thing to do for these people. They need other talk learners to learn second thing. Facilitate ongoing peer support. If the interpersonal learner is their top one or even two, remember every one of you learning four ways, but one or two of your top. Add the top two now and send those off, too. So if you're a crate, learner is number one in the talk. Loners number two. You send the emails, all of them, and then offer the names and give them contact information. Make sure it's okay with them. Third thing, you can dio offer office hours on a rotating basis with everyone on your staff so that they're always available. Here's the thing. When you're learning, you have a question when, when when the person has an office hour, when you're struggling when you're struggling, they need to be able to answer it. So you got to provide more office hours, and we're doing so what I would suggest if you're the only trainer, you're only teacher. The only professor. Then you can only offer it once. But if you got five people who teach the same class or even 10 everybody should be rotating every day in office. Our doesn't matter. If you were my trainer, I can still come to you to ask this question. It's called rotating office hours. Very help for these large classes. Now, last thing about this large class thing at the very end, this is the very end. You're gonna have a situation like this where you have about three minutes left. There haven't been many questions. If you go 60 minutes off for five minutes of questions, if you go to ours, offer 10 minutes of questions. If you go eight hours, offer 15 to 30 minutes and I recommend that 30 b where you say everyone else can leave and the rest of you can stay at 4 30 Remember I said that. So here we are, going off for five minutes of questions. What questions do you have about training? Large classes? Yes, Carmen. Or is it just so when you say task their objectives, you notice that I didn't have objectives up here. Yeah, I have objectives for you for this class, but I didn't share them with you. That's okay. This is short class, so I didn't have time. But if I had eight hours with you, I'd probably share my objectives with you. I did have over teach my objectives to you. So, for example, I wanted to teach you exactly what you do when you have a situation where there's 3000 people and they have all these questions and they can't answer him all at once. So my objective was explained what to do when Not that it, uh I taught that objective, but that wasn't task of yours. That was an objective of mine. It's still got in there. I just didn't show you, I reckon. Let me bring Carmen's full circle. You look up here. These are your tasks. And the trainer test that showed up front. Where your tasks, those air, what you saw and why did I only show you those and not the objectives? Because the objectives or what I want to teach in the tasks or what? What? What you want to know? And that's gonna be more compelling for you. Very nice. Thank you. What other questions do you have about training? Very large groups. Matthew three. Uh huh. Yeah. I didn't talk much about that. Getting training toe like me. One of the things I did do talk about his meeting needs. If you meet their needs, they will like you. Especially if there's 3000. We're not going to get individual one on one like, but what you can do are some of the things. Same things I've taught before. You can make class enjoyable. And if you make class enjoyable, they will like you more. And remember, humor isn't the only way people laugh because they feel good. So when you say things that are funny, they don't necessarily laugh. They feel good when they're learning. And what's the biggest thing that happens with large classes? What happens to the outliers? They become more and more and more, don't they? People become more and more and more that don't understand. People come more and more and more. They fall behind. And that's why they don't like large classes. So they doesn't have to be a one on one relationship. Can't be with 3000 people anymore. But there has to be learning and needs have learning needs have to be met. So I recommend if you want to get into like you in a large class, focus more on the learning in less than the one on one relationships because you just inherently have to. That doesn't mean you can't still be do cool stuff up here like tell stories, perform, do trivia. You know, all the things we talked about before. What other questions do you have? Yes, sure. You right? Wait right now. Yes, you are. If they want to work, that's if they don't. Yeah, that's a good point. Shell makes a really good point, she says. I trained physicians and I can't go up to them and say, Hey, you have to write this. And if you don't want to do this, you come back later. That's true. What? I'm referring to their more students that half the students that have to be there, but there's a reason, and it's important. Or maybe campers that need to be there when you get that. I've trained physicians and CEOs. I trained physicians for six years, and I train CEOs, even the folks of physician champions. I trained them, and one thing you'll find with them is that they want a physician. I've told this story before that came up to me and said, Jason, two things I want from a trainer. You need to respect what I do, and they better be good. You know, it's got credibility both ways in one way to get them to respect What they do is ask him. Expert. What questions in one way to make them look make you look good is to give him directional. So with them, be more subtle. Write this down and even the physicians that don't want to they'll do it, They do it. I've had 100% compliance with writing down with physicians. They will, because they know that you're good. They know that if they do this, they'll learn from you. And why would they want to learn from you? That's keep if the only way they'll get write stuff down for me is if they've been so incredibly hooked that they cannot possibly not want to be there, and the reason they're hooked is because they're an adult and you've shown them This class is critical and it's a positive. Critical. Not a negative. It's not. You have to do this. It's if you do this, you're going to get this. How many of you want that? How many of you want to keep your patients safe? How many of you interested in efficiency where you get paid more in last time? You take this class, you're there. Follow me. Follow me. You'll be there. So write this down. And then if I say that, will they do it? Oh, yeah. So I really appreciate that. Because if I gave the impression that you say if you don't do this, you have to come back later. That's not gonna work with these folks. Thank you. That's yes. You gotta drawn back to the hooks. Physicians. Time is money, and they know that. So they're gonna b'more compelled for hooks and anything else. Thanks for mentioning that. Good. Any other questions you have? I'll stick around. Answer otherwise we'll see you back. See you back in a moment.