Train the Trainer Foundation: Adult Education Mastery Course | Jason Teteak | Skillshare

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Train the Trainer Foundation: Adult Education Mastery Course

teacher avatar Jason Teteak

Watch this class and thousands more

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

14 Lessons (5h 25m)
    • 1. Introduction to the Course

    • 2. Welcome to the Course, Let's Get Started!

    • 3. Hook Your Class Part 1

    • 4. Hook Your Class Part 2

    • 5. Become Their Favorite Part 1

    • 6. Become Their Favorite Part 2

    • 7. Create Your Presence

    • 8. Understand Your Learners

    • 9. Reach Every Learner Part 1

    • 10. Reach Every Learner Part 2

    • 11. Create Amazing Training Materials Part 1

    • 12. Create Amazing Training Materials Part 2

    • 13. Handle Challenging Trainees Part 1

    • 14. Handle Challenging Trainees Part 2

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About This Class

These Are the Most Comprehensive Easy-To-Understand Adult Education Techniques We’ve Ever Created…

(And Now I Want To Show You How To Reach Every Learner…Every Time)

What if you didn’t have to “pay” for Learning?

Instead…what if Learning “paid” you?

And what if acquiring new learning was as simple as pulling a lever?

It sounds outlandish, but that’s exactly what “Learning Masters” (a.k.a Adult Education Specialists) do.  And once you have completed this mastery class, you too will know how to leverage adult education techniques such as Learning Styles and Teaching Tools to not only grow your employees learning…

…but to grow your employees learning at a PROFIT.

Did you catch that?

You’ll no longer have to practice “hope-and-pray” or “wait-and-see” learning.

Learning will happen, because you’ll know how to make it happen.

But how do you actually do it?

How do you take knowledge + understanding and turn it into wisdom and behavior change for your employees without breaking the bank?

That’s exactly what you’re about to learn…

FACT: All Organizations Need A Repeatable System For Employee Learning

(…That Doesn’t Break the Bank)

Employees are the life-blood of any organization.

It sounds cliché, but it’s true.

That’s why “one size fits all” learning strategies just aren’t enough. Organizations today must have scalable, duplicatable learning strategies that produce real, actionable results from learning if they want consistent growth and retention, and more times than not, these “scalable” strategies come in the form of adult education.

So whether you want to:

  • Hook The Learner

  • Become Their Favorite

  • Create Your Presence

  • Understand Your Learners

  • Reach Every Learner

  • Create Amazing Learning Materials

  • Handle Challenging Learners

…quality adult education is readily available for learning.

You just know how to “teach it” the right way.

There’s just one problem: Most so-called “learning experts” and adult educators don’t know what they’re doing, and they have the results (or lack of results) to prove it.

That’s where you come in.

As an Adult Education Specialist, you are uniquely qualified to help organizations and businesses leverage adult education techniques such as Learning Styles and Teaching Tools and other adult ed techniques to grow your employees learning without breaking the bank.

More specifically, in this master class, you’ll learn:

  • The 4 learning styles of adults and how you can maximize learning by teaching to all of them SIMULTANEOUSLY

  • The secret to discovering what trainees REALLY want to know about your material without them even knowing you did it

  • An easy 5 step approach to building credibility that will get even the toughest class to believe in you, listen to you, and trust you

  • A proven method for HOOKING your trainees that makes them think your class has been tailored to THEIR needs

  • SPECIALIZED strategies for hooking a “hostile” class that doesn’t want to be there

  • Fool-proof methods to avoid feeling nervous and intimidated even when you have to teach a room full of powerful people and their colleagues

  • How to identify the “hard to understand“ concepts in your curriculum, and be SURE you teach them flawlessly every time

  • The secret to GETTING YOUR CLASS IN THE PALM OF YOUR HAND before the end of your first lesson

  • How to create AMAZING training materials for ANY TOPIC so your trainees will CRAVE your class

  • The top 3 forms of communication for a trainer, and how you can harness each one to become more dynamic in the classroom

  • The 4 critical things you must do in the first 15 minutes of class to make it go smoothly the rest of the day

  • 12 ways to become their favorite: How to build the kind of rapport that will get your trainees to do anything you ask them to

  • The top 3 ways to show trainees you understand them and their struggles, and why it’s so important to do so

  • A simple 5-step model that unravels the mystery of how adults learn, and how you can apply this theory to easily reach every learner you work with

  • How to meet the needs of ALL of your trainees, even though they are completely unique from one trainee to the next

  • An easy, effective method for KEEPING trainees engaged and participating in your class at all times

  • The REAL keys to successfully “break the ice” in your classroom including the things you must avoid to do it well

  • How to sidestep a learning obstacle called “Higher Brain Disconnection” and why this will immediately improve understanding and learning in your class

  • The top 4 ways to successfully boost your enthusiasm on stressful days or for topics you find dry and boring

  • An easy recipe for identifying what questions your class has that won’t make them feel foolish

  • The most important body language interaction techniques and exactly how to use them to become more captivating and convincing

  • Efficient and productive preparation techniques so you can spend less time preparing and more time looking good in front of your class

  • Why it’s so important for your class to see you demonstrate SINCERE enthusiasm, and techniques you can use to avoid looking “fake”

  • The top 3 ways to effectively tutor to each learning style that will make EVERY trainee wonder why you are always able to make it so easy for them to learn

  • A simple method to get EVERYONE in the room following along simultaneously without ever getting lost

  • How to use the “Big Picture” technique: A simple tool that demonstrates to trainees why current subject matter is so important because of how it fits in with what is to come

  • The best way to use a written review to improve the recall ability of your trainees

  • Why students MUST write things down to maximize learning, and an easy technique to make sure ALL of them are doing it

  • How to be SURE your trainees feel comfortable by addressing the #1 fear of adult learners

  • A simple strategy to COMPEL your trainees to ask questions even if they are quiet or reluctant learners

  • An indispensable technique called the “7/20 rule”, and how it can be used to engage trainees and keep there attention for as long as you like

  • A foolproof strategy that actually REWARDS “fast learners” for efficiently completing an activity and still allows “slow learners” to finish and benefit as well

  • How to execute a “leading” question capable of COMPELLING your trainees to answer and interact WITHOUT patronizing them

  • The difference between “talk learners” and “talk hogs”, and an easy 5 step method to quickly manage constant interruptions from the “talk hogs”

  • An easy to follow formula for creating a “Write-It-Down-Box”: One of the most effective tools to ensure ALL of your trainees are able to understand and learn in their OWN unique style

  • The crucial components of each adult learning style, and why you absolutely MUST know them to successfully reach every learner

  • How to ensure your curriculum is IDEAL for ALL of the objectives and learners you have in your classroom

  • The difference between teaching TASKS and OBJECTIVES, and why knowing this is the key to keeping your trainees hooked and learning at the same time

  • A simple technique to INSTANTLY find out if your trainees understand fundamental concepts BEFORE you move on to the next lesson

  • The Rule The Room visual aid toolkit, so you can maximize the benefit of EVERY visual aid in your classroom including the board, your PowerPoint show, sticky notes, and handouts

  • An easy technique to “shut-down” hecklers: Those irritating trainees that sit in the back of the room maliciously badgering you with vocal interruptions

  • A critical tool you MUST use to ensure understanding and maximize performance in 25% of your learners called the “Step” learners

  • The difference between CONCEPTS, CONVENTIONS, and ALGORITHMS and why teaching them accordingly will improve your trainees’ test scores

  • Why most trainers are only able to teach others using their own learning style, and how to be sure you aren’t missing the other 75% of learners in your classroom

  • Clever tricks to buy yourself some time when you need an opportunity to think about how to answer a question

  • 11 ways to make your lectures CAPTIVATING so they can’t wait to hear what you have to say next

  • How to take advantage of working the “sweet spot” – that place in the room that makes you look confident and engaging every time

  • Why some trainees NEED to “discover the concepts themselves” and how you can make that happen for even the most challenging topics

  • The #1 reason trainees dread group work, and an EASY method to turn the table and get them to enjoy it

  • A revolutionary teaching strategy called “Structured Synthesis” that walks trainees through new functionality and concepts in a way that quickly enables them to perform any task on their own

  • Three surprising reasons why some trainees try to make your life miserable by PURPOSELY causing disruptions, and how to uncover their motivation so you can regain control

  • How to take advantage of involving the experts in your class and why doing so is such a powerful tool

  • An easy method to avoid hearing constant nonsense from the “know-it-alls” in your class and how these people are different from the experts

  • Four strategies to get the “quiet types” involved that will stop their unresponsiveness, and help you better assess how they (and you) are doing

  • How adults learn differently than children and the reason why that difference will change your entire approach to teaching and training

In short,  Adult Education Specialists are able to not only flip the switch to the kind of learning environment that grows and retains employees … they are also able to track, measure and monetize your adult education efforts.

If you’re interested in becoming an Adult Education Specialist, then I have one question for you…

Are You A “Doer”…or Just a “Talker”

(or…why You Might Want To Take this Class)

Let’s face it: Adult Education experts are a dime a dozen.

So how do you separate those who “walk the talk” from the ones who merely…


That’s the problem!

And at Rule the Room, it was our problem, too.

When I was a kid, my dad was a teacher and a principal. I watched the kind of impact he had in the classroom, and with his teachers that changed lives…forever.

“When I grow up, I want to have that kind of impact.” I told myself…

Twenty years ago, I set out to make that dream a reality. I went to school to learn how to be a teacher, and I diligently studied every book they taught in both undergraduate and graduate school to make it happen.

As I learned all this “theory” in school, I thought I was being let in on all the secrets my Dad knew…things the best teachers I ever had knew…BOY, WAS I WRONG!

I quickly discovered that the things I learned in school were great on paper, but often couldn’t be applied in a real classroom…

I learned very little (if anything) practical, and I needed things I could use RIGHT AWAY with ANY classroom…

In the very first class I taught, (within the first 5 minutes) I watched a desk fly across the room. After the first week of class, 50% of my students failed the test, and even more had no recall when I reviewed what I taught…

What Was I Doing Wrong?

Why had my 6 years of college training left me SO poorly equipped to handle a real-life classroom?

I needed skills I hadn’t been taught in college, so I decided to go back to all of the best instructors I ever had and ask them how they learned all the amazing techniques they used on me.

You know what they told me?


…some things you just have to experience and learn for yourself.”

I couldn’t accept that.

Why wasn’t there a better way to develop my skills and techniques without having to devote decades of my life to trial and error in a classroom?

I decided to make it my mission to create a program that could provide a better way, a comprehensive program incorporating the most effective teaching and training techniques we’ve ever put together so that others wouldn’t have to go through what I did.

You see, we don’t just teach adult education best practices, we actually MODEL everything we teach…


…so we know how hard it is to find truly skilled people who know what they’re talking about.

And that’s why we created the “Adult Education Mastery” course.

We built this certification to train our own team members, but in the spirit of “open sourcing” our business (which is what Rule the Room is all about) we’re now making this training available to the world.

In short, we’re making it available to YOU…

Adult Education Mastery Course Details

In this 8-hour course you’ll learn everything you need to know about how to motivate adult learners, keep them interested, deal with challenging or disgruntled participants, and maximize learning. 

  • Module 1: Hook Your Class

  • Module 2: Become Their Favorite

  • Module 3: Engage And Teach All Learners

  • Module 4: Create Amazing Training Materials

  • Module 5: Handle Challenging Trainees (Resenters, Talk-Hogs, Hecklers, Gripers, Experts, Know-it-Alls, Quite Types)

  • Bonus Materials: 169 Page Learner Guide, Training Checklists, Oral & Written Reviews, Learning Style Assessment, and 5 quizzes

PLUS 5 quizzes, 1 for each lesson, to make sure you are understanding all of the material

Adult Education Mastery Course Reviews: 

  “I took this course from Jason on adult education, and it was a phenomenally useful experience.  Jason gave me a strong theoretical background for teaching adults, and also a huge arsenal of tools and strategies for engaging adults in the classroom.  I'd recommend this course to anyone who needs to teach adults." 

  - Simon Tanzman- Corporate Trainer 

  “Just wanted to thank you for the very helpful and informative Video Training these past two days.   Although I have taught adult users for > 13 years at Midlands Tech. and have many student 'peace and war stories' of my own, I feel like I learned many helpful tidbits of information that will be so very useful as I train the LMC staff in the future. Thanks again." 

  - Stephanie DiMaggio- Credentialed Trainer 

  “It helped me understand effective communication techniques as well as group dynamics. These have set me up for success not only in direct teaching situations, but also in settings from small informal meetings all the way up to meetings with executives." 

  - Aaron Rutkowski- Project Manager 

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.

Rule The Room Train The Trainer Foundation Is Different

Sure, you can probably find other “train-the-trainer” trainings and certifications that cover similar topics, but a Rule the Room Foundation is unique because it’s built and taught by real trainers who actually write and train their own classes and observe, coach and train thousands of trainers to mastery.

In other words, we aren’t “researchers” sharing “theoretical fluff”. We’re in-the-trenches trainers who despise untested theory and believe that the best way to learn training techniques is to actually get up and teach in front of a real classroom. If that sounds like something that fits you, then welcome! You’re in the right place.

Meet Your Teacher

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Jason Teteak


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1. Introduction to the Course: Hello. My name is Jason T. Dick, and I've got something incredible to share with you. Our adult education mastery. Course. You're about to come across some of the most comprehensive, easy to understand adult education techniques available anywhere. Let's face it, adult education experts are a dime a dozen. So how do you separate those who walk the talk from the ones who merely talk simple. Obtain your adult education specialist certification today, for starters, you'll become familiar with the four learning styles of adults and how you can maximize learning by teaching to all of them simultaneously. You'll also be learning the five step approach to building credibility that will get even the toughest class to believe in you. Listen to you and trust you. Look, I can go on and on about the pain points we will be solving in this mastery course. Or you could do yourself a big favor and check out our course page today and see how we'll get you to the point where you can motivate any trainees while simultaneously increasing engagement and retention. In last time it's your call. Let this opportunity pass you by or answer the door When opportunity becomes not. I look forward to seeing you on the inside 2. Welcome to the Course, Let's Get Started!: good morning. I think we'll go ahead and get started. My name's Jason T. Dick. I am a professional trainer of trainers. That's what I do for a living. I actually started off about 20 years ago, teaching junior high school and high school. I got my masters in undergrad and education, and I've been doing education and training ever since. I taught high school for about seven years, junior high for two years before that, and ever since then, I've been about 10 years in the training business, so I teach a number of trainers. I started off training lots of people in the health care industry, so physicians and nurses and oncologists and radiologists and billers and schedulers and so on. And now what I do is I actually trained trainers, so I spent a lot of time in the classroom observing trainers, giving them feedback. I spent a lot of time teaching classes like this basic, basically helping with adult personal development, with whatever goals that adults have when it comes to teaching education and professional development. So I'm very happy to be here. I absolutely love teaching, and I love teaching teachers. It's one of my favorite things. It's basically what I was born to do. And if you find something you love and you're good at it and you can put those together, that's a pretty neat thing. So I'm fortunate enough to be able to have that. And I'm very happy to be here with with all of you. I met each and every one of you I actually met the person next to If you want to say hi to them, I've met them. They're very nice to you. Get a chance to meet them today. And what we're gonna do is this. I want to get started by getting to know you just a little bit more. So if you open up your your companions here, I'm gonna call these companions in workbooks. We'll get started on the very second page there. Talk about this program for a second. I'd like you to take a second and just clear your mind. This is on page zero to clear your mind, and I'd like you to think about what it is that you came here to get. So here's the deal. I'm gonna model for you. Everything that I'm going to suggest you do. I've been to a lot of education classes, and I see a lot of people tell how to teach and how to train and how to professionally developed. And one of the things that really bothers me when I go to a classes, they say, Well, here's what you should do, but they don't show you how to do it. So I'm going to show you everything that I suggest. I'm gonna model it all for you. And if you come on other times you see me train, you'll see the same thing. So I'm gonna start with this by actually gonna ask you to wear two hats today. I want you to wear the training hat and the trainer hat. All of your gonna train in some capacity. I just met you, and I just discovered that you're gonna present facilitator trained something. So I'd like you to be thinking about Okay, I'm a training I'm gonna learn today from Jason. Whatever it is I can. But I'm also the trainer, so I want to analyze what he's doing right now. Is it working for me? Why? Why not? Is it working for the person next to me about the person next to them. How about the person next to about if it's not working for you right now, it might be working for them. And it might be working for both of you at different times and we need to figure out what those are. So I'm gonna start off with that. And I'm also gonna ask you to be have a clear picture in your mind for what you want. I'm actually gonna give you three minutes right now to figure that out. I'd like you to take 123 minutes, and I'd like you to write down the top three things on this page that you'd like to get out of this program. And then I'm gonna ask you to share your top one with us. I want to find out what it is that you want, and then I'm going to meet that need today. So your top three in star the one that's absolutely your favorite three minutes while you are filling this out, keep going ahead and filling this out. I'm going to suggest to you that when I goto workshops, my goal is to get one thing I can take away in the morning and one in the afternoon. My goal today for you is to get 12 each time. So 24 total thinks that you have learned for the first time here or something. That's a little offshoot of what you've learned. That you can apply in a different way. So that's my goal for you. I'm gonna ask you to participate significantly in this class. You're gonna be doing a lot of things with me. It's not just gonna be a passive learning environment. You're gonna be a very active participant today, going to be writing lots of things. You're going to be discussing a lot with other people working with other people, all of your trainers or teachers or facilitator. So this will be something that come naturally to you. And I'm also going to suggest that you're writing this in the bottom of the page that there's four things that I want you to do today that you may not have done before. The 1st 1 is to take notes throughout the session. Now you'll notice each of you received a workbook 50% of the learners out there and need this desperately. The other half could take it or leave it. Ask yourself, which one are you? Are you the type that likes to write things down and has to write things down to what I call synthesize information? Or are you the type that does not need to do that? And you can still understand things either way, whichever one you are, I'm gonna ask you to do it anyway today. So I like to balance the two things as a trainer, the annoyance factor and the teaching factor. Learning factor. A lot of people all that bothered me, Jason, that you asked all those questions so frustrating for me to answer all those questions for you. I had to take all those notes so annoyed. Well, that's annoying. But did you learn? That's the goal. So learning or annoyance, we want to make sure we minimize annoyance and maximize learning. That's our goal. So if that's the case, a couple of other things I'm going to suggest after you review this program that this is not just a workbook for today. This is going to be your companion guide for a long time to come. So I suggest you review this at least once per month. Review this program over and over again once per month for three months. Make a commitment to do this for 90 days and spend about an hour each day with this and some of the other programs You'll see. If you do this, you'll get a lot out of this. It's not just coming here. It's afterwards as well. So Philipps gonna get started. We're gonna actually have you Just tell me real quick. What is the thing that if you got this by the end of the day, you feel like it was worth your while coming here? That's what I want to know. And I'm gonna meet that for you. So Fleet will go ahead and start with you. My I mean, gold. Here's how to motivate your learners. Very nice. Thank you, Lauren. We'll head over here. It's capture an audience. Very nice. The trees did obtain buying participants buying. So do you want You mean your original Hook them. Okay. You want to hook them? Got it. Thank you. Patrice. Should we head back over here? Sure. You can pass. You just got here. That's fine. Yeah, Mark, we're got it. So how to communicate effectively. Natalie. That made. Ah. So how to get the attention back after it's lost? Good. We will discuss that. Thank you, Natalie. Jacob. Be able to make anything anything interesting. So you want to teach those really boring topics? You have to teach us really boring topics. Got it. Thanks. Shake up. All right. So, Peggy, make a connection with the group. Tell me about that. What do you mean by connecting with the group? I guess it's part of but also got it. So making an audience feel comfortable asking questions is actually a part of what's called report. So there's credibility. And then there's report. And that's part of report. Making anybody feel comfortable is always going to be the number poor category. So we'll discuss that as well. Thank you. I haven't met you, Tammy. Nice to meet you. And what would you like to get out of those of you who just came in? You can write down on page zero to the one thing or two things that you'd love to get out of this course that if you got it, you feel like today was worth your while. We're going around in discussing those. So, Tammy, do you have one off the top of your head dynamic and engaging? Good. Thank you. Next. I haven't met you either. Kelly. Nice to meet you, Kelly, But I also uh huh. Storyteller. You know, it's it's interesting. There's four personalities of people that train and one personality is particularly good at stories. You can center yourself by learning this, but also, I'm going to suggest to you that you need to find what it is that you and your personality adhere to the most. So is the storytelling. Is it trivia? Is it Is it performing up here? I got a buddy who's who's a trainer. He loves to perform. I can't do this, but he'll actually get his training is to beg him to do a cartwheel for him, for them. And I would know I could never do just not me. But I love to tell stories. So that's me. So you got to find out what it is. It's you. But storytelling is a great centering thing to do. Next one. I don't actually, Eric, I've met you. We flipped here. So, Erica, what's your what's your main goal? here. Got it. Large. We're gonna start with buying right away today, so that's great. The next day. I don't think I've met you, Irene. Nice to meet you. Irene. Do you have anything special you'd like to get today? Yeah. Okay. So everything it's been mentioned. So they took all the good ones. All right, Good. Let's head over here, Jim. Okay. Actually, to okay, you're you already touched based making sure that there's a lot of Oh, yeah, Just go. So, what have I done so far today To make you feel comfortable? Some of you may not be comfortable yet, but don't worry, you will be. But what have I done so far? That makes some of you feel comfortable. Yeah. I came right up to you and introduce you eye contact. Did you notice I got at your level If you were standing? What I do, I stood If you were sitting, I I sat. And when you are always listening to as I'm doing now, it's full engagement. Right when you listen to somebody. Have you ever listened? So you're not even listening to me? You ever had that happen? Men in the room you need to listen right now. What is what is it that people say when they say you're not even listening to me? What do they mean by this? That you're not looking at me. So that's one way to tell. So when you're listening to someone, look at them. This is the only time. By the way, when I'm standing up here that I'm gonna have my hands here, and I'm going to be writing and just looking at one person. All the other times I'm going to be having my hands down here to the side. That's the most common comfortable looking stance in my eyes. They're gonna be moving all around the room. But right now, as I'm listening to Jim, I'm doing this and I'm doing that. So he knows it's just him right now. I'm very interested in what Jim has to say. And by writing this down, what does that tell him? I mean business. Yeah, You ever been to a great restaurant? The waiter or waitress? They might just memorize you order, but most of the time they write it down, and when they do, you always people always sit back in their seat goal. Good. He got it right. That's what I want to do. So make a note right now that one of the biggest things you can do to build report make him feel comfortable is to meet needs. It's one of the number one way to do this, meet their needs and in order to meet somebody's need. What do you have to do? You got to get it. That's what I'm doing right now. A lot of you are wondering why is he going around the room and asking everybody and put him on the spot What their goals are? Well, this is this is something I plan. I do this every time. I want to find out what it is you need, and then I'm gonna meet it for every one of you. Now, some of you say, Well, I just want to know everything. So I'll teach you everything but the rest of you. You want to know one thing, I'm going to meet that. And when I meet it, I'm actually going to check it off on my seating chart. This is my seating chart. Looks just like this room we made these yesterday. And what you can do is you can take them, write their name right on this seating chart and then right underneath that you write down the one thing they want to get out of today because if you meet this, they're going to be much happier. It's just like somebody who gets their need met at a restaurant where they order something . They get the food and they love it. So thank you, Jim. That was a nice tangent, Kathy, I said. It gave eso. Keep it when it's so That's interesting. There's if you look at engaging, we talked about credibility and report. There's 1/3 thing you need to do. Is any trainer knots to engage? And when you engage, there's three ways to do that. You need to maintain their attention. You need to hook them right away. It's that's the one that everybody's been saying I want I want to get the buying and then you need to get the attention back. If it's lost, and that's exactly what Kathy is interested in. You should know that you should probably have two things out right now. You might want to have a separate notebook for times where I just say something because somebody spurted on and there's gonna be good nuggets you can get from that. And then the other thing you'll want is this workbook in front of you. Everything I do is gonna follow along to a t with this workbook. Yeah, and some of you are actually saying right now. Oh, thank goodness. If that's you, you're a step learner. You like to learn through steps and you like, structure it expectations. And you love it when it's practical. If that's you, you should know your 25% of learners out there, and you're gonna desperately cling to this workbook. Don't worry, we'll be having structure for you. So Thank you, Kathy. Now we have another Kathy. What would you like? Like he is stick so that you change your neighbors. And ah, did you hear what she said? How to get learning to stick and then measure outcomes. So this is really good, I think for a big picture, you might want to actually write this down. What I'm gonna do is if you have a piece of paper somewhere, you can write this letter in your notes. If you have a note a separate notebook. You could just take a blank piece of paper out and write this. Otherwise, you can just take your companion out and turn to a blank page, maybe on the very first page. But I'm going to suggest to you that there are five things that you need to be able to do in any classroom. In the first is credibility. Now I'm gonna get to Cathy's in a second, but let's get these five down. The 2nd 1 is report. We'll talk about what each of these are in a moment. Credibility report. The 3rd 1 is to engage someone. The 4th 1 is to teach them, and the 5th 1 is to answer anything that they have any questions they have Now. If you look at these five, every one of your goals has lived under one of these everyone. Some of you said, I want to make it comfortable for people. That's what Jim said that lives under what report. Others of you said, I want to make sure that if they get lost, I can get him back or I want to get buying that lives under what Engage and Cathy just said . I want to know how to make the learning stick and then determine if they've got it. She actually said Measure outcomes that is, teach all learners. And there's two ways to teach all owners. You make things easy to understand, and then you find out if they understand, and I'm going to show you how to do both of them. So that's a really good one. Chris. What would you like? You want to keep him interested? Good. Now, Chris teaches calculus, and I taught calculus, actually in high school, and that was one of the ones when you first teach it. I taught English and calculus in high school, and English was a lot easier to keep people interested in calculus. But once you figure out how to, once you get the buying, they love it. So this is one of the ones that you can do any any topic. I'm convinced you can get buying and make it interesting. We'll show you how to do that next. I haven't met you yet your because actually, if you know everyone's name by noon or by halfway through your class, which one of those is that going to meet up there. Report? Yeah. Good. We're gonna cover all these today, so knowing names is huge. I don't know your name, though. Rusty. Very nice to meet you in, Rusty. What do you do? Very nice. And what would you like to get out of today, Rusty, before things clear or Okay. So lead connecting with everybody. All right. Thanks, Everyone. Got it? Yeah. Got it. Now she wants to engage everyone and involve everyone and help them understand up and get partnership. She's really into the engaging up there, and we'll cover that for sure. And she asked, How did I remember names? If you want to make a note, if you say that somebody's name three times out loud your farm or out to remember it not only that, but if you look at the name visually as opposed to just hear it, you're going to be far more apt to remember it to think back to the interaction I just had with some of you. Some of you came early. I shook your hand. I found out your name. Did I say it out loud to you? I said it. Cathy and Jacob were here at the beginning of the day, and I must have used each of their names five or six times. Now. It's not whenever I tell people my tricks. Oh, you really don't care about me. You're just doing your tricks. Well, actually, I really do care about you. I really That's why I'm doing the tricks. I want to know your name. It's important to me. That's how we can become individual partners here. So anyway, saying, Hey, Kathy, have met Jacob and I was making all these jokes about how the jays all sit over here in the case over here. Why was I doing that? So I could practice? I want to learn their names. It's important to me. I'm gonna do this all day until I get the names down. So I'm writing them all down here, and then I'm gonna get him down by the end of the day. If I teach for two hours, I'll get him down by the end of the first hour. That's my goal. Hey said, do you get embarrassed if you mentioned someone's name? It's the wrong name. Don't do that. But if you do apologize, if you say I'm sorry, I'm sorry, is an adjective. It says you're sorry, person. You're not a sorry person, But if you say I apologize, that's a verb. It's much better than I'm sorry. In good question, but by the way, did you notice after he asked the question, What did I do? As soon as he asked what I do, our responded by repeating it. That's important. You want to repeat everybody's question that shows I'm also What? I'm listening. Yeah, I'm interested in him. All right, Thankfully, um, Let's move on. I haven't met you yet, either. What's your name? Paul. Very nice to meet you. Paul and Paul. What do you do all your calculus, instructor as well. Good. If you met Chris, did you see how use the names? Their I'm working on him. Okay, good. So, Paul, you want What do you want to get out of today? Uh, I'm thinking about everybody's around here. I think for me, the biggest thing comes down to 12 30. Problem. Tell me about that one of 30. Problem is, it's easy enough when you're with somebody. Uh huh. You can sense their energy. You can sense their motion figure out what? They're invested. They're not for you. Nice. Yeah. Wow. Did you hear that? This is great. Well, you guys air fantastic. Seriously, I always hate it when people say, Oh, you're so fantastic. And they say this to everybody. But this is a really good start here. I'm loving this. So thanks, Paul. Paul said if I tutor someone one on one, it's a lot easier than if I'm working one on 30. And actually, that's what I tell people all the time. I say teaching is tutoring multiple people simultaneously. That's what it is. I think of it this way. It's very important for your brain to think of it this way. Because if you're tutoring someone, what are you going to do? You're gonna find out their needs are gonna find out their learning style, and you're gonna teach exactly to how they learn. But if you're with 30 people, you need to do the same thing. You need to hit all four learning style simultaneously, and you need to be able to hit all of their needs at the same time. So we're going to do that today. We're gonna show you how to do that today. Very nice. Thank you, Paul. Shall we move on? Sue, You just said actually learn and adapt. Got it? So how do people learn and then adapt to that learning? Now you guys should know that I'm gonna give you, ah, place where you can take a learning styles assessment today. Find out how you learn because people typically teach the way they what the way they learn . But at the same time, you can't possibly teach toe all learning styles all the time every single minute of the day. But what you can do is you can teach to all learning styles and every lesson. Every topic you teach can hit every learner. And I'm gonna teach you how to do that today, not only through presentation, but also through curriculum. We're going to talk about how to set up your curriculum to hit all of your learners, so that will be powerful for you. Very nice. Thanks to Robyn, um, clear message, A clear message. And be a personable, personable presenter. So clear message would be under the teaching and engaging pick. Peace and personal presenter is under report. That's the personal aspect. Very nice, Heather. Like more skilled at communicating expectations. Leave covering clearly ah, expectations and needs. So if you if she wants to create Teoh, give people expectations and needs, that's a very step learning thing toe. Want to do so? That's good for you to know, because you're probably a step learning and we'll talk about what that means later. It's crucial that you guys know if your step Lerner a talking Lenora creating learner or a research learned, there's four kinds. We'll talk about what each of these are, but if you know what you are, it will allow you to teach to your strengths and still center you around the other people. That's our goal. Teach to your strength, but stay centered. A lot of people say this to me. I work with the tone of trainers. I watched them. I spend 23 hours a day in the classroom watching trainers, and then I spent another 56 hours writing feedback for these folks. And one of the things they always say is Jason, I don't want you to turn me into somebody I'm not, and I completely agree we should find out who you are and harness that and then we should center you so that you can hit everybody. That's your goal. Find out what your main strengths are. Your what? Your personality is your learning stylist and then center yourself. By the way, some of you right now are saying, Oh, he's talking about so much good stuff and I can't write down fast enough is really bothering me. If that's you, you're probably a step blur or our research later this year like this is great. I'm kind of kind of getting this group here. Don't worry. I'm gonna be saying all this stuff again. Only we're gonna give you specific spots to write in. And so it will be okay. All right. Very nice. Thank you. Heather, we have someone here. Did I skip this row? I believe I did. I got part of it. So let's go back over here to Theresa by really good. Got it with the ones. If I do my first race, but raise your own comfort level, I haven't heard that yet. It's very good. What's that you're going in the wrong? No, you are in the right class. That's actually part of credibility. What is credibility? Credibility is two parts. It's you be incredible, actually, me in this case. So you need to think I know what I'm talking about and I need to look like I'm good here. Actually, you get about 15 minutes, 3 to 15 minutes, depending on how long it is. But I get 15 to show you this. So a lot of you right now are in this. And you should feel this right now. You're in this moment where you're saying all right, he better be good because it is not. He's wasting my time. This is the way adults are. They're different from little kids. So I used to teach elementary school back when I was in high school, I taught summer schools. This little kids and little kids don't care if you're good or not. They don't care why they're there, But adults have to know why they're there. It's the one of the biggest differentiators between little kids and adults. So I could say the little kids I could say, Hey, we're about to learn about earthworms today. And the little kids If I showed 11 of the earth worse and oh, boy, I can't wait to learn about earthworms, but they will not say Now. Wait a second before I learned this. Are you a good teacher? And by the way, is this gonna affect my college in 20 years? Because if it does, then I'll learn it. But that's what you guys are doing right now. It's exactly what you're doing. So my point is, remember, you were in a trainee trainer hat today. So if you're the trainer right now, ask yourself, how am I going to get my trainees to say, huh? He's good, She's good. And then how am I going to get them to also say yes, I should be here in the biggest way to answer this is to say, it's answered the question, What's in it for me? Not me. But you ask this what's in it for me. If I can answer that for you, I've got it, and I'm starting with that right now. I'm asking each one of you to tell me what do you want to be in it for you, and then I'm gonna meet it. That's my goal. If you say something to me on this sheet that I can't meet today, then I'll probably have lunch with you or I have a break with you, and I'll handle it then. But I'm not gonna let the day go by without making sure your needs are met. It's just not gonna happen because I want to make sure they get handled. So Theresa said I want to raise my comfort level. One of the best ways to do this is to prepare yourself. Get prepared. How do you do it? I'm gonna recommend that you do your content or practice your content three times in real time if you teach eight hours and one day you got 24 hours of prep and I don't mean just standing here and looking at it. I mean, actually standing up and teaching it. Well, I can't do that, Jason. I can't teach for 24 hours to my dog. My dog will never pay that much attention. Well, then you just needed to know that the 1st 3 times you teach this will be a little rough. But after that, you're gonna be all right. So that's one of the best ways we'll talk about more. We'll get there in a second. I haven't met you yet. Melody, Melody Melody. Very nice to meet you in Melody. What would you like to get out of today? Connect? Good. Okay. So refresher on adult learning, connecting the gaps. We can do that. Now, let's see. I think I've There's a couple folks that I have not met yet. You too. I haven't met you yet. Would you like to introduce yourself, Tracy? Nice to meet you and Tracy. What would you like to get out of today, huh? Which involves soft skills. Uh huh. Technical skills. I think the credibility audiences set by antics. So, yes, how to get to buy and fast. Okay. So, concepts So do you mean concepts like I teach hard things or you teach concept class concept class. Got it. So getting buying is huge for that. Very nice. Thank you, Tracy. And your name? Carmen. Carmen. What would you like? Um, it would be a mixture. Have to take five thing. Uh huh. Tracy's glasses. Got it. I will show you how I will give you all the building blocks today to do that. So she said I want to make classes that's going to allow us to teach challenging concepts and concept classes and capture people and get buying. How do I develop curriculum for that? We're gonna talk about that. Actually, it's great cause those of you want buying. We're going to do that immediately. That's the first chapter today. Have you noticed, by the way, some people say, Oh, my gosh, Jason, we spent 1/2 an hour going around introducing people. I don't have time for that. That's just ridiculous. There's no way I'm gonna do this in my classrooms. That's okay. This is one way to build report. I got eight hours today, so I'm going to do that today and it's a good idea for me, but it might not necessarily work for you. I'm gonna give you dozens of other tricks that you can build credibility report with that aren't this so don't worry. You don't do everything that's up here, but this is very good for us. And if you notice that as we've been doing this, I've been teaching in between, so that's good. I'm not were not just spending time getting to know names. We did that up front 3. Hook Your Class Part 1: let's get started. But I like to do is this I'm gonna have you open up your workbooks to the very first chapter and it's called What? Hook your class. So hook your class. If you'll notice I'm gonna model things for you. We just did this. We went over the introductions and goals. But now what we're gonna do is this. This is what I'm gonna teach you today. This is my agenda. And you'll notice as I scroll down, the 1st 1 becomes red. This is important for those structured steps. People in your room. If you create a power point, how many of your gonna have power points for your classes? If you create one of those, make sure you have what's called an agenda slide. What do you know? It's about this agenda slide. First of all, do I have any complete sentences up there? No. In the first word is what kind of grammar? It's a verb. That's because it's action. That's all you can do. Is trainings is something actionable. So the first thing I'm gonna do is show you how to hook the class. You guys call this? What? Buying? Remember that? That's we're going to start right away, and then I'm gonna show you how to become their favorite and create your presence, by the way, become their favorite. Which one of those is that over there? Its credibility. And what report? Yeah. So all these fit into these, don't they? And then we go down, understand your letters. You can't teach him unless you understand. So I'm really going to get into this. Just so you know, I spent a lot of years studying education. I've been around the block and back with this. I've been doing this for 20 years, and I know that there's a lot of you out there that have a ton of experience on this. You've heard about the learning styles that are out there, the different theories you've heard about all the different adult techniques that you've you've learned. And you're wondering what is it that Jason is going to give me here? That's good. You should be saying that to yourself. And so what I'm gonna do is I'm gonna take you everything that I've learned on the theory. And I'm gonna give you all the theory in all the practical that I can that's going to be the stuff I've. I've found his maximized learning in classrooms, and I'm gonna do it from not just a trainee perspective, but a trainer and a trainer of trainers. And actually, what I'm doing now as I trained trainers who trained trainers. So I'm going to give you all that stuff. You're gonna get it today, all right, So let's get started with the very 1st 1 hooking the class very first page of this chapter , I believe it's the It's page 14 Um, if you look here, it says in the 1st 30 minutes. Now this depends on how long you're gonna be teaching. But in the 1st 30 minutes, if you have a highlighter or a pen, you should get that out now and high like this. You need to do four things in the 1st 30 minutes. You need to elicit the tasks from them. IE why they should be here. We'll talk about those in a moment. You need to hook them. That's get buying third thing, established credibility and build report. In other words, you have to do this. You have to build credibility, build report and start the engagement process with the hook. Remember, Hooking is engaging his three things. Hooking them, maintaining the attention and getting it back. If it's what if it's lost, We got to do the 1st 1 hooking them in the 1st 30 minutes. You must do this. I was starting to build report. Actually, in the negative 30 minutes as people were walking in, I was building report You got to. So that's how you, by the way, that's how you're gonna feel more comfortable to. So, Theresa, remember, she said, I want to raise my comfort level. Another way you can do this is ask yourself how you're gonna overcome nervousness. So some of you in this room are very confident individuals. Some of you just were born with this confidence. I'm not one of those. Some people are surprised when I say that, Jason, you're standing up there and not even moving your arms and you're not confident. Did you notice I'm not moving my arms, by the way, unless I need them. This is the most confident in calm stance. You can have noticed my feet if you draw a line from the tips of my toes out. Everybody's encompassed Did you notice that? That actually, if you want watch social situations and you watch somebody stand next to somebody If I If I stand over here, let me actually do this. Su Robin and Heather if I stand here and I'm just pointed here at Su these two, I'm not into them at all. I'm not interested in them. But if I stand like this now I am. You can tell. Watch social situations, watch people's feet. You can tell who it is that they like or don't like or who they're interested in talking to or not. Interesting talking to just buy their feet. This has implications for you, all of you. You're all going to be standing in front of people, so keep your feet open. Keep your hands to your side and it makes you look last nervous. Yes, sitting. You're if your training while sitting and what you can do actually don't have a chair, but my knees aren't so good. So I would try just doing this. But I'm not going. If your training while sitting, you can actually just sitting when you sit put your you open your feet up here or at the very least, open your shoulders up to everybody. If you want to cross your legs, that's fine. But open your shoulders up and use your head like a swivel. So what a lot of people will do is they'll pace around, and I think we'll look how engaging I am. I'm walking around like crazy or they'll move their hands all around like this, and they think that really engaging people do this. No, that's not engaging in all pretty simple. Just think. Oh yeah, he just does that with his hands. I'm not sure what he's doing, but that's what he does, and it's meaningless after a while. So keep your hands down, and when you need them like this, you use it. That's when people go. Oh, I look. I looked at his hand. It had meaning. Now because your hands down when you do these things, when you stand in a comfortable stance, when your feet are here, you're going to start to hook the class and build credibility already because you look like you're not what nervous. It's okay to be nervous. A lot of people breathe a sigh of relief when I say that It's all right. It's totally okay. You just can't show it. That's the difference. So I have some trainers that I work with, and I say to get less nervous to you, like to be around. People are not around people. Some of them say, Oh, I got I got talking to somebody. I got to get the nerves out so they'll be the ones that introduced themselves before Right before class, They go up to everybody in the introduce him. I'm like this. I have to give speeches, sometimes in front of 5000 people. And when I do that, I actually stand up and I get petrified in the first, like 23 minutes. So what I'll do is I'll. I'll leave the place and I'll just walk around in the hallway and I'll find somebody to start talking to them and say, Hi, what's your name of the person to say who they are? And they look at me and go, Who are you, by the way? And it doesn't matter. I'm like, I just want to talk to you for a while and sometimes they even tell me I'm just getting rid of some nerves that Okay. Can you help me get rid some nerves? Oh, sure, I'll help and they'll do that. And I got the eyes. Buddy Cabin who trains And he says, Jason, I don't want talk to anybody for the five minutes before I go on he leaves. He'll he'll. He'll shake hands, introduce himself people for about 30 minutes. But it is five minutes before session starts. He leaves, He walks out of the room and he gets away from people because he's got to gather himself. Okay, so that's one thing that you can do. No, let's let's get back. T Page four here. The building report Establishing credibility Hooking the training is the bottom of the page . Is little box you to fill this in? Adults learn best when they know why they're learning it. That's when they learn best. This is different from kids. Once you turn about 13 you start to become an adult learner. Everybody before that they don't really care if they know why. Remember the earthworm thing. They don't care if they know why they're learning these, but you all are saying to yourself, This better be good. What's in it for me? So If you look at the bottom of page for it, says the first paragraph at the end, it says, State your credentials at the beginning of class. This is huge for your initial hook and credibility. So first paragraph at the bottom state your credentials. Highlight that. So I'm going to suggest to you that when you stand up here, you've got to tell them why you This is where they say adults need to know why they need to know why you should be the one up there. You have to find credentials. It's not bragging. You're gonna tell them your experiences. I have been doing this for 20 years. I'm not bragging about that. That's just what's been happening. This is what I do. I I do train trainers. I present to people all the time. This is my This is my job. It's good for you to hear this. It's good for you to hear when you go to the dentist that the dentist has been doing it for a while. And when you go to a physician that this physician is experienced, they're such braggarts. All right, bottom of page. For then, here's three steps for you first demonstrate that you understand their what there needs their it iss highlight underline that understanding their needs is huge for you. You've got to find out what they want. And we did that. Did you notice? I got what Theresa wanted, and then I immediately started to address it. You can't get this stuff from people and then just leave it on a piece of paper. Yeah, good point. If it if you're doing a presentation and it's a requirement for people, the question is, if they've got to be there, then if you say doing what's your goal, they're probably going to say, Oh, I have to be here. So now, in order to hook them and we're gonna get to this in a second, you have to tell them why they'd want to be here. So this might be your thesis statement. This is the one number one way to build by. And by the way, I'll tell it to you right now. It's a thesis statement. So, for example, my thesis statement might be this. Now I'm gonna go a little overboard to see you can feel this. I'm going to teach you all of the theory and then practical things you need to teach any adult any time. That's my thesis. Now some people say, Well, that's easy, Jason. You gotta You gotta class. That's all wants to be here. They all want to teach adults. What do you do if I'm teaching calculus? Well, you can start off by saying I'm you guys were all students, right? Yup. Girl students. And you're all supposed to be here to learn calculus, right? Yeah. I am going to show you how you can use calculus to enhance your life. I'm interested. And then you then you goto the first took of the topic of the day. Say we're doing integral or differential equations or something like that. Say, I'm going to show you how any of you guys interested in money. Yeah. I'm going to show you how you can use calculus to maximize profits. Don't laugh. I've done it. Now you get your fear. I'm going with this. You don't have to take the specific examples I'm giving you. But what you do have to do is ask yourself what are the tasks of the role that you're teaching? And if you wanted me to unravel the mystery of buying. This is it. What are the tasks of the role? Your teaching? What do I mean by this? Well, actually, I'm gonna have you turn the page and I'll tell you turn the page to where it says tasks versus goals. You have to turn one more. Probably. I'm gonna actually give you these. I want you to write these down. Tasks are what the trainees want to know in order to do their job. Write that down. Tasks are what your students want to know in order to do their job. What the students want to know in order to do their job goals. On the other hand, we're going to compare and contrast. These now are personal needs of the individual goals air personal needs of the individual. Whereas tasks are based on everyone's what rolls. So everyone in here is a trainer. In some capacity you all have the same tasks there. Right up on the board. You build credibility, you build report, you engage people, you teach people and you answer questions. This is what we do. Yes. The tasks. Air support for the goals. Goals, On the other hand, are actually unique to people. So did you notice, for example, that Heather said I want to meet the needs? I want toe figure out what the structure is, the knees expecting expectations and needs. That's what she wanted that was unique to her. That's where gold. So the things I wrote on the seating chart are what goals? We haven't even written the tasks down yet. We got him on the board in general form, but we don't have him specific. Now let's get back to the question. Then you said, How do I handle a class where everybody doesn't know why they're there? They just had to come. I'm going to suggest that you find out their roles. Find out what they do, Find out what makes them tick. Research it. Find out about your students. Who are they? Why are they there? What kind of majors do they have? What kind of things are they interested in? And those become your hooks. If they're interested in money, that's what you use. You can. You can use calculus for almost anything. If they're interested in something else. That's what you use. You find out what it is and How do you do this? You can actually go and interview people. I interviewed hundreds of trainers and I said to them, What is it that you guys want to know how to do? What is it that you do? And all of them said What you said and more. He's come up every single time. I teach this class every single time. And so then I just meet him. You have this too. If you teach a class, you can go interview people and say, What is it you want now? One mistake people make, by the way, as they say, Yeah, Jason. But I got, like, 12 rolls in my room and they're all different. How in the world can I meet? They don't have same task. That's a problem. I'm going to suggest you restructure your curriculum somehow so you can get his few roles as possible in the same room at the same time. Those of you who are curriculum writers in the room, this is important for you. So I believe Carmen, you mentioned that you were writing curriculum. One of the things you can do I have a friend who teaches excel. They teach a class on how to use excel. And they said, Jason, nobody wants to listen to me. I cannot get buying for this class. And I said, Well, who are the roles that are coming? They said, Well, I got some trainers in there. I got some project managers in there. I've got some developers in there. I've got some people in technical services in there. I said, Well, that's your problem. What if you created a class called Excel for trainers? You know, we got some tasks there right now. We got an opportunity to say, Hey, trainers. What is it? You want it? What is it you want to do? And that's what I want to do. This is Hey, I'm gonna show you how to use Excel to do that. Oh, sweet. They love it. But if you say well, let me show you how to use Excel. Let me show you this. Bought in this. But this is what I call the difference between functionality based training and task based training. Yes. Now you have a question. All right, here it comes. Tracy, what do you got? Lift. Okay. Customer service past. Everyone's coming from the responsibility, but the gold remains the same. Yes, my classes will never be that the task will be the same. Got it? So she said what she says. I'm in customer service and I've got all these different people, physicians, others who have to deliver customer service, but for very different reasons. And they're all different roles, and that's just the way it ISS. They're all in. That's actually cool. She's in a good spot, and the reason she's in a good spot is because she's not like that Excel class where I have no idea what these people want. These people want to have good customer service, just like you. I don't know if you noticed this, but I actually went around and asked people what they do, and I've got a good dozen or two dozen different roles in here actually do. But all of you, just like all of hers, are going to be customer service. All of you present all of you facilitating train so you have that in common. So find out it's another thing you could do, find out what it is they have in common and use it 4. Hook Your Class Part 2: If you look on page six in the bottom of six top of seven, you'll see eliciting tasks. Here's five steps those of your step owners. Here you go. These air for you. Step one bottom of the page before class research. What your training is. Want to know? You must do this. Even if you have a number of different roles, it's OK. Find out what they all want to know. Those of you say, Oh, Jason, you just give a bunch of theory. No, I don't. I give both I'm going to give you the theory and I'm gonna give you exactly what to do today. I'm not going to give you just one. I'm a firm believer that I can't just give you the practical or you're going to say to me, Oh, who are you to tell me that? Why can you say this? But I'm not just gonna give you the theory, because you just well, I don't know what to do now. So this is what you do first thing to do. Research it. Number two at the beginning of class asked them a focus question. Get them to identify the things you researched for me. It will be this. Look up here. What makes a good trainer in a moment? I'm going to get you into groups of four and ask you this. I want to know everything that makes a good trainer. These are your what? Tasks or goals. Tasks. These on the other hand, the ones I got from your individuals are called. What? Your goals. You must get both where you should get both. If you really want to meet people's needs and build report so third thing right down the responses. After you finish, I'm gonna write all the responses on a sticky. Why do you think I'd choose a sticky rather than the board? I can move it around because these tasks they're never going to go away today. But stuff I write on the board will I'm gonna erase it. We don't need anymore, but the tasks remain the same. So this is what I recommend you do. Number three right down the response. We got that number four. As you get the responses, ask questions and make statements toe what? Demonstrate what you're not. This is credibility as they say their tasks. You can actually say Okay, So when you want to do this, you're gonna do that. Did you notice I did this, by the way, is we went around. I would I would respond to you and say stuff say cool stuff that makes me look like I know what I'm talking about. Did you notice that? I actually do know what I'm talking about, but I need to prove it to you. I can't just tell you it. I have to put my money where my mouth is. You must do this too. So next thing re reference the applicable tasks before each new topics. So the first thing I wanted to teach you was how to make yourself feel comfortable. So the first thing I did it. So, Hey, Teresa, you wanted to know how to make yourself feel comfortable. Let's do that now so you can reference goals, which is what I did with Theresa. Or you can reference tasks which I will do today. After you give me your tasks, I'm gonna go up here. And as soon as I cover one, I'm gonna come up here and I'm gonna check it off. And what does that tell you when I check it off, huh? He covered it. That makes me feel good. It's like a waitress saying, How is he? How is your food? And you can see the waitress clearly suggests to you that you've had your need met, powerful thing. That's why the tips are bigger. Okay, Next thing elicit individual goals. Here's the five steps from this. Begin with an icebreaker. That's what we did. We had a nice breaker. We said, What's your name and what's your goal? I didn't actually ask. Ask everybody's names because I had already done that. I saved that time, but I did ask your goals. That's important. And the next thing it says ask each individual what their name, role in personal goal or write them down and seeing chart reference. Um, and it is, if it is possible to reference all of them, do it otherwise, do it during a break next page. Put your task. It's a stop sign box for you. Put the tasks on where ah, sticky someplace that's not going to get erased and put the goals where a scene check now, Some of you said Jason, this is impossible for me. I teach like 300 people at once. I can't do this. That's fine. You don't have to get their goals. And it might say, Jason, I'm only gonna teach a class for like 40 minutes. I don't have time to go around and get their goals. That's fine, too. Don't get their test. So their goals just tell him right up front in your hook. You say to them your all trainers in here, I'm gonna teach you hot. Every train arrive. Matt needs to know how to build credibility, report engaged, teach and answer questions. I'm gonna show you how to do all five in the next 40 minutes. Let's get started. Done. So instead of getting them from you, I just give them to you. It doesn't matter which way you do it. If you have the time, get them from them. Why? What? I want to get them from my did this today. I got them from you. Why did I do that? Because I want to build what? During this time credibility report. It's the foundation. Did you notice the order of these credibility comes first, Then report then engaged, then teach. Then answer. You can't teach unless you've built credibility and report if you try it, Good luck you If you don't do it, try teaching people that don't think you know what you're talking about. Try teaching people that aren't comfortable being around you. It's not gonna be It's not gonna go is well. I have trainers all the time and say to me, Hey, Jason, I really want to know how to teach better. I'm really strong because people don't pay attention in my class and they don't understand what I'm talking about and I get in the room and I watched them and it turns out it's not at all if they don't know how to teach, Well, they don't have any report. Nobody wants to listen to them. That's the problem. And I always say that to the trainer. I say, Look, we need to start with the poor first. Well, that's not my goal. You told me you're gonna help me with my goals. We'll get there. But first we need to deal with report. So that's where you and I are gonna start. We're going to start with credibility report today, and we're gonna end up with teaching at the end of the day. So we're going to start now with this question. Now, I'm gonna ask you a question as soon as I do this, by the way, as soon as I say I'm gonna get put you in Groups of four. Some people freak out. Are you freaking out right now? Because if you are, you're not a talk learner. A talk learner needs to talk to learn. Some of you say that's weird. I know they don't learn like you, but they needed to. Excellent. You talk now. I'm not just doing this to get talk learners to talk. That's one nice side effect. But that's not why I'm doing this. If I were to ask you right now, if I would just say, OK, everybody, I want you to tell me what it is. It makes a good trainer. I'd probably get a trickle of responses, maybe three. But if I put you into groups and you talk about it first and then I have you tell me I'm gonna get a lot more. If I make one of you the re layer, I'm gonna get taunt of responses. Did you notice the rolls up there? I'm gonna suggest you use these. If you put people in groups always use these roles. Four of facilitator, Writer Re layer in timekeeper. Here's why. Structured people, step learners, love, structure and expectations. They're going to get it from this quiet learners. We're gonna talk about challenging learners later. How many of your interested in challenging learners handling them? Grippers presenters, talk hogs, know it alls, experts, quiet types. We're gonna handle them all today. If you get them in your room, especially quiet types, and put it into groups. Quite types will not be able to participate. The people who are more out spoken folks will dominate the group. That's not cool. And finally, here's the biggest reason I will put you into groups because when I have you respond, I'm gonna say, OK, re layers. Tell me what your group came up with. What's the number one fear of any learner in an adult classroom? What do you think it is sounding stupid in front of who their peers? Well, if I say to you, Hey, tell me, what do you think makes a makes a good trainer and you raise your hand? You're putting yourself on the line. But if you're the real layer, I'm just responding to my group Came up with that. I don't really It's so great I have done. This was CEOs. I've done this with physician champions. You name it. They love this activity even though they don't like group work. Yeah, touchy feely stuff. Don't worry. We're not doing any of that today. But we're gonna get you learning and that interacting. So I'm gonna give you five minutes. And what I want you to do is turn to that page there where it says what makes a good trainer and one of you is the writer. You're gonna keep track in the rest of you I want If you're saying what's in this for me, Jason, why should I do this is stupid and boring. I don't want to do it. Yes, you do. Here's why. If you do this, we're gonna you're gonna find out from your peers in a moment. Everything you can think of that makes an awesome trainer, and then I'm gonna show you how to do everyone. This is gonna be the foundation for today's curriculum. So five minutes, groups of four. Okay, go ahead and head back to your place is here, and we're gonna go ahead and get started here now re layers your up. The rest of you were going to keep you busy. Still, if you turn the page, there is a another box on the next page. That's called class discussion. And right there, all of you now are writers were gonna write down everything your peers came up with your saying. Why should I do this? This is huge for you. You're about to find out. What are your peers think makes exceptional trainers and teachers. This will be interesting for you to see this. And then we're gonna use this to teach today. Don't worry. We're gonna take breaks today every 60 to 90 minutes. I recommend, by the way, that you keep your brakes around every 75 minutes. That's what I recommend you get through with about 90 in the morning, but in the afternoon you got to step these up every 60 to 75 minutes. Take breaks That builds. What report? Good. It meets needs and meeting needs Bild's report. So take those breaks. Some of you don't have bladder problems, and you just don't care about that. I'm going to suggest that you care about it anyway, so it's important. Let's head back up here. What makes a good trainer re layers Europe? You could just shout this stuff up. Please do it loud and all route. I'll repeat it as we go. So what you got? Charisma? What else? Good listener. Know your topic? No. Azzawi, go. I'm gonna have you write some things next to this notice. I'm going to teach you, as you say stuff to me. It would be boring for us right now if I just got everything you said and wrote it down. Right? I gotta teach as I do this. This is called a brainstorm and discuss meth. Those of you who are interested in curriculum. This is a powerful teaching tools. The powerful teaching strategy. You have people brainstorm. Then you discuss something. And when you do ah, good facilitator needs to teach stuff They already knew. They were going to say when people say stuff. So I already got three important. By the way, did you notice how fast those things came? I never would've got that fast if I just said hey, what makes a good trainer, you know? Right, So we're getting it now. That's good. So no, your topic. I want you to write something next to this. It's called the 90 10 Rule. What percent of your brain? 90 or 10 should be focused on the trainees. And what percent of your brain should be focused on the content? 90 year, 10 you 90 on the trainees and 10 on the content. Now what I mean by that is this I'm not saying only know 10% your content. That's not what I'm saying. I'm saying that right now I have some neurons in my head from transmitters that are working for me and I would say have 100% of these. Only 10% of them are focused on my content because I know it lights out. I know it that well. And the rest of it is focused on learning your names, meeting your goals, delivering this content in a way that you need rather than the class I taught last week. Yeah, so you're happy working great, like good, she said. Live with that. What they talking have personal investment, this deep knowledge that's really fantastic. She's saying exactly what I just said 90 10 and the way to get 90 10. We said, How many times do you need to train its and practice it three times in real time? That's how you get 90 10 if you practice three times in real time in front of your dog or a mere or a wall. By the way, dogs air really captive audiences, I found they're really good. You put him there and you sit him down and give him a treat. And then you just trained for a while. Really works out well. So if you have a dog or cats are good too, but they don't look like there is interested, for some reason, a little more apathetic. But the dogs were really excited. So what we got? No, your topic. What's next? It's a good flexibility, very nice. Others patients, being very articulate, acknowledging their viewpoints, acknowledged different viewpoints. Got it? Who? I heard temperature of the audience. Take the temperature of the audience, tell me what you mean by that for got it and raise it if you or lowered. If you need to say this is good, remember when we talked about credibility. Report, teach. Answer all that stuff. Teaching all. There is one of the ways to do that as a tailor. Your approach to your audience. It's very important. Be able to do this. This is what we call flexibility as well. But being able to tailor your approach and this again requires that 90 10 we're gonna talk all about how to do this stuff. Don't worry. You're saying, Well, how am I going to do this? How do we get there? What I want to get it right now is what you do. What else makes a good trainer humor. Good. Now make a note. This is very important. I'm about to tell you people don't laugh because it's funny. Did you know that they laugh because they feel good? I'll give you an example. One time I was training. It's about eight years ago and I thought, All right, I'm really I'm really crashing and burning here. My trainees aren't listening to me. It's a really they're not understanding. I can tell. They're totally not getting and the challenging trainings just taking over the classic. I think I'm gonna tell a joke. That'll do it, I told the joke. It was a joke I heard in a meeting the day before the week before this joke that made everybody in the room laugh. The whole room erupted in laughter. I didn't tell that somebody else did. It was a joke about two muffins or two muffins in the oven, and one muffin looks at the other. Muffin goes. It's hot in here and the other muffin goes. I have talking Muffin and I said this joke and everybody did what you're doing. You're weird. Nobody laughed at all. Now it's interesting. Everyone just laughed at that, though. That wasn't funny. Yeah, maybe people are understanding that humor isn't going to necessarily help. And so they felt good. And that's why they laugh. Could be. So keep this in mind. Making something funny isn't necessarily going to get laughter. People laughing the feel good. So if you are going to tell a joke, if you're waiting for the right time to do it, tell the joke. When people are enjoying themselves, that's when you stick the joking because they just crack up just cause they're having a good time. All right, What else? Say again passionate. Yes. This another word for passion and passionate is enthusiasm. We're going to talk about how to be enthusiastic even with topics you can't stand. And even with people, sometimes that you can't stand. How do you be enthusiastic about this? We call these people challenging trainings, and it's not that we can't stand it. Actually, it's there just challenging. For whatever reason, others keep them coming. Say again? Ah, So the ability to multitask or at least look like we are right. What else? Time time management. So being structured in managing your time? Well, another one that heard in the back organization? Yes. Now you're gonna find one of the things I'm gonna teach you today is that some of you just plain aren't good at managing time. You're not very structured, and you're not very good organized. This is me. Just so you know, I'm not very good at that stuff. So my wife is really good at helping me stay organized and structured and manage my time. The problem is, she doesn't stand up here and train with me. So what am I supposed to do? You have to learn how to send yourself in those of your curriculum writers. One of the ways to do this is to create curriculum that's extremely structured and organized. Did you notice you have a place specifically to write? This isn't that nice to organize and structure the beginning of the day. You had no place to write something like, Oh, I'm not gonna like this class. But now you're back in your in your work horse. Right now, you're where you need to be. So figure if you're not an organized person, you're gonna need to write curriculum with someone who is. If you're too organized and you're too structured, you're going to write curriculum with someone who was really creative and just out there. Record in with them. Center yourself. Find that what else eso content becomes relevant that we already learned this. Let's have a refers to review question of the day. How do we get buying? How do we make content relevant to people during the initial hook, we got to get there what? Their goals and there tests and to get those we before class, what do we need to do? We need to research these. We need to find out what it is they want, and then meet it. And if we find out that they don't want we're teaching, we got a problem. We have to deal with that problem. What else? I'll take three more. Ah, So the environment, the physical environment needs to be in tip top shape. So what did you notice was the case when you first came in where your companions set out for you, Did you have to go find it somewhere? They were set out for you. And when you sat down, was it lighted here? All lots of light. And you got greed when you came in the doorway. It's good stuff that's called setting the table very important that builds report. Make a note of that. Set the table before they come in. If you have the the resource is sort a little pen. Next, everybody's chair. Maybe put a little chocolate on their desk. This is huge. What else? Ah, so different teaching modalities. So we got learning styles and we got modalities. Learning styles. Let's talk about the difference between these. Have you ever heard of somebody having an auditory learning style or a visual Ernest out? You should know those aren't learning styles. People don't have a learning style of auditory, those air modalities of learning. I can teach you something visually, and that's the mode in which you're learning it. I can teach you something auditory Lee, and you can hear it. That's the mode in which, really? But that's not your style of learning, learning styles or the talk. Lerner, the research learner Stop learner and the create learner. Those air You're learning styles. That's there's a lot of learning style theories out there, but that's the one we're going to use. I found it to be the biggest bang for your buck and the easiest to learn. But if from your involved have you involved in E learning, you need to do in that stuff. E learning is just like teaching except you. You lose a lot of the visual modality because there's nobody standing in front of you with body language. You should know that 55% of communication is body language, 38% stone and 7% is what you say. Don't worry, we'll get this later. That would be a place to write it. But my point is this. If I stand up here. And if you ask most teachers and trainers, how'd you get ready? What did you do? I'm getting ready for what I need to say. I gotta get ready, wanting to say or how to go. All went really well. I nailed it, said the right stuff. That's just 7%. Your body language is huge, and the most important part of your body language, actually, is your facial expression. It's the only universal form of body language on the planet. If I put a picture of somebody who's surprised in front of any tribe or country in the world, they will all agree that person surprised because it's on their face. But if I shake my head, some cultures will think I'm disagreeing with them and other cultures will simply think I'm listening. That's body language, so facial expressions, air powerful. You cannot fake a smile. You cannot fake enthusiasm, and you can't fake sincerity. So keep that in mind. If you really want to prepare to make people feel good in your classroom, you need to have the right frame of mind that shows up always on your face. Buford. The Eagles song, right? You can't hide what? Can't hide your lying eyes. I'm just finding out what generations we have in here. All right, What else we got? Ah, so the ability to be able to adapt to their learners. Anything else? One more. Play it by ear. Yes. So being able to be interactive and be able to play it by ear. Good. Now what we're gonna do is this. These are all the things you want to learn. I'm gonna check these off as we cover them, and we're gonna cover things in a systematic way. Here. We've talked a little bit about hooking them. The very next chapter is called Becoming Their What? Their favorite. Now some of you are saying all man, is he really going to keep going? Some of your feeling that aren't you. I'm not. We're going to take a break, but I want to point this out. There's very few times in your life where you're going to be the training and somebody's going to say to you How are you feeling right now is a training now. How does that manifest itself in your classroom is the trainer. Don't keep going right here. Stop. Let them get coffee, Take a break. And so on. How many minutes did we say? 62? What? 90 optimally What? 75. So I went about 85. You can even tell some of you. He went a little long. Do you feel that? So let's take a break. But by the way, before we go, do you want to take 10 or 15 minutes? 10 It is now before we leave. Why did I just offer you a choice? It shares control. And when you share control, that builds what report? Good. We'll see intent. 5. Become Their Favorite Part 1: you said you wanted to learn about charisma being a good listener, flexibility and patients. Or at least that's what trainers do. And so what I'm gonna do is I'm gonna teach you in this next chapter how to do those five things and we're going to start. It's called, by the way, become their favorite. That's what this is called how to become their favorite. Now, even if you're not a trainer and you want people to like you, then this is going to be the chapter for you or you want to just build report. Then this is going to be the chapter for you and also build credibility, make them think you're good and they're good. Then this is the chapter for you. So this is the credit 1,000,000,000 report chapter where we started the credibility report . We're going to start on page. The very first page says, build credibility, that so we're gonna begin. There's four things I want you to right here. I'm gonna tell you four things that you can do to build credibility in your classroom so that they think that you know what you're talking about. So where am I right now? I'm on page four after two. It says steps to build credibility. 1st 1 I'm gonna suggest you state your credentials right up front to write that down, state your credentials up front. And what I mean by this is tell them why you are the person that should be in front of them . What are your credentials? There's a 1,000,000 things you can do here. I'll give you some examples. You can tell them how many years experience you have. You can tell them what your role is. You can tell them what you did before your role that makes you be able to stand up here. You could tell them what you do during your role that makes him be able to stand up here. You can share experiences and stories with them that makes you be able to stand up here. Whatever it is, you've got to tell them your credentials, you must otherwise they look at you and gold. Who are you? Why should I listen to you? So if you're a nurse manager, I'm a nurse manager. And then second thing you do to build credibility is to research and learn there what their roles and there tasks good research and learn the roles in tasks. Now what's that other thing besides task? There's tasks, and then there's goals. So the third thing you could do is, as they say, their goals. Use what I'm gonna call buzzwords. Use buzz words to show you know your stuff. For example, you have a nursing your room that says, Hey, my goals. To be able to, um, learn how to use whatever it is that you're gonna teach me so that I can really help my patients during the initial assessment time period. That's the time I'm really concerned about when we bring on this new software. Well, you can now say Okay, so when you do your initial assessment and you're you're talking with your patient, you're getting some of their information down and then you start throwing out buzzwords that on Lee, a nurse would know and they realized who we got a good one. That's your goal, by the way, right? That in the margin here, your goal by first break is that they all go to break saying what? We got a good one. That's your goal. We got a good one by first break. Some of you who don't take breaks by the end of the first day, First session. That's what you got to get four things in the first lesson, you need to nail it. Nail your first lesson. If you teach for eight hours, your first lesson must be awesome. So if you're a curriculum developer, whatever you do, don't do a group activity or a partner activity or even an individual activity first thing . Don't do that because you need to stand up here in the first thing and show him how awesome you are. You need to teach like they think it's teaching. I know that group work is teaching. I get that those of you who write curriculum, I know that if they're working with partners and you've made some amazing curriculum, you're actually teaching them. But they don't call it teaching there said, Well, why don't you stand up in front of me doing stuff in the first lesson? You need to nail it. So if you if you say Jason, I gotta teach, like for two weeks, I can't possibly do the 90 10. I can't profit three times in real time where you can at least prop the first hour three times in real time. I've got a friend who he's, he's a professional trainer and I work with him, and he's one of the best trainers I've ever seen. I said, Brian, how do you get ready for class? What do you do? He goes, Jason every night before the first day, trains every week, same class, every week, every night before different couple classes every month. But the every night before the first day, I spend three hours on the first lesson. Get it ready and I go through it over and over three times. And that way when he stands up here and he just rocks that first lesson, it's much easier, he said to me. Teoh, let the slack come later than it is to get it back. In fact, you can't get it back. I remember this. I taught high school and really, really challenging school district. They said it was very challenging. There was a lot of students who had a lot of problems at home. There was drug deals on their doorstep and parents abusing them, and they did come to class in the afternoon algebra and I'll never forget this. The the students would say they would get to class and they would. They would say, You know, I don't know why I need to be here. This is not This is not important to me. I'm not interested in taking this class and the the students would look at the teacher and then they would say, Why should I be here in this class? There's There's no reason for me to be here. And what we did is we spent about the first month getting them to get buying. Why should you be in school? And why should you be ineligible class of all places? So we did this, and by the end of the year, we way had what a lot of teachers call. We had them in the palm of our hands where we believe we left and they would give us hugs and there's tears. And it was such a sad moment and I'll never forget. I switched District's after this this year because I moved from one district to another because for personal reasons I had I had to move to a different place, family stuff. And so I moved to a different research, and I got to know other kids the same kind of challenging situation. But I'll never forget. I went back to this district. I went back to the school and I said to my My teacher Mentor Kenny, I said, Kenny, how's the class that was my class doing? You know how his kids and he goes, Oh, Jason and I said What he goes, Just come with me. So he takes me to the room and I we get into the middle of the room and there's room on the side room on this side. There's glass in the middle and we sit in there and we're looking at the classroom and the teacher is is is running around the room and there's a student on top of the desk playing Keep away with the teacher with a stapler and there's a number of their thrown it around the room. And I looked at Kenny and I said, Kenny, what? How did this happen? He won't fix do something fixed. This is in my kids, you know, this is not cool and he looks at me and he says, Jason, there's nothing that we can do. He lost him after the first week. It's over for him, and that was the last year he ever taught. But my point is this. You can. You can always let the slack out, but you can't ever get it back. So your first lessons critical? Just like for teaching, your first week is critical. You have to nail that first week. So that's how you build credibility. Those four things now look on the next page, it says that was trainer credibility. Could you circle that for me? It said trainer credibility. The next page is what trainee credibility. This is what a lot of people forget. I'll bet you almost all of you that have taught know that there's trainer credibility. Oh, yeah, Jason, I know that. But there's also training credibility. You got to make them look good in front of their peers. If the number one fear of a learner's toe look foolish, the number one way to build report with a learner is to make them look what good and the number. One way to do this right this down is to ask expert questions. So, physicians in the room what do you do when you do your rounds, could you tell the folks who aren't physicians so that we can teach to that? And the physicians tell what they do during their rounds Now who who is good at what they do is not gonna want to shine in front of others. Nurses in the room How do you insert a peripheral I V Could you share that with the rest of us that don't know. Now if I'm teaching nurses, I better know how to insert a peripheral i V. Or at least I should know how to describe it. But I'm not going to say it because I want who to look it them. And by the way, you're going to get a double win from this because they know. You know, if I say hey, nurses in the room, I want you to tell the non nurses how to insert a peripheral i V all the nurses in the room as they explain this to me, and I kind of nod and say a few things they know I already knew. They know I was making them look good. And then they get to look good. So you get a win win out of this. You get credibility for them. You get credibility for you and you get report from both. This is a powerful tool. It's called an expert question. How do you do it? You just find out the roles in your room, and instead of telling them the key information about that role, you ask them to tell you. But you only do it a key times. Second thing you could do write this down is you can ask them their personal goals. Did you notice that when you told me your goal for the class, You also told me what you do for a living and you got to share that with everyone in the room, and that's really powerful. Makes you look good. So that's that's one way to build credibility. If you look on the next page, I'm gonna teach you one of the most fascinating things about report. And that is how to build report by not losing it. Now. Don't worry. We're going to get into how to build report by building it. You gotta build up your report. By the way, we've already learned this year you learned their names. You welcome. You show you care. You meet their needs. You do all the things that report isn't It is about but one of the things that a lot of trainers forget is that you can lose it in an instant. You can build report for a day, a week, even a month. And in one instance, you can lose report. This activity is going to show you how to not do that. This is one of the most powerful things I've ever learned. And it's so powerful and so challenging that I'm going toe give you an activity that's going to make it easy. And then we're gonna go over it. Now here's the deal. You get a total of 10 minutes for this. That's all you get. And there's four pieces to this activity. Take a look. Piece number one is called Praise and Higher Brain Disconnection. Piece number two. Successful encouragement. Next page piece number three Encouragement, Higher brain disconnection and finally piece number four. Successful praise here is your mission. Should you choose to accept this, I want you to work with a partner if you If you want to go Group of three. That's fine. But I prefer partner, cause that you'll find it's easier that way. And you guys get 2.5 minutes per thing. That's all you get. 10 minutes told. You got to get through all four. What I want you to do is read the scenario. I actually want you to play it out. I want one of you to be the trainer. Wanted to the training. By the way, if I say the words role play, people also freak out like, ah, role play. Don't worry, it's OK. What you're going to be doing is you're gonna be doing this is if you want to use the trainer ones of training and you should know these are all real situations. All of these I've witnessed, you're gonna be role playing riel stuff. And I want you to analyze this. I want you to define praise for me. I want you to define encouragement. What is Ah, higher brain disconnection. And how does that fit in with this neutral statement we're talking about? And when you're done, we're gonna go over this and talk about how to never lose report through this. So I'm gonna give you a total of 10 minutes, you're gonna work with a partner, and I want you to switch these role plays back and forth. 2.5 minutes a session. One person is the timekeeper. And both of you are the writers. 10 minutes Go. I was staying at my hotel last night. I woke up this morning for breakfast, and I read in the paper that the campus police station was robbed. Now, I don't know much about the campus police station. Um, did you did anybody else read this? Uh huh. There is a I don't know much about the city, but there is a campus police station. Yes. So it's not some crazy article that's that's lying to me. And it seemed like a genuine paper, but I'm just wondering, did anybody did anybody see this? You, didn't you? What did they steal? They took all of the toilet seats. The police have nothing to go on. You know, it's really cool to do stuff like that after, but after transitions and breaks, because you're not going to get everybody's attention anyway, So you might as well throw something like that in That's going to get him to listen to you . And then if you can get him laughing, that's good, too. By the way, it's a good litmus test to If you tell a joke right about now and people laugh, that means you're building report. That's good. That means they're feeling good. So that's fantastic. All right, let's get started. You just did this activity. Now some of you are still wondering, Why would we do this? What's the point of praise, encouragement and this higher brain discussion? We'll get there. But let's start with this. What did you come up with? For a definition of praise? You have this in your books. You can write this on the very next page, it says, keeping the report. So keep paging over to you. See where it says keep the report at the top is at the end of the activity, and there's four places to write this. There it is. Keep the report. So those of you who did this, what is your definition of praise? There's no right or wrong here. I'm just curious to know what you think. What's praise? Knowledge? No acknowledgement. That's one word that we have. What else? Approval. So acknowledgement. Approval. You can write this with me. I wouldn't write it up here if it wasn't okay. Encouragement. That's this validation. So let me give you an example of praise and then you guys can refine an added it. Let's read this. It says you can just hold your place if you want to. Just listen here. But somebody tries to praise so they come up to the training and they say, Hey, great job. You completed your hands on and it works. Congratulations. And they totally get ripped to shreds. Did you see that? So they got ripped to shreds because there was a higher brain disconnection. What was the disconnection? Mismatched expectations. All right, that here. Mismatched. Tell me more about that Was works were successful. Training was Oh ah ha! So the trainer said, Great job. Who thinks it's a great job here? The trainer does. And what is the training? Think about it. Great job or not interesting. But they completed the hands on and it even worked. So the trainer was excited. Why was the trainer excited about this? It is fantastic. You did it. I must have taught you well. So what? This means, Miss Mast expectations is the trainer thinks it's good and the trainee thinks what? It's bad when you have. This doesn't have to be good, bad, but it can be one thing and another. If the trainer thinks one thing and the person they're talking to thinks another that's called higher brain disconnection. This is not just true of trainer training is this happens parents with your Children if you go up to a kid and say, Oh, fantastic and the kid doesn't think so. Boom. Report. Killer don't do that. There is a problem, then with praise. By the way, there is a good thing with praise, too. But what was the problem with praise here? We gave them. We told them that we think it's good. So that's what praises the person that is doing. The praising is the one that what this is the person that thinks things are good. That's what praise and implicitly means that I think you did good. So I'm going to tell you that this has ever happened in a classroom. Hey, great job with that last lesson. Hey, nice job on that exercise, You guys, I'm really glad you guys are having a good time in here. And when you say this and if one person in the room is not having a good time, you got yourself from higher brain disconnection. So his praise all bad. Did it ever work in here? It did work. When did it work? Let's read it. It worked on the last page. Something you didn't get This Let's read this. You're a trainer for a group of users and you tell him that you scored an 86 on the conference. The assessment and this is the type of person. Remember, 85 passing, the person goes, Oh, thank God and they're so excited. Oh my gosh, I'm so happy I scored the 86. Of course, somebody else might think 86. I was hoping for higher, but this persons like you, me and then you say, Hey, what is a person say? Nice job And it worked interesting. So praise can work, but only if what? Only if the higher brain disconnections gone on Lee. If and this is what you want to make, write a note here. Praise works. If the person who is getting the praise believes it's sincere and truth, that's what it has to be. You have. They have to believe that it's true in their mind they have to agree with you that it was good. And they also have to believe that you believe it. You can't be fake here, so praise can work. What about encouragement? What's this? What should I write down here? It's different from praise, isn't it? What is this? Yeah, supporting your train Years? Very nice. I love that word. Support. They're pretty much equivalent. You're offering support? No. Yes. Acknowledgement works very well. There too. Support and acknowledgement. So both of them can feel like you're acknowledging the reason that you need support. By the way, someone who needs encouragement. They're typically people who have low what self esteem or self concept? Not always, but typically, if you run across somebody who has a low self concept and that's what I'd right here, lowest self concept, then that person probably needs encouragement. So what would encouragement look like? Something like, Don't worry. It'll come. I'll be there for you. We'll get this together, But it's not Oh, great job. But can encouragement fail? It did we have to him and say, Don't worry. I'll help you get in. The person goes, Don't worry. I love this one. It says, What do you mean? Don't worry. I thought that was a good score. 86 guys, these air riel things that happened. I didn't make this up. This really happened with people. And by the way, when it happens, it's a report killer. I'll give you an example. I used to do so all the time. By the way, you're gonna you're gonna find out that a lot of stuff I'm teaching you are things that I learned the hard way, and I don't want you to learn it the hard way. So I just give you some stories of how I learn things the hard way. I actually was teaching a group of physicians one time, and I went up to the physician and did the 1st 1 I said to him, Hey, great job. You finished your hands on it worked, and I even did the right thing, right? You know, I know down so is at his level. And I told him this and he looks at me and he just absolutely gave it to me. He said, This is the worst class ever. Great job. I don't understand. What? I haven't understood anything since the day I came in here, and I don't feel like it's a great job at all. You don't get me in basically saying you don't get me at all. I'm not gonna listen to you anymore. And that guy I lost him for the rest of the week was done just because I said that that was like the tip of the iceberg for him, it was a report killer. So don't do this. The problem is, a lot of people have to guess a man. It I hope he thinks it's a good job. Something afraid to go tell him. So Hey, great job. And he's like, Oh, thanks. I feel good about or what can we do? What can we use instead of that? The neutral statement. Now, the neutral statement usually starts off with something like this. I see. God, Doctor for I noticed, dot, dot dot. But what's the key? What is the key when I say, Hey, I see you're working on your hands on. I see you have a coffee mug. You're just stating the fact is there any value judgement, no value judgment. Write that down. No value judgment. That is the key. And you will find that this works wonders in your life, not just in training, but it can make or break training so you can go up to somebody and you can say, Just walk up to him and you say, Hey, I see that you're you just finished scheduling an appointment notice? I didn't say great job Just said, Hey, I see that now. What are the three possible responses to this? What's the first response that we can get to this neutral statement? I see you're working hands on. Yeah. Ah, thank you. Now tell me more about the person that said thank you. Are they excited? Knots excited. There is still a positive response. That's the first thing we can get. If you get a positive response, what should you do? You should praise. This is literally away. Almost read someone's mind. You can find out what they're thinking without asking them. It's like going up to somebody insane. You know, Irene, could you Could you tell me, Are you feeling good about this or not? Cause I'm gonna praise you if you are, but I'm not gonna if you're not, but otherwise, like you say, Hey, I see you finish your hands on. Now she could look at me and go. Yeah, but this is a negative. Yeah, but I really don't understand what I'm doing. I don't get it. Irene wouldn't do that. She gets everything, but somebody might. And if they do that, what should you do? Encourage? Write that down. You should encourage if they give you a negative, because if they're giving you a negative, they don't feel good about this situation. This is huge for trainers and teachers, Those of you who do phone calls. This is one of the biggest things you can learn. Anybody who teaches through conference calls and online kinds of stuff, this is powerful way to find out how people are feeling. I can't tell you how many times it seemed project managers get on the phone and say, Hey, we just finish phase two. Nice job. You guys got it done and their sounds and they press the mute button and the whole rooms like, can you believe this idiot way? We've been feeling terrible about this project and he says. Great job, click. So in any talks, more, that's a problem. So instead, what could that person have said? Yeah, we didn't say the neutral statement is not a question. What could we say? That's a statement. I see you finish the launch now, careful with your tone. You can imply value judgment with your tone to Hey, I see you finished the launch. That's a positive value judgment. Uh, it's off limits or Hey, I see you guys finished your launch yesterday. That's a negative. That's not okay, either. It's neutral. Hey, I see you finished your lunch and wait, Wait for them to tell you what they say, what it's like. Yeah, we can't ask a question. It's OK. So when I said Let's not a question yet I didn't mean it's not OK, but we could weaken. Do it. It's just this. Watch this. If you say to them, Hey, I see that you finished Phase two Paul saying, Why can't we use a question? Because we want to save that heavy hitter for the end. We want to save it for number threes, because what's the third kind of person like you? I love these people, they just Sometimes I seriously have to hold in my laughter when this happens, I go up to him and I say, Hey, see you finished your hands on They look at me and go Yep, And then I said, Well, how did it go? Find E? I want to just laugh like that. That's what I want to do. But the thing is, this is no different than going into a shopping mall, is it? You guys ever been to a shopping mall? If you ever sell clothes? I used to sell suits for commission in college so that I could make money to put myself through. And I learned real quick what not to say when they first walk in the door. And I also learned to stay away from him at first because they don't want me around. But how many people when you go into a clothing store, did you say to him, Hey, they say to you it can help you find anything. What do you always say? No, that's this person. So So the question Now Paul becomes this If we say to them now, if we use this neutral statement and they could respond with a neutral answer. Then you can go further and you can try one more question. And that question can't be something like, You know, you could say, How did it go? But if they just say, Fine, then what you need to do is leave well enough alone. It's okay to do this. Leave well enough alone. That's the third thing you do. So let's just say that you're at a restaurant and I come up to you and I go, Hey, I see you got your meal. I'm the waiter. I see. I see you guys got your meal and you look at me, going up your mouth full. How is it? Fine. What? Does the waitress ever pursue this? No. Great. I'll stop back in a few minutes. Now, do you feel less cared about or more cared about? Because she did this more? Yeah, she read it. She read it right. She's like, Oh, camera. They want to be left alone. And I'm out. But the very least, I did what? By acknowledging that they got their food. What did I do? I showed I what I care. And that's one of the ways to build report. There it is. So any of those things is gonna build. Report. Remember, that's what we're in right now. With the name of this chapter. Become their favorite well, you can only become someone's favorite if you are building report in. One of the best ways to do that is to not mess it up. And that's what this is. Have you ever Actually, I can tell you kind of looking at yourselves going home, and I wish I could take some of those back, you know? But it's OK. It's good for you to learn this stuff. Hopefully, this is one of the 12 for this morning that you get. What questions do you have about praise, encouragement, the neutral statement and higher brain disconnection to go over how to avoid higher brain, she said. Are we going to go over how to avoid higher brain disconnection? We will. The first rule of thumb for how to avoid higher brain disconnection is to start with the neutral state, and the second rule of thumb is to have a neutral tone. That's one of the best ways to avoid it. It's hard to do you guys can look at me. Oh, this is easy now, Jason. I'm totally into this. But when you get in the real world and you're excited about something and you can't hold in that Fouzi as, um it's gonna come out to this person or if you're really upset about how something's going to come out, how many of your parents and your kid did something really awful and you go up to him and you give him that value judgment and show him right away by your tone that that's not cool . You could if you wanted to just use the one sentence intervention and go. I see you hit your sister and they look at you and go interesting. Haven't had this parent play this card yet. Thing you say so and then, by the way, this is where consequences can come in, right? There's consequences. But as soon as you raise your voice, this is going to get into a little challenging trainees. But as soon as you raise your voice with this person, you're going to get a higher brain disconnection because what's gonna happen is there going to jump on you and your voice rather than what they did, and that's not cool. We always want people to introspect. Here's the key. If you want to write this down, get him to introspect on their feelings about what they're doing. That's our goal. Letting them fill in values. Yes, Paul says, Let them fill in the values and you just provide the context. That's a powerful thing. So when Heather asked, Are we gonna find a way to avoid disconnection? That's how to do it is to be neutral in all of the ways that you are body language, tone and what you say and let them fill it in. That's powerful good. This is, by the way, this is a This is a psychological thing. This is psychology here. We're bringing into training, and it's extremely powerful for you guys. It's very powerful. It's good for you to think about this one last thing. Did you notice that I asked you when I said, What questions do you have? I said, What questions do you have red than? Do you have any questions? What's the difference? What's the possible answers to? Do you have any questions, Yes or no? And of course, if you say Yes, you're admitting toe everybody. What? I don't understand this one all my appears to know. But if you say to somebody, what questions do you have? You're acknowledging it's cool. You can ask questions. It's fine, makes people feel more comfortable, three said. It's a very powerful thing. So I suggest asking them what questions do you have, rather than saying, Do you have any questions? 6. Become Their Favorite Part 2: take a look at the next page. It's called Build Rapport By what now? Gaining it. So now we're not gonna lose anymore. We're gonna get I'm gonna give you some quick tricks, but I'm gonna give you some quick tricks right now. 1st 1 I'm gonna recommend addressing training goals in the way to do this is two ways. One is a parking lot. This is my parking lot. By the way, a lot of people put a parking lot up there. I don't believe that it belongs up there cause these air the goals I have for you individuals. I'm not gonna put an individual's goal up here, but I am gonna put what up here. What are these called? Tasks will put these up here because they're all about you. But these air unique. I shouldn't be sharing these with other people except you. So that's one thing I would do is use a parking lot if you want to put in parentheses. Seating chart right there. That's cool. Next one, the neutral statement. Now you know what that is? Below that offering choices. This is really powerful. Let me just tell you a quick story about this. You offer somebody choices and you're going to share control, and that gives them power. Some of your challenging trainees are challenging because the trainer has made them, so they weren't. They won't be challenging unless they have a trainer that allows that challenging to manifest itself. And what I mean by that is, if you don't share control with your trainees, they will. Some of them take it from you, they will take it, so you might as well give it to them up front. And how can you do this? You can offer choices. It's a really cool way of doing this. So I love doing this. I will go up to, uh, scraping with kids, too. But you can do this with adults so you can say to a kid, Do you want to use the red toothbrush or the blue toothbrush? How come nobody's laughing? Don't you think that's cool? Thing read? Because what do you what's the implicit assumption here? They're going to brush their teeth. Do you want Dad to give you a piggy back up to bed or do you wanna do you wanna walk by yourself? And of course, the kids would jump on. This will be like, Oh, I want the piggy back. Of course, Little do they realize they're going to bed now. Isn't it cool? And this works with adults too. You guys want to take a break in 10 minutes or 15 minutes? Do you want to learn today or do you want to come back next week? Those are all your choices. You have these Put this power. Do you want to cover a poor in our Do you want to credibility? First, this. Give yourself the options with curriculum to flip these around sometimes and let them run and run the show a little bit. They love it. They love these tasks up there. It's powerful for them because they get to see stuff they wanted and goals they want Next. Next thing, you can also recognize expertise. How did we say we can do this? How do we recognize expertise? Ask what expert question. Good, Jacob. And then show that you care. Here's all the ways to show you care. 1st 1 be welcoming. So if you want, before they get in the room, get yourself ready to go shake their hands. Say hi be welcoming. Next thing learning. Use their names. We talked about how to do that, right? I'm down a seating chart, Sam. Three times in real time. Next one share stories. This is the one I think it was. Who was it that wanted to share stories? Who is that? Yeah. So we had the share stories. What? What did I say about sharing stories? Kelly said, I want to share stories. What did she say? She said, I want to be a storyteller. What did I say? Is the case with this? Some people are good at this. Some not so much. Remember that? So what I recommend for for sharing stories and is this Find out something. It's personable to you that is relevant and irrelevant to the topics at hand and share them at appropriate times. So what I mean by this is think of stories that you can share Every time you teach, you can share about people, give you an example. When I teach challenging trainees, I'm going to give you a story about my nephew coal and how we we did this little thing. We went there and I offered choices and he got into a. He wanted to get me in a power struggle. I didn't get in there and how we can handle that. That's a really cool way to get people to understand stuff. And that's a story I tell. Every time I teach challenging trainees every time and share these, figure out what they are and then also, you know how people are. If you guys work with computers, they're logging, and you gotta wait for him where he got away from to turn the page. That's another good time to share stories. They're irrelevant because it gives the fast people something to do a very powerful thing to. So figure out what your stories are gonna be in, tell him and make sure they're genuine. I had a teacher one time who taught ninth grade in eighth grade in seventh grade, junior high stuff, all math and Gary, he says to me, Jason, one of the things you got to do with your students is you got to get them to know that you're a real person, not just a math teacher. You got to get this to I went up to a physician one time I was training a group of physician champions at a site in the position, comes to me at lunch and says, Jason, you know what? By the way, this is one of the challenging trainings that I had lunch with and by the end of lunch had him. But before lunch, didn't he wasn't into it. And he says to me during lunch, because you know what first thing I do when I see somebody that wants to teach me something as I want to find out if they respect what I do and the next thing I want to do is find out if they know what the heck they're doing. That's training credibility and trainer credibility. And that's exactly what sharing stories conduce for. You share stories that share with them, why you're good and what it is that you can do for them. Next. One. Use humor. We talked about human. These are all things you can do. I'm gonna have you write something right next to humor right down, right next to humor that it needs to be humor that fits your personality. Ask yourself this. Are you more left brained or right brained left brain? People are logical organized analytical people, right brain people more open ended, creative on the cuff off the fly. So that's a good example. That doesn't that phrase doesn't exist off the fly, but I just made it up. That's what a right brain person will do. So what you need to figure out is, if you are more analytical or left brain, you need to plan your humor planet. You need to prepare it in power points proper jokes the day before, but different jokes in different folders. Depending upon what class you're teaching, plan your stories, you're gonna tell. Plan the trivia you're going to use. If you are right brain like me, then you can do it on the fly. So there's been a couple of jokes. I've told today that I've never told before that you guys just kind of got me to do, and I didn't plan it, and I'll never do it again. It's just me. So you got to figure out what's you what I'm saying here. Bottom line is this. Use humor that's appropriate to your personality. Very important. Don't try to be somebody else. It'll flop and then finally, icebreakers. There's four key components to an ice breaker if you're gonna do him 1st 1 name, 2nd 1 their role and what's the one I did with you? Their goal. Go it, Write that down. And finally, the 4th 1 I love this one you can do if you have time. Do this. When it's called the fun thing and the fun thing, I recommend something from their past that reminds them of their childhood. It's very powerful. Don't say Hey, what's your what's your favorite state? Boring. Get something that's enjoyable for them. And if you want to make a note next to the fun thing, you got two goals for your fun thing. You've got to get them to laugh or somebody to laugh, and you got to get an endearing quality from them. Your fun thing must do both of these. If it doesn't scratch it and get a new one. Here's an example. What's your favorite childhood toy? Guaranteed to get laughter guaranteed to get an endearing quality from each and every one of you? Why? Because it takes you back to your childhood and allows you to think about something beautiful, very powerful. One. What's your favorite childhood toy another example. What's something that you always wanted to be when you grew up? When you grow up notice, neither one of these are going to get something awful or mean or spirit or anything. They're always positive things. That's good. And by the way, next two goals Can you write down something for me? Write down. What is it that if you got this by the end of class, you'd feel like it was worth your while coming here? Did you notice? That's what I asked you. What is it that if you got this by the end of class, you would feel like it was worth your while to come here? Don't just say what your goals. People say. I just want to get certified. I want to pass the tasks. I just want to get through this class. No, no, no, no, no, no. I don't want to hear about that stuff. I want to know what's the thing? If you got this, you feel like it was worth it today. Not only does this make them feel good and listen to in the class tailored to them, but this allows you toe look like you're credible because you can meet it and it obliged to structure your curriculum for that. So there you go. Those are the top eight that I think can think of. On the next page, you'll notice that food is another one. This is something that a lot of trainers like, Jason, I can't have food with people. I'm not gonna bring in food. Well, you don't have to bring in food, But if you have a whole day, you're with him and you're gonna go eat lunch, find people to have lunch with. And the people I recommend that you have lunch with are the ones whose goal you didn't meet during the day. Do that have lunch with the people whose goal you can't meet during the class. They gave me a goal. They want to learn more about hammers and nails. And I'm not gonna teach that today. So we'll talk about hammers and nails at lunch. Another thing you could do is pulling an expert during lunch. I have people that want to know all the time when I trained something about interfaces. I'm not in your face, expert, but I'll call somebody up who is and I'll say, Hey, I got a free lunch for you. If you come and have lunch with this guy who wants to know about interface If you do that, sure, I'm in So that I go up to the guy and say, Hey, I found this expert who is just It just has the expertise. Just what you want to know. The person's like, Oh, by the way, that person will be in the palm of my hands for the rest of the week. Now, this is not manipulative my goals And to get people in the palm of the hands to control them. That's not what I'm doing. What I'm doing, what I'm doing is building reports so I can teach him. You can't teach people without report powerful, powerful stuff and then finally set the table. We already talked about this. Get there early, Get the room temperature adjusted. Today. I got here 45 minutes before class. I was here before the first train. Iwas it's got to be the case and as soon as they come in, we're going to we're gonna talkto we're gonna talk to Jacob and Cathy were here and we're hanging out and talking, and I'm sure they appreciated that. Maybe it made him feel a little uncomfortable, but hopefully made it feel comfortable. And that's the goal. And by the way, the people who come in first you're going to know their names for the rest of the week. Some of you I'm still learning your names. But Jacob and Cathy, I've got him down because I've been using him all day long. So this is what I want you to do. Pay next page. I'm gonna put your money where your mouth is. The very next page. Turn it. You should see a blank with eight spots. I want you without looking to write down the top eight things that you are going to do in your next class to build. Report the top eight. Go ahead. Now we've been going for 57 minutes. My rule of thumb misted break no later than 75 minutes. Once we get later on in the class. So I'm gonna break no later than in 15 minutes from now. But I do want to cover one more thing before I do. And before I do that, I want you to ask yourself now, I want you to step out of your role is a learner and analyze what's been happening as a trainer. What have I been doing to keep you actively engaged? Moving around? What have I been asking you to do? You've been talking back to me by answering questions. You've been writing things down. And what? Here's a key to writing things down some things. I'm telling you what to write. What other things am I doing? What did you just do there? I didn't tell you what to write their, did I? That's called synthesis. Write that down synthesis. But for right now, you should know that synthesis means your trainees are actively processing information and running through their head until they can spit it back in a way that makes sense to who down. It is not okay to just have people write stuff down and then asked them to regurgitate it. It's better to ask them to think about it and synthesizing and understanding. That's the only way to get understanding. So notice those of you who said I got about a dozen goals on this sheet. That said, I want to be able to engage the class. I want to be able to keep people's attention. I want to make sure that I don't lose people. And I could go on and on. All of those are involved with all the things we've been doing. You've been working with partners. We've been shifting back and forth. You guys have been working on writing things down and then you talk to me. Then you listen again. Then you talk again and you write it down some more. And you're always the key. Underneath all this is your always synthesizing. So remember that I'm gonna cover one more thing before we move on. But before I do that, any time I moved to a transition, you'll notice. Here we are with the agenda and it tells you where we are. Now. Some of you stop loners. You like this, You're like, Oh, that's where we are now. So we've already covered hooking the class and becoming their favorite. Now we're going to get into create presence in between transitions. We should always find out if there are questions. And how do I do it? What questions? Do you have it? I don't want to just say what questions you have somebody you might ask me about? The rainbow? It? I don't know anything about it, but I want to ask you about questions about becoming their fair. So what questions do you have about becoming their favorite? Yeah, sure, I do. A lot. So to trade through Tree sub does Okay. Yeah. I like one of the last present. Second from the last I get there earlier. Life sit back there with trees of this group. It's there. What I have to say is very important. I have to come. So, uh, I always start out. I walk in there with my deep voice and I tried to wake him up and I tell him I know these orientations Air long, boring, too much information. But here we are. And then I look around the room. Nice is just trying to get their attention. I always say is who in the room was a good listener? I get no body to raise their hand. I'll look a name. Oh, Jason, Thank you for voluntary, huh? Well, I was okay, Jason. You say your good list. Let's make sure Jason only answers. And Michelle's mother had three Children. The first challenge name was quarter. The second chance name was dive. What was that? Their child, huh? Trying to answer Usually state dime nickel, some of them to say. Uh huh. But you don't get a little stickers, but I can't their attention. But on the evaluation, uh, 10% sure just says that it's just just 10%. I really don't care about Oh, you carry. It's why you're asking. Yeah, so he said s o let me try to summarize it. Sounds like what you're saying is you come into class and everybody just kind of sitting. They don't seem like they want to learn this at all. So right, they have to be there. So in order to get their attention, you grab him with something and you ask, You said, Who's who's a good listener and they told you and then and then you you say this and you wake him up. But then at the end, 10% of you say, well, the way he did that was corny. And you care about that cause you wanted to ask me. Now, First of all, I want I want to make sure nobody understands something. I won't. Did you notice? Jim said Don't let me make me look stupid. Now, here's the thing. First of all, how many seconds did it take this class? Teoh? Ask a question after I asked you, what questions do you have to? It took seven. That's how long it takes. Wait seven seconds. Now you should know what was going on in Jim's mind is everyone else's mind who is going to ask you a question. And then I'm gonna answer your question, Jim. But I want I'm really glad that you gave me this opportunity. Because when you stand up here and you say, What questions do you have? What do most trainers do after they ask that they wait to see? Okay, let's keep going. You're not. If you want to get home early, that's what you should do. But if you really want to meet people's needs, wait seven seconds. Why, it takes 1 to 2 seconds to process the question. So literally figure out what I even just asked you. Takes another three seconds to figure out a response to figure what you're gonna ask me, and then it takes another two seconds to get the courage up which Jim has courage to be able to go in front of all your peers and ask something seven seconds. It takes now, by the way, during that seven seconds, who's uncomfortable? You? Me? Actually, I'm not anymore, But I used to be. But you will be if you're never done this before. You should know, though, that the trainees are not in the least bit uncomfortable. Why? Because they're thinking about what you just asked him to think about. They're busy, their brains busy. But may I'm standing up here in the sweet spot with my feet pointed outward in an unnatural position in my hands down here, literally. Just looking at a bunch of people staring at me and everybody's like This is kind of weird , but Jason's come making me feel comfort because he's in a comfortable stance. I'll be willing to do it. And then the next thing you know, Jim's asked this amazing question. There's like three things in here I want to comment on. I would never have gotten that if I would have started after two seconds. So write down in your books. Wait seven seconds. No, let's answer Jim's question I recommend when you were listening to a question, especially if the person has a long question that you do what good listeners do, and that is for me anyway. I write it down because you notice I've been talking a lot and he talked a lot and I'll never remember everything, he said. But I wrote three key things down. You notice I said one of them to him, and I don't know if you guys saw his face, his facial expressions. But when I said so, one of things you do is you ask who's a good listener? He immediately looked like, Yeah, that's what I do. He immediately knew. I heard him. That's huge for him. He needed to feel listened to. How can I possibly answer his question if he doesn't think I listened to it. So the other thing I wrote down is that you said that you said to them up front. I know this class is long and it can be boring, but I got a couple of suggestions for this any time you use the word, but it negates what you just said. So if I say to somebody, I really want you guys to understand this, but I actually worked out really well for Jim because he said something that they all felt was negative. He didn't say it a negative way. He's actually being positive here. He said, I know this is Sometimes I know these other classes are boring, but I'm gonna be great kind of thing. And that's awesome. I really like that way of using, but a just enough. Why I if you use the word. But if you say something before the brain will immediately take what you just said in negated and Onley here, what comes after the what? After the word. But now another thing I'm gonna recommend is in your hook. In the first thing you say to people, I always tell them how awesome things they're going to be. Start off with. That's a good hook. So start off with and use the word I'm going to so remove all that. I know this is boring because because even though you say I know other cluster point, they'll hear the words born in long and they'll associate it with you in this class. So instead, start off with something like I'm going to make this class enjoyable, interesting, relevant and extremely exciting. Now, if you can't do that, don't say that. Say what you can deliver on, but you must be able deliver on something you must be able to, or you're not supposed to be there. If you can't deliver on something, you got to go to the curriculum and go, Hey, look, we gotta get rid this class and I love this. This is a great thing for you, Jim. If you go up to the curriculum writer and go look, I've decided we shouldn't take this class go up to and say this. Say it's completely irrelevant. It's completely boring. And there's nothing in here that anyone would want. And then the person looks at you and I guarantee they'll say something to you and I guarantee to be No, no, no, no, no, no, no. We need to keep it. And what they say you need to write it down because they're about to tell you your hook. They're about to tell your hook. So you say to them, Hey, I got this class. It's boring, irrelevant, stupid. I'm not gonna teach them our decide to move the quick. Um, no, no, it we need to teach because of this reason. And whatever that reason is, that's your hook. And that's when you stand up and go. I am going to do, and that's what you say to them. It's very powerful. I have a ton of trainers that have that have this problem and we dry this and the next thing you nobody's listening and you can do it in a calm way. So they won't think it's was the word that they used corny or something like. They won't think that anymore because it's relevant to their tasks that's relevant to their role. And that's why adults listen. Same thing we talked about before. So I really appreciate that question, Jim. So basically from there, yeah, you take the hook from their tasks. So you already knew their tests. You researched him up front and you even went to the curriculum right? And go Look, I've decided we don't need to see when the cricket goes. No, we need this because of this. And I'll bet you if Jim, we try this the gym and say, Jim, why do we need this class? What really, Why do we need this? Let's really get down to maybe just a pre wreck. Maybe they don't actually need the class, but they needed for another class. That's what you're hooked becomes then. So, for example, I started in high school. Kids had to take algebra, and they look at me. By the way, there is no class out there that you're gonna have a more challenging hooking algebra for 1/9 grader. Seriously. Nine. Curious. All right, To the point where they're an adult now. And you got to say them. Why do you need algebra Now I know why they need algebra, and I totally got them to get this. I said, Look, you only need algebra because you guys want to have an amazing life where you can achieve anything you want, right? This is gonna open it up for you. You learn algebra, your doors are gonna be open. And then they say, Well, how And I bet you these two guys can tell you Chris and Paul can totally tell him this. Look, if you if you learn calculus, maybe they can't didn't have to work on this. But either way, you got to be able to get there, right? And so what we say to him is way spent 30 days on this with high school students. We said why they needed school and algebra. Where you living right now? I'm living here. What do you want to do when you get older? I want to do this. You need algebra. If it's at the very least to get into the school that uses algebra as a leader, that's why you need it. Oh, they do that. Yeah. And I am going to teach you how to get through the funnel. Stick with me, and you'll be fine. That's a hook that's compelling. You gotta find your hook, Jim. And that will help you a lot. Thank you for asking that. Yes, I'm now we get him. See how that seven seconds is so powerful. Look at this discussion we're having. No. Yes, there's 1/2 a day. So is it the houses? Okay. A charger than check marks. I right, Right. So be inappropriate to say something like I No. Yeah. I don't know. Sure. I mean, if it's true, Yeah, you could say something like, Hey, are you guys interested in keeping your jobs. I'm gonna help you do that today. You could do that. It's interesting because Lauren one of her goals was I want to capture the audience. Yeah, that's what she That's what we're doing here, where these hooks, if you if you want to make a note about a hook, those of you really wanted to hook people. What you can write down is you've got to get them to see what's in it for them. You've got to get them to see what's in it for them. The only way to do this with adults based on educational psychology that's been taught in every institution is adults learn because they know why they're learning it. He said. This already, and that's what we're going after here. So you got to figure out why in the world should they be in there? It is not because you told them to be. It's never that that will never get him. Yeah, yeah, And then your next 123 Really? So And how do they make your hooks easy? This will be interesting for us to hear what they seen him. TV are all things that the Constitution is saying that they must know and they come to me and say Now I like you things that they just told you that you need to know and you can't go wrong with customer service is the foundation. So she's got an intrinsic hook. He's got intrinsic cooking. We talked Trace and I talked about this before. She's got this customer service thing, which is cool. One of the things I'm going to suggest you is this curriculum writers in the room. This is huge for you. When I'm about to say, if you have a class that all it is is a prerequisite, it offers nothing on its own other than to get into the next class. Then I recommend that you do one of two things, if possible, figure out how you can change that situation so that every class offers something. You gotta have every class offer something, and if you can change the situation, algebra is a good example of this. Then you must find little pieces in that that you can say in that in that topic, for example, here's why you need this topic not just because it's a prerequisite to geometry or calculus . But because if you learn how to solve a linear equation, it will allow you to do this in your life, and that's hard to do. But curriculum writers, you're up for the challenge. This is what a hook can do. We're gonna give you guys a chance to write your very own hooks for all of your classes. All right, well, I promised you that we would take a break now, so they want to take one more question. Yep. You have to bring every you have to use. He is. Ah. So the question is, do you have to use the booming voice to get people tuned in or not? Now I am going. This is a good example of boundaries. What I will do. I will answer that question after break. I want to answer Shawn's question. I promise that I would so again meeting needs, you gotta follow through on promises. And I had a couple of other people come up here during that break and asked me some questions that are related to it. And ultimately, make sure I paraphrase this question. Right. It sounds like what you want to know is how do I How do I get trainings attention or get him back? If it's lost? Is it a booming voice that does it? Is it in? Another question I had was, What if they're doing all these gizmos? What if they're on e mails or checking Facebook or doing something else? How do I get him back from that? So a couple of things, I'm gonna give you a couple of quick tips right now, so we're going to start off with this. First of all, you should know if people are in meetings and they want to get people's attention, what most people do if they want to say something and they want everyone to listen to him and it's a big meeting and they're all vying for attention, what most people do with their voice. They raise their voice and they talk faster, slower. Stop. Doing that doesn't work. The best way to get people's attention is to talk a little bit softer and a little slower, and all of a sudden it sounds what import. It's like a secret and it's powerful. So if you really want to get people's attention one way, I'm not saying if you want if they're completely lost and you want to get their attention, If you talk soft and they're all lost anyway, they're not gonna listen to you. But I'm saying if you've already got their attention, you want to maintain it, then you want to do that. The other thing. If you're a man in the room, the most credible tone you can have is a deep tone. Jim and I talked about this. James Earl Jones knows this well, so Move Fossa and Darth Vader are credible characters, and the reason for that is because his voice is so credible. People enjoy listening to it powerful Now. Women, you have a different way of building credibility with your voice. There's two kinds of tones for females. There's the articulate tone, the one that's that's very clear. It conveys a serious attitude. That's the one you want for credibility Women. You can harness this if you weren't born with it, because if you weren't born with that you were born with probably the other one, which is the more bubbly, upbeat tone. If you have that, you'll be very successful. Three PM Trying to keep people from falling asleep, but you'll have a harder time voting credibility where it counts in the beginning. So if you're a female in the room harness, both of these learned them both. If you're a man in the room, you want to go ahead and use a deep voice that's credible, the deeper boys and you can actually work on this because if you're a man and you talk in your throat, it sounds like this. You sound like you're on a helium balloon. But if you talk from your chest cavity, that's where it can articulate, resonate, and it's more powerful. 7. Create Your Presence: let's get started with creating your presence. I'm actually going to do this very, very quickly, and the reason for that is because creating your presence has already been mostly achieved by credibility and report. But there's a couple last pieces that I want to talk about, and we're gonna head into into Chapter three un creating your presence. There is a page called Dressing the Part and the next pages where I want to go the next page, it says, What makes smart training attire? Let me give you six things. Some of this will be completely obvious, but I wanna really, really target some things that won't be so. What makes smart training guitar? You can write this down. First of all, I'm going to suggest you dress equal to or above your audience, always never below. So those of you who liked to wear jeans and a sweatshirt, if your audience is going to do that, fine. But I reckon I would submit to you that most audiences there will be someone in the room that's dressed above that. Then it's not okay for you to wear that. Be careful that you don't want to go too far above. If I'm gonna show up today in a suit and tie, some of you might wonder. Well, why is why is he said, you doing that? But I'm going to show up in dress pants and a nice dress shirt that's appropriate. That's equal to or above what most of the people are going to do. The next thing if you're gonna air air on conservative, if you're gonna make an air on this, be conservative about it, dress a little bit above. And third thing, thesis is goes without saying, but not too revealing. You would not be surprised the people that wear stuff, it's too revealing that come up here on the right on the board and they'll go like this and you can see here. That's not that's not okay. Not too revealing ever. Number four. Avoid tight clothes. Just get rid of him out of your wardrobe if you're gonna be training tight clothes or not. Okay, if you're going to teach people stuff like because they're all looking at you and so you want to be not too revealing the 5th 1 and this is my favorite one. These last 2/5 1 is comfortable clothes, comfortable clothes. What does this mean? This means if you put the clothes on and you're totally comfortable with yourself, you're going to find that your credibly just exudes itself more than it would if you're not . If you put a shirt on this issue doesn't make me feel comfortable. Get rid of it. If you got a pair of pants that aren't comfortable, get rid of them for training. Got to be comfortable in. The last one is confident. Close. A lot of people don't know about this but confident clothes which closed to you where, you know, when you go shopping, you put some closing. I feel really confident these those are the ones you wear to training. If you're not confident, your clothes, you can't show confidence. You should know there's five ways to build credibility, and one of them is to show confidence. So if you wonder, why do I care about this? Because this is the start of this. If you want to show confidence, you must have clothes that you're confident in. They say. I don't know if this is true, but those women in here and men that by shoes a lot wanna tell their significant other why this is appropriate to do. You should know that when you look down, typically your feet are what provide your confidence people instead of reason why people love to buy shoes. Because when they look down, it's really all they see. So if you get gets yourself in conference shoes, if you take nothing away from today, that's all right. Next Next piece next page. Ways to get past nervous. This is another. Write it down box for you. Have you noticed, by the way, curriculum writers that I've got Write it down boxes in here? Isn't that cool for structured people? Some of your like all this so annoying. I hate those when you're not step wonders. But some people love it. So you know him and put it in there for you. How do you handle nervousness? This is one for Teresa and some others that said, How do I get my raise? My comfort level. First thing I'm gonna recommend that you do is an icebreaker. First thing, an icebreaker to get you past her nerves to write that down. What does this look like? What? I'm going to suggest is this. When you stand up here, most nerves happened in the 1st 5 minutes of class, something to give us a couple of quick tricks that are really cool. The 1st 1 is if you aren't a confident person, naturally, and I'm not naturally confident. I wasn't born just being confident. Then what I'll do is I'll wait to get myself into the deep end. I'll start off from the shallow end by saying a quick introductions. You know, it's my quick introduction today. I am Jason, I trained trainers. I love doing when I doing very excited to be here done. I'm not confident, keep going yet and then I say I want to get to know you a little bit. I got to know you and I sort of worked my way in. That's a really powerful to avoid nerves. I'm not saying you got to be not nervous. I'm saying you can't show nerves. That's the difference. Second thing, I'm going to suggest that you identify your strengths. This is one of the most powerful and misunderstood things that trainer can dio, and I'm also going to suggest that you have a main strength that nobody else has or very few others do. What is your main strength? Is it report? Is it teaching all learners? Is it building credibility? Is it answering questions? Is it showing that you care? Is it meeting needs? Is it being able to determine if they've got it? Is he being able to have a booming voice? What is it? Find it. If you don't know, videotape yourself and watch yourself. Analyze yourself for your main strength. If you don't know. Still ask a friend to come watch you train. This is what I do for a living. I watch people daily and I figure out their main strength. And here's how you do it. Take notes for an hour on the person maybe two read through him. All right, um, all up. Get him in a nice spot where you can look at him and then look at the notes and say to yourself, What are all the things I wrote down that they're doing well? What are those fit under? Is it credibility? Is it? Report is it teaches an answer. What is it? What are they good at? And then go up to the person and go. Hey, I just got to tell you, your main strength is this. And when I do this with trainers, you should see their reaction. Because I always do this. I I observe trainers, and then I go watch him. I watch him teach, and then I sit down with them and we have an hour discussion afterwards. Post observation conference. I call it and we sit down and I say, Hey, I just want to have a conference with you and I want to give you feedback on your train. What's the first thing they always think I'm gonna do? Tell him everything they did wrong. I spent the 1st 35 to 45 minutes on their strength. 35 minutes of strength. We talk about in a two hour observation and I always start with which drink their main one . First thing I say is Look, I just want to tell you you are amazing at credibility. Your trainees really think you know what you're talking about. Next next person I talked to, I look at her and I say, You know what year? Unbelievable. It report your meeting. Everybody's needs. They love you for that. And they. By the way, when the trainer here is this, a lot of them look at me and they go, Really? They didn't know or they might look at me this more common. And they say, Wasn't everyone get it done? No, you're good at that. And why would this help with nerves? Because when you come into that room in your hearts of ticking, beating like crazy is pounding on your chest. Just 5000 people looking at you. You look at yourself, you go. Oh, that's right. I'm good at report. And then you walk up and you remember You're really good at that. You're amazing. Next thing I recommend is identify all of your nervous habits. That's number three. Identify your nervous habits and stop them. Stop that. If you're moving your hands all around stopping if you're twirling your hair, get your hand out of your hair. Put it down at your side If you're flipping around your pen all the time, which is one of the things I have to work on a lot. Stop it. And how do you do this? You got a videotape yourself and watch yourself. It is painful, so painful to watch yourself. So for example, I just immune noticing this. This thing keeps falling down, so I keep pulling it back up. And when I video, when I watched this video, I'm gonna play it back in three times as fast as it goes. And I'm going to see myself doing this all the time. Oh, stop it. Do. But that's a nervous happened. People see that they go. He's nervous about something you used. I can't stand. Just just deal with it. Yeah, just deal with it. Some things in life you got to do, do it. The other thing is you know, look at your eyes number. Facial expressions of the number. One way to show or not show nerves. So what do your eyes doing? I recommend for eye contact that you look at everyone in the room every 5 to 10 minutes. Important where they wonder what this person care about me and it avoids nerves. Okay, next box defined Cynthia Sincere enthusiasm. This is where trainees believe that you are genuinely excited about what you're teaching. This is key. Underlying the word genuinely, you have to show your genuine This is true by the way. With every relationship you have in life, they have to believe that you're genuinely, sincerely enthusiastic. If you don't like your class, you need to find somebody else to teach it. Or you need to figure out how you're going to get enthusiastic about it, because otherwise they don't want to do it. They don't want to listen to U. S. So how do you get enthusiastic? A lot of trainers asked me to say, Jason, that's that's fine. You get to teach this class for trainers where they're totally wannabe training. But I gotta teach algebra. Nobody wants to learn algebra. I gotta take this and nobody wants to learn that. How am I going to get enthusiastic about this? I got four ways for you. First way that you could get enthusiastic. I want you to go through your your class, and I want you to identify all the topics that your enthusiastic about not the class, the topics in the class. I want you to identify storm. So if you got to teach 10 things, which of them do you really like? Which of them do you like? Star those things? Number two. I want you to identify traits of the trainees that you're enthusiastic about. Here's a trick for this. Use a fun thing in your icebreaker. Ask them what they wanted to be when they wanted when they grew up, and they'll say something really cool about themselves. Write it down and then when they raise their hand, you can look at and go. Oh, that's right, Jim. He wanted to be a fireman is tell me it's really cool story. Hey, Jim, what's your question? And then I get to ask him about it, and then I'm more enthusiastic cause I really like that about Jim. By the way, Jim doesn't really want to be a fireman, but I just made that up. Number three on Rough days. Focus on those star topics. Some of you are gonna have rough days. You're gonna have something bad happened to you the morning off and you still gotta teach. When that happens. Focus on the topics that you love. Make the content your bed lying that because everything else in life isn't going well, so handle it by handling those topics. That's what you do in number four. If all outs fails, this is why This is number four. You need to go on stage. I don't recommend this, by the way, but if all else fails, you absolutely must do this. Then you do this, you get you get you had a bad day. Something horrible happened. You stand up here and you literally become an actor actress right now and go on stage. Nobody can know because you need to perform. Right now, you've got to take care of business. And by the way, I want you to know. I just told you on the previous page that you gotta have sincere enthusiasm. So going on stage completely contradicts that. So you should know that for me. Anyway, if I haven't having a bad day, I will use the trainees to get this. I will talk to them and get them to get me in a good mood, because they will, and it'll snowball. It will reflect and reflect and reflect back and forth from one from them to you and you to them. And if you can get them to enjoy themselves that that way you'll enjoy yourself, it will keep going through. So if you got to go on stage, go on stage. How do you do that? Well, if you talk to some of the greatest actors and actresses, what do they do? Any of you guys theater majors? What do they do? You play a role so you find yourself in the role in my role right now is and I love this role. By the way, my role is to get the light bulbs to go on for you and give you information is going to meet your need. By the way, in my number, one strength is meeting people's needs. I love meeting people's needs. Love it, Love, love, love it. It's like it's basically nurturing. I'm a big nurture. I love to help people get what they need. Make their lives better. That's my goal in life. And so I use that. That's how I go on stage. If I have a bad day. By the way, I'm having a really good day today. Yeah, yes. Gear Paul, we need the same things they need. We need our why? When we get up there to be enthusiastic. Why are you doing this? Why are you standing up here? Got to get your wife very nice. Thank you, Paul? Yes. Thank you. Comfortable with and to What do you do to create your presence of your stuff? Ah, Two questions that I just had one is it'd take me a while to be comfortable with my stance . Yes. And then second, I'll get into that in a second. In the second question was, What do you do if you're behind a podium and you have to? Do you have to be behind the podium? Let me ask you something. If this is my podium, what What's the reason why I need to be behind this? There's a microphone here. Good. So that's one good reason there's a microphone. I'm gonna suggest you try to find out one of these, uh, microphone you can put on your lapel. If you can't do that, though, you can stand here. And if you stand here now, your body language becomes here. And member facial expressions are powerful, so use your face. Use your head to move around the room, use your eyes t deliver enthusiasm. Watch this. You can show somebody your enthusiastic just by your eyes. Philipps gonna ask me a question and you go ahead and ask the question about rainbow sleep . What color are Ah, what color of the rainbow? Those You see my eyebrows, Uh, see how quickly you can do that with your face. It doesn't have to be this amazing. Oh, rain bows. No, I could just be a rain bows and then your heads. That's what usually think of your head is a swivel. It's just going back and forth around like this. That's what it's doing. A lot of people think their body has to move around to engage. It doesn't. Your eyes are what engage people. That's when they look at you. So use those eyes, even if you're up there. How did I get comfortable with this? Just doing it and watching myself on camera and then doing it again and fixing it, doing it over training my dog, training, my mirror, all that stuff, just practicing over and over and over. By the way, that's a really nice transition, because on the next page, that's the 90 10 rule I was talking about. Remember that? Now those of you who want to know about 90 10 go ahead and read this. I just want to read the four bullets I want to talk about body language in the 90 10 and this is really important. Kathy, I'm really glad brought this up cause she asked two things. She said, How do you get your your stance? And then she said, What do I do if I'm up there at the podium? Well, here's a couple of quick bullets. You can read these with me on how to deal with body language in a classroom. First of all, if you walk backwards while answering a question like this, if I'm like this and somebody asked me a question, I go, Well, I think maybe this in this in this by walk backwards. What's that? Tell you? I'm not interested. What else is it might tell you? I'm trying to avoid this. I don't really know the answer. People do this a lot when they don't know the answer. And by the way, I showed. I say this to trainers all the time. The same trainers that are sitting in your seats. I go observe them and they do it. Every one of them. They walk backwards and look up in the air when they don't know the answer. When they know the answer. They're like, Oh, I know it's answer Kale. Practice violin when they don't know the answer. Ding, ding, ding. They're like, Oh, and they said they do this, so don't do this. You want to stand still? Now If you have to move, take a step forward because if you take a step forward when you answer the question, it invites that it shows you're interested. It's body language shows interest. It's a powerful thing. The other thing, when you're when people are working on hands on and you you go up and talk to them. Don't talk to them like this by standing above them. Because if this training is right here and I stand above this training, what's this imply? Yeah, I'm in control in the dominant one. I may not think that, but that's what that's what it looks like. So I have two choices here. I can pull up a chair right next to the training and sit next to and talk to them. I can sit there or I just recommend just kneeling next to them and talk to them just like this. My point is, when you talk to someone, one on one. You must always be at their level. Always be at their level. So if they're standing, you stand. If they're sitting, you sit. This is polite and courteous and does not show dominance in any way. We don't want to do that. Next thing it says, if you are constantly walking around it distracts them. So stand still. It's OK to walk if you need to. So if I need to walk over to the board, I'll walk over here and then I'll turn around and talk to you. Or if I'm gonna walk here, I'll walk here. But otherwise I don't need it unless I need it. The final thing. I'm gonna suggest to stand in the sweet spot. Sweet spot is equal, distant toe all trainings. So if I had a room full of people over here and no one was over here, I would have been training all day right here. This is where I'd be. No, but I'm not. I've got both sides, so I'm gonna be here. A lot of trainers, by the way, we'll do this train over here for a while and then the train over here for a while and they think this is being really dynamic. And what it is is just excluding half the room that at this moment that half things Oh, it must not him. He must not care about us. He just cares about these guys right now. One of these guys have that. I don't have to stay in the sweet spot. Stay right here. This is the problem, by the way, the podium cause you can't be in the sweet spot. So I recommend getting that podium right here. You can. Good. So next page, when it comes to expressing feelings or attitude, let's review 7% of communication. Is what What you say 38% is what tone and the 3rd 1 55% is body language. Wow, isn't that interesting? So I remember how guys, this is good for you to reflect right now, your trains. But I would have you be a trainer again right now. I've been talking a lot right now. I've been talking for like, 35 minutes straight and you're thinking yourself Well, I've been engaged, but I don't like you start to lose me pretty soon. So I better do something to bring you back and get you to synthesize. Remember that. That's this next box is a good example. I want you to take to quiet minutes and I want you to write down the top eight things that you would do that you're gonna spend 90% of your brain on. I'll get you started. One thing that a lot of people say is I'm gonna spend 90% of my brain Jason, on working on my tone. Write down seven more that I've just taught you that you can use to spend 90% of your brain on when you're the trainer in only 10% of content. 8. Understand Your Learners: those of you who are interested in understanding how everyone in your room learns differently from you and reaching every learner this is for you. Did you notice that there's a hook for the class and then there's a hook for each. What? Each individual topic that's called a lesson hook. You must have both. You must have a hook. And Jim and I talked about his hook for the class. And then you must have a lesson hook for every lesson you do. So let's actually get started. This one is going to be called understanding your learners. And I'm gonna teach you all the different ways that I've found that adults learn that you can harness in your classrooms. And the first thing I want to talk about is this. Take a look at this. I hear, and I forget. I see. And I remember I do on I understand now this is a pretty old sane Confucius says, but this is huge. And I also like this next one. Information is not instruction, so I know a lot of educators who stand up here and they know a ton about their material. But that doesn't instruct people If you just tell them what you know, it's not OK. That does not teach people, because who's synthesizing When the trainer says everything he or she knows who's synthesizing the trainer who's synthesizing When you answer my question, though, you are whose synthesizing when you write things down, you are who synthesizing When you're working with partners, you are who synthesizing when you're in groups and sending stuff back to me through a re layer, you are. That's instruction. Just standing up here and talking is not instruction. Let me prove it to you. There's five stages of learning. Take a look at this. You can write these down with me. The first stage is this. I don't care who you are. Every time you learn whether you're being tutored, as Paul was suggesting, or you're teaching a class, you will have five stages of learning every time. The first stage is what in the world is that trainer talking about? I don't understand a thing they're talking about If you've ever been enough in a modern algebra class, some my last math class, Christine Paul, that I took modern allergy brother, one of the most abstract class I've ever taken. I felt this way a lot. What the heck is he doing? Second step. I can see what he's doing. This is stage two. You need to understand these stages. Lights out. You do. You do Is trainers. You need to know what, stager in at any given time in your classroom. Number two, I can see what they're doing. If you're looking at me right now, going all. Jason, I could see what you're talking about. You're only at stage two to if I sent you out right now at stage two, and all you could see was what I was doing. You wouldn't be able to apply any of this stuff. You need to get the stage. What? To apply it. Four Stage four is I conduce this myself without guidance. Stage three is I can do this myself with guidance. No, I actually used to have these all in one. It just says I could do this myself, and I realized that's not right. Some trainees half to get to the point where they can do it with help first before they can do it on their own. If you're a step learner, this is you. I love the bike analogy for this. How many of you when you learn how to ride a bike and you first jumped on that bike Could just do it without any help. None of you could. That's the way your classroom is. How many of you when you learn to ride a bike? Just went into a room and listened to the professor talk about the bike and then you could go riding. None of you could You had to do it. And then the fifth stage and I love this one for you is if you can teach it. You're at the last stage of learning trainers like you actually know this stuff better than anybody. One proof asked these guys that teach calculus how well they have to learn calculus before they can teach it. Oh, my gosh. I thought I knew calculus till I had to teach it. Then I really had to learn calculus. Well, this has ramifications for training. If they learn the best at the highest level, when they have to teach it than any opportunity, you can give them trainees I'm talking about. So what? To teach each other the more they'll learn. Of course, when you do this before warned, they will be annoyed, won't they? They'll give the evils that say, Oh, I didn't like that activity where I had to show someone how to do something. Well, I don't know anyone who likes to fall off a bike, either. But when they get done with my class, they're going to be riding in solid. Take that evil hit if it means they'll learn it. So those evils that I read where they say I was really annoyed with this I've just taken leave those the evils where they say I didn't understand this. That's a problem. That's the one where I need to handle that. So what's your goal? Maximize learning and minimize what? Annoyance. So that's what we're gonna do now. I'm gonna give you guys a chance in a moment to teach each other something because it's going to force you toe level what, five. And you learn these things lights out and what I want you to learn lights out today is learning styles. I want you to really understand how adults learn. Every other program that we have is based on this before we do it. I want to prove to you all these things. So I want you to take to quiet minutes. I want you to humor me here. I want you to look on the next page on how adults learn. This is in the same chapter, which is on understanding your learners. And I want you to take two minutes and write down. And we got it up here as well, about a time where you learn something just two minutes. Here's the rules, though. It can't be about something you learned in this class. And it has to be something you learn really, really well. And it can't be something. When you're a little kid, it's got to be age 12 or above. That's when people start to become adults in the way they learn. I want to know something. You've learned that you really understood. And I want to know exactly what helped you get it. Two minutes. Write that down in your own Those who are finished. If you would be willing to share in 30 seconds, that would be great. Someone wants to share with me how they learned what they learned. All right, who would like to go? Yes, right. A control chart. So? So the nurse, huh? OK, so you know that major and effective calls statistic sadistic. So you didn't like statistics? Rush is a nurse, and Okay, so how did you get it? So moving here. Okay. And in the book, step by step instructions. All right, What else? So what I did is I looked back and forth between the book in the control chart and learned fine. Also, like you kind of see. So you looked at all these charges. You figured all this stuff out on your own? Interesting. Okay, this correctly. Okay, so then she looked at real life and tried to apply this to real life and see if she interpreted correctly, and that was it. So if you if you look at yours now, everybody look at yours and see if there's some qualities in there that you see from hers. You'll notice that these four things that are up here you can write these with me are the four ways adults learn and they're in every one of your examples. Read yours and you'll see this 1st 1 Obviously. You know why you're learning. We've talked about that before. But the 2nd 1 is as an adult, you must base. You're learning off prior experiences. Did you know that kids don't need this little kids? Don't do this. You want proof? I had a friend who learn Vietnamese and English in the 1st 3 years of his life, and he did not ever ask while he was learning Vietnamese. What? The English counterpart for that? Waas Kids don't do that. And they can learn it in like a year. They can learn the whole foreign language. How did they do this? Because they don't base it on prior learning. But if I teach one of you a foreign language, I guarantee you every word you learn, you're going to say, Well, what's the English word for that? Because you base it on prior learning. This has ramifications for you. If you're gonna teach adults, you must base your new learning off off their prior learning. You must if you want to be successful. Third, they can learn through problem solving. What was the problem solving that Rusty had? Rusty went through and figured the start on her on her own. And then she went out into the world, had a bunch of problems and tried to put him in there and make it work. And every one of you, I guarantee you, if you had to break something down right now, you probably wrote something where you problem solved it. They get it when you ride a bike. Your problem solving this 4th 1 it has to be of immediate value. Now, this is theory. You should know this is theory. These four things air not practical. We will make them practical. But you gotta understand this theory if you're gonna understand how to get practical things . If you're a curriculum writer, you gotta understand this. Oh, my gosh, You do? If you're presenter, you gotta understand this because you've got to understand when you stand up here, what's going to get them to learn this Now this is there's two things we've got. Now we've got the stages of learning and we've got the four ways adults learn. There is one last piece to this puzzle in adult learning. For theory, there's the stages of learning. There is the ways in which they learn these air. This is this is the modalities in which they learn and then they're finally is the four learning styles. And this is the activity that I'm gonna have. You do. Now, here's the activity. I'm gonna explain it to you, and then I want you to try this on your own. What I'm gonna do is I'm gonna sign each and every one of you. And I'm actually going to do this a little bit differently than I said earlier. What I'm gonna do is I'm gonna sign each and every one of you a learning style that's different from your own. In fact, it's going to be the opposite of the way you are. So what I'd like you to do is I'd like you to look up here and notice that there are four kinds of learners. You don't have to write this down. You give you a place in a second. But I just want you to note this. There are four kinds of learners. There is a step learner. There is a talk learner. So a step loner has to do steps. They have to have structured things practical things that have expectations, talk winner. They have to talk out loud to learn things they don't need other people to learn if necessary. They can talk out loud to their dog, but they need to talk through it. These are the kind of learners, by the way, a talk learner that when you say something or when they say something, they'll talk to you like, Hey, I got on it. Shows he I don't understand this. Then you come over and try to help. They talk a lot. And so I figured it out. Thanks a lot for help. Okay. Glad I could help. They talked to work their way through it. There are talk learner. Then there's the research learner. These are the ones that have to read something. First become an expert on it. Then they want to debate and discuss it. But not til they become an expert on it. And they love to read. They love the big picture. They're the opposite of the talk. Learn they don't want to talk to anybody. When they're learning stuff, they close their door. Don't Don't talk to me. Talk learner. The talkers like, Hey, you want to be bodies? Why don't want to learn together and the research is going. No, I'll talk to you after I'm done researching this. Then there's the create learners. These are the ones that literally have to create something in order to understand it. They're the ones that will. They're the ones that would goto lecture and they'll take a bunch of notes and then they'll go home and guess what they'll do. They'll rewrite all their notes. I was this, by the way. Actually, if you look up here, I've plotted my learning style appear and you'll notice that I'm predominantly. Which kind of learning I'm a create learner. And then Secondly, I'm a talk learner. So if you're gonna tutor me, you need to know this. If you try to go through steps with me and have me read stuff, I'll be like, uh, I can do it. But, man, I'm not getting this. So here's the deal. Number one. Paul talked about tutoring. He goes, I think, the way he called it 32 1 Remember he said that? He said, I think we need to do and we teach because we gotta figure out how to get the 32 1 where if you go one on one YouTube room, you configure how they learn. You could teach that way. And by the way I used to do this. I set myself up in a bookstore and I have parent after parent drop off their kids and attitude room for an hour. And then the next kid would come and I do this for six. Trade out, and every time I taught somebody and I tutored him, I'd have to figure out how they learned. And I teach to that. And I just keep doing that till the next kid came in and I teach him a different way. Well, when you're teaching a group of 30 you can't do this anymore. You have to hit everybody at once. And the problem with this is you have immediate annoyance because what happens if I partner up a research winner with a talk longer? How is that going to go over for the research learning? And I probably did that with you already today. Oh, so annoying. I can't believe he did that, but I'm willing to sacrifice that annoyance so that what So everybody gets their learning fix. I call it you got to get your fix. So here's what I want you to do? I'm going to give you 10 minutes. We're gonna do this before lunch and what I like. You're not gonna have to work with anybody else yet. Yet. You may not have to work with anyone at all if you don't want to. That's by the way, a really good thing. If you've got people in your room that don't like to work with other people, you may want us not forced him to give him a choice. It's a nice way to build report. What I'd like you to do is I want you to think about right now which learning style you are . You're one of these. I know that you are. And I think you know which one it is. But, guys, why do you need to know this? If you don't know how you learned, you don't know how you what teach. And if you don't know how you learn, you can't center yourself. That's your goal. Find out how you learn. Embrace it. There's nothing wrong with either one. And then figure how you're gonna teach everybody at once. So, for example, me, I am a create learner, so I literally will come up here and I'll teach and I'll create when I'm gonna teach sometime as I'm teaching it. Now, if I team teach with a step learner, they'll be with me on the go. Jason is driving me crazy. He didn't follow the steps he doesn't do with structure you. So what I'll do is I'll go with curriculum writers and I'll say, Hey, I need some step Lear's Where's the stuff? Letters? Almost Dubler hit. Can you write a chapter with me? And that's That's exactly what I did for this. I went up to a step learned. I said, Hey, I need you to help me write this book And the Step loner helped me and created all the places that have structure in there. Then I went to a research learn. They help me write this book and I said, Hey, research learners, I need you to write some really cool stuff where people can read it to understand everything I'm gonna teach. And then I went up to some talk winners, and I said, I need I need to get some actually, just asked myself that one, and that works out pretty well. Here's what I'd like you to do. I want you to take 10 minutes. I want you to find the learner in here. That's the opposite of you. Or maybe two of them. And I want you to take about 10 minutes here, and I want you to work either by yourself or with a partner. And I want you guys to come up with all the ways you can think of to teach that learner. And here is your assignment to practice this I want you to create ah, lesson plan kind of thing. A real rough one. Just hire going to this Where if you I asked you to come up here and teach us about this learner. But here's the kicker. You have to teach it in the that learning style. So let me let me rephrase. If you're a step learner, which one of these you're gonna pick the create learner. If you're a talk lunar, which one am I gonna make you do the research? I'm gonna help center you right now. Number. I said I want you get you to stage four. And your goal is this. You got to read about the learned that you're totally not like that person read about how they learn. And then I want you to develop a presentation that you're going to stand up here and present to us. That says, OK, everybody. I want to tell you how step learners learn. You're gonna present us, but you're gonna present it to us. How? As if we're all step learners. So take 10 minutes and try this and then we'll do these these presentations. No, I just I really My gold for that was this. I know that you're gonna need to take some time. I get this where you really sit down with your curriculum writers and really think about your curriculum for, like, hours to try to hit all these learning styles. We don't have time to do that right now, but there's a notes place for you to do it. But I wanted you to feel that pain. I did. And here's why. Because if you are not a create learner like me and if you probably have enjoyed going to classes where somebody talks, they show you how to do everything and then it's OK. You know, you try one. You probably enjoyed that, but that's how I felt when I was in those classes. There's nobody Let me create anything. So here's what I want you to do page through until you see the part that says understanding and meeting the needs of different learners keep paid into to see this right here. How do adults learn? And I'm gonna have you write down these four things. You need to memorize these things. If you want a harness, how adults learn now I'm gonna teach you how to memorize them, to give you some awesome tricks that you won't annoy people, right, cause I just annoyed you on purpose, but I'm gonna try to get so you don't annoy people. That's the whole goal today, By the way, maximize learning. Minimize annoyance. So, step learners. You need to know how to step. Alors, learn. They learn by steps. They want to have clear expectations about what they're supposed to do, and it better be practical. Did I give you any steps just now? Nope. No steps for you. I just said here. Good luck. Go do it. And some of you freaked out. You didn't like it and that's OK. It's I wanted you to feel that so you know Oh, I'm not a great learner. Some of you were wondering if you're a crate. Linda, you're not If you didn't enjoy that, Otherwise you're like, Wow, I'm still working. This is fun. You know, you are your crate burners. You're like sweet is the first time he's done this all day. I love it. Actually, is not the first time member All those times I said I had you synthesize great learners. Really? Dig that stuff. All right, second thing, talk runners notice. It just is one thing. Talk with other people. By the way, you should know. There's a lot of learning styles out there that will say that there's there people, learners or their interpersonal people learners or something like that. You gotta be careful with this because you can have a learner who just talks out loud and they can get it. If they force themselves to talk out loud or talks with the dog or even a robot, it's It's the talking. That's the key. It's not the other person, but some. Just so you know, if there's another person in there that helps a lot because it allows him to talk Third Kindler, Crate Lear's, That's all they do. They just need to create toe learn everyone needs to synthesize. But these people need to create in order to synthesise. And then finally, this is what I said about the research learns they read. They debate and they get the big picture. Now, let me give you some awesome tricks right up front. Could tell who you got on your hands. How many of you are gonna be doing tutoring? At some point, you're gonna be one on one teaching people. All right, this is for you. If you go up to somebody, you go. Hey, I tell you what, let me show you how to do this. Do you want me to write down the steps for you, or do you want to write them down? If they want to write them down. What are they if they want to write them down there, create learner. If they want you to do it, What are they? Bingo. We got we got which side of the quadrant thrown just by that? That's a powerful technique. Those of you who do support for gold lives or those of you do support for when people finally have learned it. And now you want to check to see if they've got it. That's one of things that Kathy wanted. Here's a cool way to do it. You go up to somebody and you can say, Hey, let me help you. Let me see how you're doing here. And they were struggling. You say, Hey, do you want me to show you stuff or do you want to do with steps you want? You want to write this down or do you want me to read it down? So you have this take away and you won't immediately know. Now here's another way to tell what kind of learned you got in your hands if they call you over. Hey, you, come here. I got a question. They're probably a talk later. It's actually really funny to me how trainers do this. Trainers will get questions. You know, you do a hands on and walking around and somebody calls me over. Typically, there are talk, learn. They've gotten past the fear because they have to. What's the fear? They've gotten past Yeah, again asking for help in the middle of class. They have because they need to talk. So I love it cause I'll always talk these trains like you help. For instance, persons question. Yeah, I did. It was really great. They're totally fine now, are they? Think about this. This is the talk. Later. Hey, I got this question. So they talked about talking about Oh, I think I figured out you can leave great. And you walk away and go Cool. I helped him out. Well, if there are talking here, what's gonna happen in the next five minutes? They're gonna want to talk some more. So what do we do about it? What are we going to do with these people? Well, we'll show you this in a second, but let's get to the research. Learned the research later. How do you know if you got one of these? The research learner is the one that will take this companion and they'll read it from start to finish. And they're, like, fake you for giving me this and other people like I'm not gonna look at that. But the research learners are like, Oh, this is so great. I get to read this when I go home. I'm totally gonna like boat off right now because I'm gonna read later, right? Those are the research learners, and by the way, they will not discuss with other people until they get it. So actually, here's a cool trick. When would a research learner in a talk lunar like to hook up when the research learners done? This is a really cool maneuver. What you can do is you can give people reading, writing class. You can say I want you to read this page. I want you to write down your thoughts on it. And when you're done, discuss it with your buddy and talk lawyers over there going hopefully Oh, boy, Oh boy. They're going to discuss it with me and the researchers going. Just wait. I'm almost done. And then the researcher is finally done and they're talking. They're both loving it. This is of one of the ways I'm gonna give you tons in the afternoon here. One of the ways to teach all learners at once. Paul, this is your 30 to 1. This is how you do it. And now, before we get to 30 to 1, we should probably talk about tutoring. This is how you tutor. This is the next page. The ways to address these. If you have to tutor, this is what you do now. This won't work for teaching. You should know this is not Make no mistake. This is not how you teach 32 1 This is how you tutor. But if you have a step learner on your hands, you need to give them a quick sheet. What is a quick sheet? It is a sheet that tells him exactly what steps they need to do to get the job done, and you need to give it to them. When you leave, they have to have it. Second thing you need to do with them, you need to give them expectations of what it is you're gonna do before you start. All right, we're gonna be together for an hour. And here's what I'm gonna teach him. By the end of the time you'll know this and then you'll be able to do this with me. Got it? Got it. Third thing, you've got it related to their world. They will not learn it unless you related to their world. All adults are like this, but stop learners are just exponentially like this. They have to have this relate to the world. Now a talk learner. On the other hand, you gotta find a buddy for them. Isn't it strange? And it's OK. I'll actually started off by doing something like this. Hey, that person sitting next to you there, your buddy, I've just met them and they're very nice. Go ahead. Introduce yourself to them. They're the one that's gonna be helping you fall along today. And you're saying, Jason, you do this with adults? Yes. I trained a lot of people who have screens in front of them, and they need to be able to fall along with their screens and in the book and so on. And that is how you teaches. You get him to fall along so that they can understand later. Some people need a body to do that. The body is not gonna be responsible for teaching. They're gonna be response for helping the person. What fall along. By the way, what did I just do there? To get the talk learn is involved as a class is a quick trick. Yeah. If you ask a question, you can get the talk loners involved without putting with a buddy notice I had you fill in the blank. That's annoying to some of the talk. Alors loving hoo boy. I got to talk. They love it. I'm by the way, I'm making fun of talking because I'm one of them. I need this back in the class. Yeah, so I'm one of those. All right, I got to talk. You can tell how much I like to talk, right? All right. Next one, the create learners. Let them show you. Here's a good way to do this. Go up to him and say, Do you want me to show you as we do these steps, you only do him Or do you want to do it for me? And the Kremlin will always say no one Let me do it. I was just talking to To to people who said that when they learned their like Look, I need to do it right. I'm a crate learner. So let them show you do not grab their pen or their mouse. Don't do it. Let them show you. If you are a step lor, you will want to grab that mouse. Don't do it. You know you are. Stop it here. Not teaching another stuff. Learner. It's so funny. When I was a kid, my dad was really good at this. He understood my dad is an elementary principle. He's retired now. He understood learning styles, and my mom would always try to teach me the way she learns. And my mom is a great person and she's really smart. But I could never understand stuff from her because she wouldn't explain it to me and how I learned. And then she started to. My dad would come home and be like, Oh, you just do this job Well, okay. My mom looking to go, How did you do that? And then, finally, she understood she needed to change her learning style partition style. When she worked with me, she was a step learned. I was a create learning. It just didn't work. So you guys need to understand this too. So the this is what I would suggest that you do to be able to tutor people Now with all of this said then what is the take away from this chapter? This is how people learn. We talked it. Let's review. We talked about three things. Three. We said the 1st 1 was the stages of learning. Let's review those first stage. Try not to look. What's the first stage of learning? What's that trainer doing? Second stage. I can see what they're doing. Third stage. I could do it with help. Four stage. I could do without help This stage. I can teach it Now. There's four reasons adults will even want to learn from you. One is they know what? Why they're learning it. They also. It also has to be of immediate what value it has to be based on prior experiences. And what was the 4th 1 problem solving half the problem solving. And now he just learned there's four ways in which adults learn not modalities like auditory visual. But the ways they learn This is the easiest, most applicable, a learning style assessment that I know for adults, and that is their step learners who like what you see. If you couldn't do it without looking, they like steps they like quick start guides. They like structure. So all the structured place in this companion curriculum writers where you write stuff steppers are all about those roles for groups. Step Alers are all about those craters. On the other hand, opposites of them. What do they like to do? They like to synthesize and create. So all the boxes in here that make you come up with your own answers Those air for the create learners talk Lear's. They like to talk out loud to understand things. And then finally, the research learners like toe understand the big what picture and read stuff. Hey, you guys were getting this good. Yeah. Does General Population Breakdown four? The question is, yeah. How does the general population break down into these four types of learners? I don't know how the general population breaks down, but I know I've given assessments to thousands of people and I've looked at the results of these and they're pretty much 25 25 25 25. Now, if you look at different roles, it's not necessarily like this. For example, I've trained ah group of pharmacists all at once. All pharmacists pharmacists are very meticulous in general. I don't like to generalize because it pins you down, but in general there, very meticulous. They remember details very very well. This is why they can dispense the correct drugs. If that's the case, how do you think they typically learn research? A lot of them are, research learns. Not all of them, but a lot of them are. So a lot of times you can look at roles if you're Tane inside of roles and look at how they might learn. But in General, I trained trainers and I found that trainers air literally all four quadrants there, just across the board. And when you looked at my learning style, did you notice? I can learn in all four ways, as can you. You're not one thing you're all for, but you have one or two that are your strengths. And you need to know this so much because you're going to teach, I guarantee the way you learn. Yes, the difference between step learner and research. This is the step that they had to have stepped and do it while the service they have to read about. Yeah, the difference between step learners and the research learners was the question. The biggest difference is this. Half the people in the world are parts toe hole, the other half are holding parts. Which one's the research? Lear's Hold the parts and typically the stop owners. Air parts, the whole. So ask yourself which one you are. I'm going to teach you after lunch here how to hit all of these learners simultaneously in the classroom to maximize learning and minimize what annoyance. That's what we're going to do next when you come back. 9. Reach Every Learner Part 1: we're gonna talk about how to teach all owners now. So now that we understand them, we know their learning styles. We know why they want to be there. We know they're stages of learning. Now we're gonna talk about all the tools that are at your disposal to teach any learner at any time, all in one room. So and once we get done with that, by the way, then we're gonna create training materials that rock. So those of you who are curriculum people or even if you're presenters and you want to make your classes better, we're gonna show you how to take all these building blocks and make training materials that are really, really good. We're gonna give you the foundation for that. And then finally, we're going to talk about how to handle all the challenging trainings you could ever run into. We talked about these before the Drypers. The res enters the quiet types of know it alls the talk hogs, the experts, the hecklers will handle all those teachers how to handle each and every one of those. And what you're gonna find is that if you can handle these people, all these challenging that will help you transition in handling people that aren't like that. The things that work with some of these work with everybody, so that's really cool. So we're going to start with this chapter, which is teaching all owners, and what I'm gonna do is I'm gonna give you Let's actually turn to the this chapter five. Go ahead and turn to the very first section in chapter five called Basic Tools Part one. And what I'm gonna do is I'm going to give you two sets of tools. Now, this is why this is cool, because here's where we really get into practical stuff. So this is where we say, Okay, we had all this theory this morning. We talked about all these different ways people learned. Now we got a room full of people. They all learn differently. Every one of them. How do we teach all of them simultaneously and hit all four learners? How do we do it? So I'm going to tell you all the tools at your disposal, every one of them. And then I'm gonna give you the first set I'm gonna teach to you the second set. I'm gonna have you do an independent activity where you research them. And then after that, you write down some information about them, and then we're gonna talk about it, and then I'm gonna give you the key takeaways. Anybody noticed something in that statement? What did you notice before? Learners will be handled. Well, research it, we'll give you a chance to write stuff about it. We're gonna then talk about it, and then I'm gonna give you the key steps in takeaways. Everybody's going to get their fix. So what I want you to do is again I'm gonna have you be the trainer and trainee hat right now. You're gonna put on the hat of the trainer and say to yourself, How would these tools help me? Some of these you've seen before others, and we're gonna be new. But we're going to talk about why they work. Eso Very first page. I wanna have you take a look at the bottom. There. It says written review. This is something I'd use If any of you have multi day classes, you should use this absolutely for sure. First thing in the morning on days two and three. So a day to you get a soon as you walk in the door. Everybody has this right on their their seat. They've got a written review that's gonna cover everything. Not everything but the main things that they learned the day before, where they have to synthesize it and remember it. So the purpose of a review you should know this a purpose of a review. Is this right? This right on the on the bottom are actually bottom this page where you see the box there. Two things. It helps trainings remember conventions. And it helps trainees remember algorithms. Those are the two reasons, conventions and albums. You don't know what those are, but we're gonna talk about those now. So a convention is any definition that they need to remember. A convention is a definition. So this is a convention. The purpose of a review is to help them remember this first and foremost, there's a lot of definitions we've learned today. A step loner. What is that? A research? Lunar? What is that? What's praise? What's encouragement? What's the neutral statement? What's higher brain disconnection, Those air, all definitions. You need to know if the memorizes the problem is I have taught you. Remember, we said we'd give you about a dozen nuggets. You guys have probably learned about 40 nuggets already, but maybe 12 or your favorites? Well, we need to review those at some point. Did you notice I did a review right before you left right before our last break? We did review. That's powerful for adults. But keep in mind, it only does one thing reviews. All they do is help. People remember they do not help with understanding. Necessarily, If they didn't understand it before and you review it, they might not still understand it. The purpose of review is to help them. What? Remember, because people forget stuff. So there's two things they have to remember. Conventions is the 1st 1 and the 2nd 1 is called an algorithm, and an algorithm are key steps that people need to know. That's all. An algorithm is its steps. So you, for example, were taught earlier today. The steps to build trainer credibility therefore steps you probably forgot. It's pretty pretty standard for adults to forget those four steps, so we would want to review those tomorrow if we had another day or we could that's what we do. So written review is powerful. That's one tool. I ask yourself if that's a tool and it helps a bunch of learners who would like this tool. Let's see. What if we did a written review right now? Who would like that the create learners would cause they get to write their own answers in Who else would like it? Research? Because they can remember and see the put all the big picture back together, right? Some of them are actually doing it right now. Who else might like this? Yeah, step Alors, because they get to step through this review and make sure they got the key takeaways from the day before. And who else would like this? What are we doing right now? As we review the talk, lawyers get to talk it out after by the way they talk. Letters will hate it when they're just sitting there with a piece of paper all by themselves. But when they're done and we talk about, that's when they shine. So notice this. It's all the learners, doesn't it's a tool. It's a very cool tool. I'm gonna give you about 18 tools in this chapter. This is the 1st 1 written review. 2nd 1 it's called The Big Picture. Oh, Soon as you see this, who loves this? Researchers like. Yeah, well, by the way, you guys see this up here? That's the big picture. Those are the seven things I'm gonna teach you today, and we're stepping through that over and over. Nor those of you who are research learners. You really dig this slide. You love to see the big picture and see, Where are we right now? In the grand scheme. And where are we going? This is big for you. So what is the big picture? Let's actually have you write this year. Used correctly, it's three things. You should write this with me. If you use the big picture correctly, you're going to say the big picture up front. You're going to say that you're going to refer to the big pictures throughout and then you're going to give us summary at the end. It's pretty simple. It's that old classic rule of training. It's to tell him what you're gonna teach him, teach it and then tell him what you taught it. Same thing here for the big picture. I'll repeat it. You use the big picture up front, you refer to it throughout and then you summarize it at the end. So have I Remember when I first came in, I said, This is what I'm gonna teach you. Refer to the big picture right away. We've been referring to it through the whole thing. And then at the very end, we're gonna go. We're going to review the whole thing. So that's the big picture. A lot of trainers and teachers and professors that all say to me, When should I show in the big picture shot weight to the Anderson? I do. It's beginning in my response to be What, both? Yeah, every time, all the way through. Why hide it from him? They need it. It's like having a, you know, an Easter egg hunt and not really telling them how to how to find the egg. You know, you want to give him the picture so they could see the map, all right, but we actually that's another good example. If you gave somebody a map to Florida, you said, I'll give you the map when you get to Tallahassee. That's when I'll give you the map. That's what it's like to hide the big picture from them up front. So just show it to him. Next thing, write it down. Boxes. This is the next page you can flip over. You can write this with me. Now write it down boxes or what you're writing in right now. If your curriculum doesn't have these, stick it in there. I want to know the best way to do this. Go through your companion. This is literally what I did. I wrote this whole thing and then I went through it and I highlighted all the important stuff and I yanked it out. That's other likes that one. So the reason why we did that is because all that stuff is the stuff that who needs to synthesize me or you You do. So that's the first thing you should write their used correctly. It makes people synthesize. That's what these do Notice. I didn't tell you the word synthesize until you got I got it from you. I told you a story. Got you to think about it, and then you write it now. Second thing you should write down is before you synthesize. You should ask them to read something first or listen to you first and then make the synthesis happen. That's number two. Number one is synthesis and number two is and there's a box this. If you guys don't know it, you can turn the page. You'll see the box. So those of you who were like, Oh my gosh, we're gonna write this. It's there. There's four things one is to be able to reading since and and, uh, listen and then synthesize. So what I mean by that is this. I asked. I asked you guys to talk to me and talk to me, and I talked to you and talk to you. And pretty soon you tell me what I want you to say, and that's when you write it down. And that's the synthesis. Third thing is writing to use this effectively, they must write it. It will be annoying for them. It will be something they have to work at. So be it. They're gonna learn better from this. And then the fourth thing is, you go over it. These are the four steps to a good write it down boxes. They have to read or listen first and what do they do? Synthesize. Then they have to write it down. And finally you what? Go over it. Good. Those are the four steps to a good write it down box and the effect of this who? Let's write this effect together. Let's go through the learning styles. What's the effect of this for the research learner? Why would a research learner like a write it down box this is the most difficult one, by the way, is they don't necessarily like him up front unless the write it down, Brocks provides them with what a big picture. And it usually does notice. There's four things to write it down box, all inclusive. It's the big picture to write down box. That's what I gave you. The researchers love this. Why do this the step? Loners like these write it down Boxes. What do they like about him? Structure. It's still funny. Before I had these, I used to teach and I would sit in class and people would say to me, Jason, you know your classes really amazing and dynamic, but man, I could not follow it. What you were saying, I could not, and some of your like What do you mean? I'm following? Fine. Well, that's cause you have these boxes with places to write. We take him for granted when they're in here. But if I yanked all these out, it would be tough for you. Where am I supposed to write this? All the stuff he's saying. It's good stuff. Oh, my God. Ah, it's driving me crazy. So that's what's good about this. Yeah, I'll print out and their power point with a little lines next to it. Would you suggest this over? So the question was, if you're teaching and they would print out these power points with the lines next, they can take notes and then the power points. Have what you would say. Now it's possible you'll learn through a presentation, and it's totally cool with that. It's fine, but the difference is, if you're presenting, you can have power points, and you can use that as long as the power points aren't reminding you what to say, but our for who? For them. And so if that happens, if you have a power point when you're printed up and you have the lines on the side, make sure they have to synthesize and writing those lines. And then what's on the left is not to give away. So that's the rule curriculum writers. The rule is all the key stuff they're supposed to know. You can't tell it to him unless they have to write it down or synthesizing. For the most part, that's the rule. And a lot of people when they hear that go. Oh, my gosh. This is really gonna post problems for me. Yeah, it iss, but it won't pose problems for them. They'll love this. They'll find it much easier to learn. And it keeps them engaged to right about now. It's primetime. Sleepy time for adults. So we need these big time right now. All right. Next one is What about the talk loners? Why did they like these? Write it down boxes? Yeah. They can talk through it in their minds. Is there writing it down and they can talk to me and answer questions. What am I doing to get you to write these down? What am I asking you? I just did one a question. Whenever I ask question, what do you have to do in your mind, even if you don't say it out loud, what do you do in your mind? Answer and think and talk. Winners really love this. They don't have to talk out loud. They have to talk in their brains, have to be forced to say something in their brains. So if I say do you hate if I ask you a question, does that keep you active? And some people say, Yeah, and other people not and other people don't do anything, but in their mind, they're saying, Yes, they're still talking to me and that's how that's the secret to bring in your talk learners into your classroom is making them answer your questions and these Write it down boxes force that to happen because you can't get them to synthesize it unless you ask them what questions. And if you do it too often, it becomes annoying. Alright, what about number three? Well, that's obvious. They have to create the answer, don't they? In their own words, I bet you if we went around from person to person and read what they're writing right now that everybody would have something different. That's proof that the create learners air getting their fix right now because they're all creating and some of your like, Really, because I'm just writing down what you say. Well, your stuff with her. That's why Step learns, would just write down what I say and that's fine. You guys can have your fixed to see how we're getting everybody at once. You all get what you need at one time. It's good. All right, steps to use these effectively. Let's that some Let's review these now. Step one. What is the first step to use a Write it down box? Effectively. This is actually review. You have them? How do you get what? I give them the information. First they can read it or they can What? Here it. Good. That's step one. Step two. You got to get him to synthesize. And how did I say you can get them to synthesize you? Ask them what questions. Good. Write that down. You ask them questions. Step three. Well, this is the one you have to do. They have to What? Write it down and finally step for you. Go over. It isn't interesting there. I used to write it down box for a review. Did you feel that? It wasn't new stuff. It was a review. You can use these for anything. You will have people that come up to you and go those writing down boxes there. So silly and weird. Why do you have those strange things in your companion? And you just look at him and go? Yeah, probably for you. But the person next to you really, really interested in that? So just let that feedback go by the wayside office. If they say if you get a learning style feedback, don't take it personally. So it is all those those questions you had me answer so night. Well, that's cause you're not talking. Somebody else needed that. Oh, that companion. Why do we have this big companion so annoying? It's because you're not a research learn, but somebody else needed that. Why did you have all those steps all the time with all the structured places, right? Why can't I just write it on a piece of paper s? Because you're not a stuff wonder, but somebody else's. And why did you make me think? Well, you're not a great learning. All right, so that's really cool. one. Next one is called effective questioning techniques. And this page I want you to notice. Can you guys circle the one that says, inviting questions? Remember how long it took for Jim to ask that question before seven seconds? Write that down here and also circle the one that's more important. Is it that Does anyone have questions? Or is what questions do you have about X Y Z? Yes, it's what questions do you have about X, Y Z and notice there's an X Y Z there, right down next to the X Y Z. That's the task. What questions do you have about understanding your learners? What questions do you have about becoming their favorite? If they want to do the task, you've researched it, and they all want to do it, and then you ask them what questions they have about it. They'll tell you I'll never forget this outstanding a lunch line one time and a trainer comes up to another trainer and they're both in front of me. And one of them was really, really experienced trainer. That was amazing, and everybody loved this trainer and literally knew the answer to every question. Another training just started and looked at this. Training goes, How do you know the answers to every one of these questions? And he said, It's almost a Ziff. You know what they're gonna ask you. And you know what the trainer said. I do. What? Because, yeah, I know what they're gonna ask me because I problem. I asked, What questions do you have about quadratic? And then they asked me questions about Quadratic. And if somebody tries to ask a question, by the way about non quadratic, the trainer sets a boundary and punts it, it's not appropriate. I didn't ask you about that I asked you about. This is over. That's so rude. You can actually punt questions and still meet needs and only get the questions that you want to get? Asked asked. So I wanted to point that out. Let's get into the 7 20 rule bottom of the page of 7 20 rule. This is going to be huge for some of you. This might be one of your nuggets this afternoon. Every seven minutes you want to change what you do as the trainer, and every 20 minutes the trainees change what they do I'll say this more specifically every seven minutes, you'll change what I call teaching strategies. Sorry, every every seven minutes. Teaching tools. This entire chapter is teaching tools. What teaching tools have you learned so far? Three of them. What are they? Write it down box with the 2nd 1 big picture and asking questions and written review. Good. There's four every seven minutes. You need another one of those every seven minutes. Every seven minutes. You're either answering a question. You're writing something down. Given the big picture, you're doing a review something. Remember the question I had in the back from Sean when Sean follow up Jim's question with So Jason, what do we do? Toe get people who are lost? What do we do for those people? Do we need toe? Have a deep, resonant voice. That's how we're gonna get him. You know how we're gonna get him. Is through these teaching tools and changing them of every seven minutes. That's how you keep people's attention. Every 20 minutes, you change what they do. Did you notice this morning when we did this, we had I election a little while. Then you did a partner activity then you did a individual active. You write stuff down. Then you did this and you do that and just switched up. Boom, boom, boom, boom, boom And you looked at the clock. Oh my gosh, it's noon. Did you feel that? That's why it's called the 7 20 Rule curriculum writers. It's a good thing for you. 7 20 rule now, By the way, if you have a long day, it might turn into the 15 60 rule every 15 minutes for one in every 60 minutes for another . But no more than 60 changes strategies up next chapter. When I show you how to create training materials at Rock, I'm gonna teach you some different teaching strategies that you can use that you can vary up every 60 minutes. But right now I'm giving you what teaching tools, the ones that you change every seven minutes. So let's look at her next teaching tool. It's called an active learning question, an active learning question. I'm not going to spend much time on this, but it's it's It's something like this. Hey, can you picture that in your mind? Can you picture that in your mind? It's an active learning question. All it does is it keeps your brain actively engaged. Use despairingly not every seven minutes, maybe every hour or two, but use it. It's powerful. Can you picture that in your mind? Hate is asking questions. Keep people engaged. Some people even answered it. I was just giving an example, but you guys actually answered it. That's how powerful those are. And, by the way, the person who answered in a guarantee their talk learner. Maybe not. But there talk, talk, learning now. No next one. Leading questions. Let me talk to you about a leading question you should write down right next to this one. This is the most misunderstood and misuse question that all trainers do. Leading questions are the most misunderstood and misused question. First of all, let me tell you what they are. You can write this with me. A leading question has two characteristics. 1st 1 The trainees do not currently know the answer. They do not know the answer. Second characteristic, they can figure it out if they think so. If I say to you, do you think it's important to wear a coat outside in the winter? Which rule did I just break? Yeah, you knew the answer. And so what you're gonna do is what people do in a lot of these classes. They start to say, Oh, I don't like this trainer not playing this game, right? You won't keep it. You won't stay engaged because you're like, yeah, this trainers just totally trying to patronize me, to give me away. Keep me awake. It's not cool. But on the other hand, if I say all right, what do you think was going through the mind of Nassau when they did that last launch? You might look at me and go. I can't possibly answer that. So we broke both rules. So you got to find a leading question that gets in the sweet spot. The sweet spot is they don't know the answer up front, but they can figure it out in pretty quickly if they can't figure it out quickly but takes like, 30 minutes. It's not a good question. You see all the places to fail at this question. This is why people screwed up all the time. And yet what's so funny is when I observe trainers. This is the number one question that they'll ask if they need to come up with one on the fly. Traders will send, stand up there and then go home. I need need to come up with a question. I need to ask questions to really engage because Jason told me that's important. So So what do you think? I'm gonna click next up here and everybody is like, I know I can't read your mind. I don't know. It's not a good idea. 10. Reach Every Learner Part 2: I'm gonna actually assign you Anak Tiv ity now on your own, where you go in into in the chapter, read some stuff, right? Some stuff down, Figure out some things on your own, talk about with another person if you want to, and then we're gonna go over the whole thing when we're done. Now, why would I do this? I actually specifically did it because I knew at 1 40 in the afternoon it be time. I knew I would have covered six teaching tools already, and I got another eight to go. And if I said to you right now, I got another eight to go. Most of you were looking to go. No, but on the other hand, you go in a wait a second. So I need these tools. I want these. So give me something, Jason. But don't make me sit here and listen to you anymore. And by the way, it's no offense to me. You could put the best speaker you want up here. It doesn't matter. They just can't take it anymore. So that's why that 7 20 rule is so important. So, actually, let's do that. I want you to turn to the back of this chapter. And there's a section called In Class Exercises. Now you've learned six teaching tools already. We're gonna learn eight more. What I'm gonna do is I'm going to give you 20 minutes on your own, Actually. Now, think about this. If we take 20 minutes and put it on that clock, how many minutes will that have been since the end of lunch? 60. Which means we'll be time for what? Ah, break. And that will be good, won't it? For some of you. All right. Feel this. I'm telling you because I want you to think trainer, trainee trainer training all the time. So you're going to get 20 minutes now? Here's another thing that happens all the time. Stay with me here for a second before you keep going. Here's another thing that happens if I assigned this and I say you guys get 20 minutes to work on this, some of you and you know who you are. You're gonna fly through this thing. You're gonna be like, Oh, I'm going fast. I'm gonna get this dunks and I get a big lunch. Others of you are going to say I'm really, really like this stuff. I'm gonna take my time and really make sure I got it. So I'm gonna go through it really meticulously slow now. You should know there are fast learners in your room and slow learners in your room. And just cause they're slow there and does not mean they're not intelligent. Be careful of that. My dad takes a long time to eat, but he sure knows how to use a fork. It's not because he doesn't get it, that he's slow. Same thing is true in your classroom. So my point is this. If you assign one of these, one of the tools you're going about to learn about is called. And if you have time and if you have Time is in advanced exercise that if you're fasts finished the basic exercise, they can work on the if you have time. But keep in mind, it is not additional stuff that just keeps you busy. It's cool nuggets that everyone will want, and it's a reward for your fast, because it well, what about this slows well, they'll get it after class. There. You can read this on your own any time but the fast will get it now. And so I'm gonna tell you, I want you to We're gonna Do you see this section here? It's called Getting started. We're gonna go through that together, But then look at the next page. There's a basic task. You see that their basic tasks visual aids. Next page, Basic task benchmarks. Next page, Basic task. Basic text. And then finally, on the next page, it says, What if you have times and there's a section for and if you have times on, understand if you have times and then the next one is if you have times on supplement or exercise you fast learners out there, you'll get to the if you have times. But just so you know, and this is how I suggest you structure your curriculum is this when I say stop at in 17 minutes. Now, when I say stop, everyone will have finished the basic exercises and some will have finished. What if you have time, but nobody will be totally finished sitting board, which is not cool for fast learners. They do not want to sit there and have nothing to do, so let's get started on the getting started section. We're gonna answer a couple quick questions together. And then we could just started where the four types of learners you might encounter. Go ahead and write those down. What are they? Step talk learner, research learner and create learner. And number two. What can you use to make sure your curriculum is most effective for the type of objectors and learners you have at any given moment? In other words, all orders at once. What we say you can do to hit dollars at once teaching what we've learned, six of them tools. That's what this whole chapters about teaching tools. Good. So here's the scenario. You ready? I'm gonna read it to you. You have analyzed your curriculum based on the objectives of the lesson. You have selected the best teaching strategy for the topic, but you still feel like you are in addressing the needs of the various types of learners that might be in your classroom. You would like to supplement your strategy with something more, and that is the hook for this activity, and you have 17 minutes to work on this, and then we'll go over together after break All right. So, actually, I want to point out something. We took a break today, 60 minutes in at the afternoon portion. And it felt right, didn't it? It didn't. It didn't feel like we could go much longer, But in the morning, we took him typically 75 to 90 minutes in. So that's a significant difference. Very important. And notice the things you're having to do to keep yourself to be able to stay with me, right? You're having a walk around, get stuff to drink, whatever you need to do, and it happens around the afternoon time. So that means your curriculum needs to change to their Now, here's what we're going to do. I'm gonna give you an overview now of everything we just did, and we're going to review it together. You've already done. It's we're not gonna rehash it. That would be ridiculous, because otherwise and people who just did all this, you'd say to yourself, Well, that was a waste of my time. But at the same time, the step owners in here, you guys need to know what it is that you need to have his takeaways. That's important for you. So Here's what I'm gonna do. You look up here, you have. You have this on the back of Ah, Chapter five, the very end of chapter five. There's a section called Document your Findings. Do you see that? There. It's on right after the exercise. You just did right after the supplementary exercise called. Document your findings. So I believe for your pages 29 it is. And if you look there at the at the bottom there, you could start writing about visual aids. Let's just review a couple things we figured out from this reading that if you're going to use a visual aid when people write stuff down as a teaching tool that you wanna use, you don't need a visual aid if you're going to just say less than six words. So if I just say OK, write this down. It's, uh and I say six words or less. You have to write, then I don't need a visual eight. But if I got more than six words, I recommend using the border a power point like I'm doing right now. You have to write this down and there's more than six words there, so I'm using a power point so that you can use that as a as a tool to write this down. If you have to reference it later, use a sticky. So I'm not a big fan of using up paper for visual aids, So I don't use many of these stickies, but we did use it for the tasks up there. So make a note. You can even write it down right now. Stickies air great for tasks. Also, if you want to manage pace, the absolute by far best visual aid to use is the board, and we're gonna talk a little later in another module. I know if you're going to be around on for the module and cram, which is basically the quick notes of teaching training, but there we're gonna talk about specifically how to use the board. How do I write on the board? How do I make sure I manage pace using that also complex images Power point. You want to use that for complex images, anything where you can draw it, but it would take you forever where you can just throw it up. Remember that that learning styles Quan and I showed you with my plots, Perfect for power point, but notice it's not what I'm going to say. It's not reminding me what to say. It's a complex image for you, very different. The effect of using this is this only helps with one thing. If I'm having you write stuff down, it's OK. Go ahead and write this down. Between this and this and this and I say like 30 words, I guarantee you're gonna look at me and say What you say again? Could you repeat that? If that's somebody says that to you, you need a visually. That's what these air for next one benchmark checks. This is in the next page. We can write this with me. Yes, Philippe, Right, right. They use power points for themselves to remind themselves what to say, and that's not OK. If you want to figure out what to say, make yourself a lesson plan and put it here so that only you have it. But don't give it to them because they need to synthesize it. And if you just stick it on a power point, they're not synthesized in anything. They're just reading stuff that you already wrote. You might just give your lesson plan and say I'll see you tomorrow. Same thing question up here. Yes, yes, the next chapter. How to create training materials that rock. One thing I'll say up front, though, is we already learned for these. Write it down boxes. You take all the stuff you're gonna say and find them the most important stuff and remove it and put a box in its place. That's the most powerful tool I could give you. Take all the stuff you're gonna say and then create boxes in their places and then give those handouts and then have them write it. It's powerful. That's we're doing right now, by the way. That's what this is. So the benchmark checks used correctly. This is questions that every learner has to answer. This is the key. When I do a benchmark check, what am I trying to find out? If you what I understand. I think about this for a second. What did I do to say if I want to see if you remember it, what do I do? Ask a what kind of question? A review question. But if I want to see if you understand, that's called a benchmark check again. This is another thing in Maverick. We'll talk about more, but for right now, you should know that a benchmark check if you use this right, everyone in the room must answer it on their own. I can't say that. You okay? What's the mastery learner again? And I can't have one person. Matthew, say, Well, this is what it is. And then and I say, Good. I'm glad you guys got it. Is that true? Do you all have it? No, Matthews. Got it. I have no idea. If the rest of you have it, the benchmark check you all must answer. That's that's the rule. And then the effect of this determines if you understand. So that's a powerful one as well. The next one is called a directional statement. Actually, independent assessment. This is the next one. Learn. She put this at the bottom. I don't know if you guys do you have a spot for this? You have a spot for on the next page. OK, good. So independent assessment. This is a very cool thing that I just introduced to a number of trainers. About 100 of them that I work with. And these trainers have found this thing fascinating. This is what you do. You got about 100 tasks you teach someone during the course of a day, you pick one that's going to take five or 10 minutes. And at the end of the day, you say, Okay, everyone, I want you to do the following tasks on your own. And when you're done, show it to me and then you can go. And if they can show it to you, that means they got it. That means they can do some critical thinking. If it's a representative of the rest of the day, it probably is. A good sign. Doesn't mean they got everything. Test will find that out. But it means that you're gonna find out basically who you need to tutor. One of the most important things I'm gonna tell you this afternoon. I guarantee you, this will be a nugget for about 80% of you today. Rice. Did I give you a dozen nuggets each each day? Is this if I come up to you at the end of a teaching day and I say to you how to go, you say good. How do you know I was on my game? Do you mean? Well, I was really nailed my lecture today. Well, good. How they do? Well, they did good. Nobody threw a chair. We know, really how they do when nobody asked any questions. So I think that went pretty well. Yeah, but did they get it? I think so. I didn't see any faces that look funny. Just so you know, I was really good in high school and making my teachers think I got it when I really didn't . You can't look at their faces. It's not gonna get Get everybody. So you gotta find out. This is Here it is. If you want to write this down, this is the number one thing you need to do for determining if they got it. You have got to give them a benchmark check, see if they understand an independent assessment, see if they can do it. You've got to find out the answer, this question. Did they get it? And if they didn't, you absolutely must tutor each and every one that didn't. Now, here's the good news. If you teach 100 people and you do it. Well, you'll probably need to tutor five. How do I know? Because I taught 100 and 50 high school students for five straight years. And every day I opened my door in the morning and I usually had About 5 to 7 showed up, and I tutored them in the morning before school started. And every night after I finished with basketball or baseball practice, I would tutor the others. There'd be about five each. Same thing when I trained every day at the end, I give him an independent assessment and I say, OK, let's see if you can do this. And sure, enough of the end of the day, there's about five people out of 100 that can and that's okay. I'm gonna tell you right now, it's OK if you have people that need to be tutored. In fact, it's normal, and your job is to find them. And this is how you can do it? Yes, sure. Uh huh. With customer service and going out? Yeah. Ever be good point. So that was yes. Is there anything else that welcome men? I mean, short of your friend to get under level four just just a recommending peer in general. So Tracy's question is a very good one for all of you. And that is this. You have five stages of learning. You have to ask yourself, what stage do you want to assess? What do you want to see? If they can do? Is it a do on their own? Is it to do with steps? Is it just to see if they can? If they can see what you're talking about? Typically, I'm going to suggest that this one here, the one at the end of the day, is a level four. Here's how you do it. What you do is you teach them upfront during the day and you show him how to do stuff and they watch you. And you can even give him some guided practice where they do stuff on their own. And you can even have and do some stuff on their own with no practice. But at the very end, you say, OK, I'm taking the training wheels off, and I'm gonna have you ride a little bit. And probably what will happen if you pick the right training wheel, The right bike, I should say is that the majority of them will be able to ride a little bit. Then no price fall of it, but there will be able to write. And about five literally can't do it. Get on the bike and they just can't even go. And those are the ones at 4 30 that you say you encourage him, you say, Don't worry. It'll come. I'll stay. I'll stick with you right now and we'll get it. That's the whole point. So you walk around and you say up, you got it. See what you got to see? You got it. But the ones that can't you tutor, they know they can't do it. They already know. I'll give an example. I used to do this in all my math classes. Calculus, a perfect example. You teach someone how to solve an equation, and then you say at the end of the day, okay, you'll see that equation up there in the power point. You guys each get five minutes. When you have your answer, raise your hand. If you get it right, you can leave, you're gonna find out who's got. And actually you're not interested. If they got it What do you really interested in who who didn't get it? A lot of trainers air scared to do this because more work for them. Get over that you're there. You're getting paid for this. You should do that. Not just cause you're getting paid because you feel like it's the right thing to do. Finding these people who are struggling is huge. And by the way, tomorrow, you know, pay hefty dividends, because tomorrow they'll be on the same page as everybody else. But if you don't find out if they've got it and you try going tomorrow, guess what kind of challenging trainees you're gonna have. You're gonna have hecklers and Rees enters and quiet types and people who tune you out in gizmo people. Right. So you got to find him. Good. Next one. This is called directional statements. I love this. I'm gonna go through this one pretty quick, but you can write this down directional statements of the ones you want to use every seven minutes, and basically it's a statement that focuses them. Look up here. Look on page six. Look at the board. Look at your partner screen. Look at the top of your screen. Second paragraph, bottom of the page Read that. Basically, it starts off with an action verb and its command. It must start with an action for, if you wouldn't mind, go ahead and no, no, don't get rid of the If you wouldn't mind that you got report with them. You're not gonna destroy report by saying Look up here. It's OK. They'll be all right with this. The reason why I will be all right with it because the action verb forces them to pay attention. So look on page six. Read this look up there and and this is engages them and keeps them active. And it highlights all the important objectives that you have. So this is a very powerful tool. This is another tool. Listen, all these tools we've got, we've got written reviews or reviews. Write it down. Boxes. If you have times benchmark checks, directional statements, visual aids, there's tons of these in all of them. Have one purpose. What is it? To teach all four learners simultaneously? This is how you do it. This is how you tutor 30 people at once. This is what Paul was talking about with the 31. This is how it's done. It's hard. It's a lot of work. It's draining for the trainer. But the trainees love it. Everyone of leaves saying, Wow, that I understood that class that maybe not everyone, but very close to all of them will next one directional statements. Next one is the buddy system. This is a periodic check in. This is the take away. By the way, did you notice some? Ask yourself right now, as I'm going over these say I can't believe is going over these again. If that's that you that because you're a research learn you already got your fix. But if you're a step lor, you're probably loving that. I'm doing this right now because I'm giving you the key takeaways and you're pumped about that. So I'm definitely going to give you your fix at the annoying risk of annoying others. So this is periodic check ins with the body. It gives interpersonal lures their fixed. They get to talk with each other, but more importantly, it manages pace. The number one way to manage fast and slow learners is in fact, the body system. If you're having trouble with the fasts and slows. Keep the used the fasts to help the slows follow along notice. I didn't say Help them. What I didn't say understand her learned. I said, helping follow along. Get on the right page, getting the right screen and so on. It's a really, really cool thing for people who are struggling. Do you have any students who have 80 HD or any trouble with attention? This is a big time thing for them. Body system. It's really powerful. Also, the directional statements are, too. Next one if you have times, this is just an activity that trainees conduce if they finish the basics early. And the key is that it? What? But let's say up there, it rewards fast learning rather than penalise it. When I was a kid, I used to get done with my math problems early and, you know, my teachers told me, do 10 more. So guess what I started doing. I started slowing down. That's exactly what I did. And so when I became a math teacher and my fast Scott done early, I told him, Hey, guess what you get to do now. You know what? You get to work on your homework and you might not even have any. Oh, that's awesome. They said so. Some of them you know what they did They would They would work out really fast, totally not understanding. Go hand done. And I say, Well, would you get for the benchmark check on number seven and 10 and they go, Oh, I was supposed to do those. Yeah, I'll come check those. So I go and check it, and I go up and see Oh, you got it wrong will stop back when you get it right, Because they tried to pull the wool over and I can find out if they did. That's another cool way to bench is just go up to him and go Oh, I see you got that wrong. You must not really understand this. I'll stop back when you have it right. And I only do that, by the way, with a student that I know understands this and can understand it, but totally blew off the exercise. That's the one I'll do that with if they really don't understand it. Of course I'm gonna tutor him right now, but if they just blew it off and you can tell with benchmark checks an independent assessment. So these are really cool. And if you have times there another way to do this. By the way, this is a cool way to manage pace, not of lectures. Right now, I'm luxury. I can't manage pace right now with and if you have time but the one you just did, which was, Ah, non lecture activity. You could manage pace with those called If you have times. I can't imagine teaching a class without these things. Seriously, the fasteners just sit there. They're so bored. It's not fun for them. Next one supplemental exercises. These are step by step activities. Some of you might have not have gotten to this that cover previous material. That's the key. So these are not what you guys just did. That exercise you did were step by step activities, but they did not cover previous material. You learned those things fresh. That was fresh stuff. This is previous material. That's why it's a tool, not a strategy. So what this is is just a step by step practice to help me get to what Level three, where they could do it with help good. All right, let's review. I'm going. I want you guys. I'm gonna have you do it. I'm not going to tell you the answers here. I want you to give me all the teaching tools that you've learned today that can hit all orders at once in your classroom. Let's start with you can go in any order. I'm just gonna I think there's like, I don't know, over a dozen. So I'm gonna just counting on my fingers. What's one? Write it down Boxes? Another questions. We will get into all the different kinds. But there are questions. What's another 7 20 rule? That's not a teaching too. But it's a technique. Very good. What else? Visual aids. What else? Big picture. What else or review? Read. Review. Bank benchmark checks, Independent assessments say again, Body system. If you have times it was another one. Directional statements. Now here's the thing. If you look at me right now and say, Oh, man, I'm not comfortable doing those five, but I'll do these seven. You're not centered. Center yourself. Center yourself. It's very important. This is not about you being comfortable. This is about them learning. So if you're not comfortable with the body system. Get over it. Do it anyway. Do all of these classrooms. I see that a really top notch have every single one of these tools in them. And why? Because they all hit different What learners and the reason you're not gonna be? I can guarantee if you say to me, I'm comfortable with ease, but not these. It's in direct correlation with how you learn. It's not about how you learn. It's about how vale er a lot of people hear this and go man, I should be a dentist. This is hard stuff. It's not easy to tutor 30 people at once. Isn't people don't realize this? It's easy to stand up here and tell people what you know. That's not instruction. There's one thing you learn today. It's that Okay, yes, The question was, I noticed Jason, when you give us exercise, it's really short, like 1 to 2 minutes. That's if I give you an exercise during a lecture, I call what I'm doing right now, lecturing if I give you a hands on exercise. That last one I gave you is 20 minutes. So that's the 27 20 rule, But yes, I try to keep it under 20 cause that's about how long I can keep your attention. Even on an exercise. That one you did when we stopped. Most of you were like, All right, I've had enough of this. She noticed that 20 minutes was enough for you. If I had done it for 60 minutes, you just said, Oh, I can't believe this. It's taken. But once we get a luxury, it's a lot. It's I got a lecture sometimes for a good three hours straight. So I use those 125 minute things to break it up and get myself back to 7 20 Good. What other questions do you have about, um, this one? Create reaching every learner? Yes. Yes, this is all there's. So there's so much here that is going like, obviously a lot of preparation. Yes, shortened In order to use this stuff. Yeah. Yes, that's it's kind of daunting is very daunting. Stop with these name with these names. Your yeah, Paul Paul brought up a number of good things right there. I think it's good for us to briefly talk about this. He said, Jason, the number of things in this book. It's daunting how many there are in the thought of combining them all into one lesson plan and trying to get all this to happen. It's like next to impossible to even think about it. Remember when I started this off? I said, You want to revisit this program three times over the next three months, the whole program. So this will not happen immediately. You're gonna get basically stage two in a little less stage three today, where you can see what I'm doing. And by the way, if you get to that stage, that's awesome, because I'm giving you a lot of stuff here. I'm literally giving you like, 20 years worth of material in eight hours. Yeah, and you gotta get He's making a good point. We got to get to stage for at least. But the other way is you've got to start making repetition your details, and the way to do that is I'm going to suggest if you want to make something a habit, you got to do it an hour a day for 90 days. I'm not saying 90 straight, but over the next year, maybe an hour a week or whatever it is. This thing right here is not a workbook for today. Only this is a resource guide for you for a long time. This is a resource guide for a long time. So you can use this for the next year. Two years and I've had trainers who have who have come back to me after two years of implementing this stuff and say, Finally, after two years, I've got my teaching tools in place. It's okay if you're gonna be doing this for a long time. It's okay to say that one less daunting thing. One last thing I want to suggest you take one of these things that you've learned today and try it next week, one thing and do it three times. And so you've got it. Remember, it takes, like, 7 to 10 times trying something before you decide if it's refer you or not. One last thing I should say is have somebody observe you. And if you're gonna try this stuff, say, Hey, I'm gonna try this today coming and watch me see how I do. That's powerful 11. Create Amazing Training Materials Part 1: notice. I have been talking again for about 30 minutes. It's afternoon. That's a lot. So I need to do another quick activity. And also we had somebody say. Well, Jason, how come you've been doing just 1 to 5 minutes? Because I don't want to overwhelm you with activities either. So we're gonna do a quick one again. This is going to be a partner activity. I want you to work with a partner here. Why? Because it's the afternoon. And you just did an individual one. You need to talk a little bit Now. Now, here's the thing. Why would you want to do this? I just switched lessons. I need a what? Right now. A review at the end of the lesson. But what do I need? I need a transition. What do we call that thing? Ah, Hook. I gotta have a hook. You guys are saying yourself. Why would I want to do this Material? Create amazing training materials. I don't create materials. You might say somebody else does That already got good materials. I don't want to do this. If you learn this, you're gonna learn the building blocks the foundation for what goes into any lesson Marrow . Paul said. He said, How do I actually go into my lesson and change it? What do I do? This is gonna teach you this is going to show you how to do it. I'm actually going to teach you a scientific way. Educational science, science of going through your lesson and finding exactly what you want to teach. Throwing out the rest if you're gonna exactly what you want and then using that to create materials. This is very powerful. And the way we're going to do this is this. I want you to look on the top of page four on chapter six. Create amazing training materials. We're gonna We're gonna review something here. What is the task? Let's write this together. What's a task? This is from way back earlier today? Yeah. It's something that everyone wants to be able to do based on their what? On their role. Good. You guys were getting this. Oh, you already know my tricks. It's something everybody wants to do based on their role. An objective. This is what you're gonna right now. This is the new thing. An objective is what the trainer wants to teach the trainee in order for them to successfully complete tasks. An objective is what the trainer wants to teach the training so that they can successfully complete the task. That's called an objective. Now, why in the world would you want to know this? I am going to show you right now one of the most powerful things that you've learned and it's called. Well, it's a different kind of objective. I want you to watch this. There is a We're gonna do a little math right now. I told you we were going to do math today. Chris. You didn't believe me. He didn't believe me. We are going to do this. And what I want you to do is I want I'm going to suggest to you that of the 50 odd adults in this room right now, 80% of you actually do not know the concept behind simple addition. And you might say I don't know if I agree. If you Jason, let's find out. Somebody want to tell me? By the way, there's three kinds of objectives you're about to learn. All of them, and one of them is called a concept. Most trainers don't teach these. If you If you look at most trainers and teachers, what they do is they teach definitions and they teach steps. But they don't really teach the concept. They did. They don't even teach it in grade school. I bet you more than half of you learn how to add and never really understood why how you did it. I'm gonna prove it. Somebody tell me how I would add. 467. Plus 578. Don't worry, I'm not going to set you up for failure here. I know that there's only one way to do this. Do so. Tell me what are. There's only a couple, but there's gonna be a way that you all tell me. So what is it? What's the first step? If I were toe make the steps to do this, what would the 1st 1 B okay, at the seven of the eight? No. Ad Seven. And the A Okay. Did that, by the way, Just so you know, let me give you a caveat here. I'm 1/5 grader and I know how to add one. Number two, another one, like single digits. But I've never been taught three digits. I'll make this little tougher with right down, right down the second digit. All right, I'm right down the second digit five. Now what the other wait on sport. What am I supposed to do now? Everything underneath these two numbers write down five. But it's not five. It's 15. I saved the one Save the one. Okay. And where do I put it? I've got the one now. It's sitting right here. By the way. You should know. I'm very confused, but it's all right. I'm a pretty patient, non challenging math student. So I will save the one and sitting in my hand right now. Now, what do I do with the one? Put the one on top of the six. I put it right on top of it above it. Put the one above the six. All right, So I put the one. Oh, this is the first person that's starting to get the concept. Did you hear what she said? She also said, Do you under uh huh. Concepts have to do with understanding. Don't. It's possible now that I could do this math problem. I could do 50 of them because that's what the teachers made me do and not really what I understand. Well, let's keep going. Actually, she said, Do I understand the tens and the hundreds stuff? Right, single digits? And so I'm going to submit to you that most of you don't. How is that possible? Well, let's prove it. I can actually keep going. I'll do what you told me to do. Six plus seven is 13 is 14. I put the four here, put the one up here nine, and then I put the 10 and I can say that's my answer. And then I get to go home. But I'm going to suggest to you that is soon as I change this to based nine. Most of you can't do it. Who wants to try? Seven plus eight is 15. So right. But let's I think you got the concept. Say you can't talk now, but I want everybody else to talk because I want to prove something to you guys. You're adults, and you need to know why you're going to do this right now. You notice I'm spend like 20 minutes on the why, so you'll even do this activity for me. Plus, it's the afternoon and I thought we do something fun. So look at this. Seven plus eight is 15. So you put this six down and you carry your one right? It's obvious. Well, I just did what you told me. I add them together. I wrote down the number. I saved the one and I put it above. And most of your look at me going. I don't understand. Are you saying how many of you are saying I don't understand? Be honest. Let's see it. Okay, so they're about 80% of you. So you guys never did understand how toe? Not how to why you would add these, did you? Let's let's actually go through this together. What place is this? That's the ones place. What place is this? Tens places this 100. So if I was to really look at this, seven plus eight is actually 15 which is the same as 15 or extra. Let's make this real simple. How many tens? Aaron? 15 1 10 And how many ones are left over five once. That's where your numbers five and one came from. There's five ones and one time so I can leave the five ones here and I take the 10 and I stick it here. But it turns into a one because that's what place Penns Place. Let's try. Base nine seven plus eight is 15. That's the same as how many nines? One nine and how many ones left over? 06 six ones. So watch this. This is really the ones place. This is really the nine's place, and this is really the 80 ones place. So how did you get that, Jason? Well, what's this one really tend to the zero power, right? What's this? 10. Really? 10 to the one park. What's this 100? It's really tend to the to power that's based 10 over here. This is really nine to the zero power nine to the one power nine to the to power. So, really, what I've got here is 19 and six ones left over so I can take the six ones and put it here . And then I take the 19 and put in the ninth place. But now it's just one night. Now, if you say to me Oh, that's called a light bulb. The light bulb went on for you. So if that's the case, yeah. Oh, why did I do the nines? Is the question was, Why do we do the nines? Because it actually turns out that Western civilization has chose based 10 so we can cheat . Couldn't we have chosen based nine in America? Couldn't we have decided that all of our numbers are going to be in base nine? And this will always stand for one's nines and 80 ones? But we decided, based on our monetary system and other mathematical obligations, that would just be ridiculous and stupid like, Why did I confuse you? Because I want you to feel and remember what it's like to not understand the concept and be taught on Lee the what? The How I want you to feel that way. Feel that she says, Mission accomplished. Good. So what I'd like you to do is I'd like you to take about 10 minutes. I want you to work with a partner, and I want you to do this activity on call. It's called teaching objectives, and what you're going to do is get a chance to do this with a non mathematical thing. And again, why are we doing this? Because I want you to really understand the building blocks behind curriculum. That's what we're doing right now. You're about to discover the ingredients toe, any lesson plan on the face of the Earth, and that is going to allow you to make even those things easy to understand. So 10 minutes work with a partner or by yourself. You choose. I recommend a partner. Let's go over this now. Some of you might have looked at this and it might have been a little bit confusing. That's okay. I wanted I want to go over this with you together. First thing I want to do is this. If you look at the very last step, Step four, it says, What are the concepts we have discovered that define credibility would fit in a glossary. Therefore, it's a convention. Next one. Identify the steps to build initial report that is going to fit in a quick start Quick step guide. So that's gonna be an algorithm. Next. One. Explain why commendation can cause higher brain disconnection that's gonna fit in a. That's gonna answer what skin is here. Why? So that is going to be a concept we keep going. Describe the effect of mastering content for 90 10. That is gonna answer why. So that's gonna be a concept, even though it doesn't say why. In effect is not glossary, it's definitely not a step by step. Is it next one Describe the difference between teaching strategies and teaching tools. Well, that could go in a glossary, but it could also be a why. So it's boat. This is one of the ones it's both the next one. Identify the four ways in which adults learn that could go in a glossary. Couldn't now. It could also be a little bit of why, but mostly it's a glossary. Next one defined leading question. This one's obvious to find a leading question. Where does that go? A glossary. So is that a convention algorithm or concept a convention and then select the correct teaching strategy for each teaching topic? What would that be? If you've got to select it, there's probably steps to do that right, So that's gonna be a what? An algorithm Good. And then finally describe where challenging trainees attitudes come from. That's not a step by step. That's not a glossary. What's that That's a what? All right, so now we have it, you're ready to define these Next next thing it says is using this object is above. Write your own definitions off a convention algorithm and concept. Take 30 seconds right now on your own and write down your own definition of a convention of an algorithm and of a concept. What do you think they are? Notice. I'm asking you to synthesize, aren't I? All right? Would you come up with for a convention? What is it? It's a definition. The convention is a definition Would you come up with for an algorithm? What's that step by steps? Steps? Basically, Would you come up with For a concept, It's understanding stuff. Now there's over. Have you write a bunch of stuff here? You ready? A concept could be explained why a concept could be explain when a concept could be. And actually, I think I'll write these with you. A concept has a whole slew of opportunities. You could explain why something is true. You could explain when something would happen. You could explain who does something. I can't explain. How What's that? It's an algorithm. So an algorithm is going to not explain why winner who but an algorithm is going to explain how some things done in a convention isn't going to do either one of those. The convention is going to explain what something is. Look at this concept is why, when who? It can also be the effect of something. It could be the relationship between something it could be what happens when something happens. And if you look up here, which one of these three is the most difficulty and involved in challenging to teach concept in which one do we always if we go to most classes, never see that concept Case in point. A math problem. I just showed you how many kids were taught that math problem, and they know exactly what those numbers are. They know exactly how to do it, but they have no idea when, Why the effect or any of that stuff? This is huge for you. This is gonna what I've just taught you should unlock Aton of stuff for you when it comes to curriculum. Because when I'm going to suggest to you, is these things up? Here are the Onley three kinds of objectives you will ever have to teach to anybody, ever. I can take any class and weaken list out everything that's gonna get taught. And it's one of those three things every time. This is the fundamental foundational building blocks of any good curriculum. The fact is, if you go ahead and do this for your class and I highly suggest that you do, one of the first things you should do tomorrow or whenever you have a chance, is take your class that you teach and write down everything. You intend for people to get out of it, not tasks anymore. But what you're going to teach them that are gonna fit under the umbrella of the tasks they want to learn and and then label A for what algorithm and v v as in victor for conventions and see for concepts label. And if you don't have any concepts Uh oh, that's bad. That means they don't understand necessarily. That means all your teaching them is how to do stuff. So you now know half, actually, you know, half of how to create training materials that rock. The first thing you need to do the half is you need to go through all your curriculum and figure out the tasks you need to teach. That's what they want to know. Figure out the objectives you need to teach in order to get them to understand those tasks . And then you've got it. This is the steps. Two amazing curriculum. If you're seeing yourself, Jason, what you're saying is all nights, but I can't do this when I go home. Yes, you can first thing identify the role that you're going to teach. That's the first step to write in any curriculum. First thing you do is find out who's gonna come. Second thing you do to write amazing curriculum is you. Then figure out the tasks that those people need to know. Figure them out, agree on them with your co trainers, and that's what you teach. Third thing is, you figure out well, you can tell me now objectives that you're going to teach them, but you're Onley gonna be you. Here is the rule that I'm gonna give you. You can Onley include objectives that feed tasks I've looked at. I've done consulting for a number of different institutions and every time I get to the consulting for the curriculum part. They say to me, I need help with my curriculum and I look at their curriculum and either they don't have tasks. They're not matching the roles or Number three. Their objectives don't feed the tasks. And that's why people don't listen, because they're teaching stuff that the people don't want to know because they're not relating to tests. The only way someone's gonna want to learn something is if it feeds the task that they want to know. So if you go through your curriculum and you agree that you have seven tasks if these air the tasks I need to teach this literally becomes my agenda in that agenda, then these air my tasks that I've chosen for this month. The's seven things hook your class, become their favorite create your presence, could understand your learners reach every learner, great training materials that rock and handle challenging trainings in every trainer that comes to this. This this module, every one of them see those and go, Yeah, I do those things, but they But how am I gonna teach that? That's up to me and I create objectives for this. So one of the objectives I have is called define objectives. Another one defined. They describe the difference between concepts, algorithms and conventions that we just handled. That one another one that I have is explained the effect of not teaching. Conceptually, the effect is what people don't want. I understand this is the first half. When we come back, we're gonna get two steps four and five. I'll give them to you now because I know some of you are. I'm hanging, hanging your right now. But number four is then to create or figure out what you're teaching strategy is going to be. Remember when Paul said, Oh my gosh, Jason, there's just so much stuff and I don't even worry stuck. This is where he said, You start teaching strategy. If you look at me go. What are you talking about, Jason? Teaching strategy. You haven't taught us that well, I'm gonna teach you as soon as we get done with her next break here. Teachers for teaching strategies that are, in my opinion, the best teaching strategies that you could you could employ in any environment. And then five. What did I tell you guys? Tell me, what's the thing you can do to reach every learner, regardless of strategy. Good teaching tools. Very nice. This these are the five steps to amazing curriculum. Those five things you want to write curriculum, that's what you got to do. So when we come back, we're gonna teach you the last piece, which is the strategies. Let's take a seven minute. Will come back off seven minutes yourself. That Okay? I'm gonna take two more breaks today. This is the first. That's why we're going seven. Take a more frequently and last time. All right, let's go ahead and get started. Um, here's what I like to do. I want you to turn to the back of the exercise. We just did. So we're still in the same chapter on creating amazing training materials. And we're on the part that talks about wrapping it up. Step five. And this is where I'm gonna bring it all together. Some of you actually approached me at break, and you said, Jason, I'm with you. I've been with the all day, but until this section, and I'm really just not sure what the heck this was for and why we did it. And I'm not really understanding it. Well, let's actually help you understand this a little bit. I've been in a lumber situations where people have trained very important people on very important things. And then they turn around and they say, OK, now we're going to go live. You know what I mean? By go live, There is software programs, for example. They train them on a bunch of software stuff and it's brand new software. And then the next thing you know, they've got a turn on the software and use it. And what happens is they train them on base 10. They show him the what the how. Then they go live and guess what shows up in the system based nine and nobody has a clue. And you even at the goal, I've you support the go live and you go up to the person and you say, Hey, how's it going? And the person says to you, I don't have a clue what I'm doing and you say, Well, weren't you trained? Well, yeah, I was just trained last week. Well, then why don't you understand? And so they show how to add in base nine and the person doesn't know, and the reason for this is because they never learned the concept. So if you're saying well, why don't we just learn all this chasing? Because what I'm gonna tell you is this. If you don't teach concepts, people can apply what you learnt. T what you teach them and what they learn. They can't apply it. They can regurgitate it, but they can't apply it. And that will cause significant problems for you from a monetary standpoint from a time standpoint from every other standpoint, because they you think they have it, but they don't. This is scary. And if you don't understand this, then what will happen is still training. You spend all this time money, resources on training and it turns around and it flops because people don't get it. They can't apply. They don't understand. So let's actually give you some specific takeaways for this chapter. Here they are, Step five. How do you teach conventions effectively? There's four ways. If you're going to teach a definition a convention, here's how you do it. Step one. If it's not related to a concept. If it's just a convention, then what you do is you give him the definition and say memorizing. That's step one. If there is no concept behind this, you literally say memorizes. Look, this is a piece of chalk. Memorize chalk. This is a pen memorized. That is why it doesn't matter. Just memorize this. You don't need to know why there is no why. Second thing you do. If it is related to a concept, this is Step two. Teach the concept first. If it's related to a concept, teach the concept first. Want to know an example of this? The difference between praise and encouragement, The difference between a step learner in a research learner. Those are conventions that are also related to a what a concept. So you have to understand the concept first, and then you can understand the definition. So first step. If it's not related to a concept, just give it to him and say Memorize it. Step two. If it is related to a concept, teach the concept first and then teach the convention Step three. If it's important, have them write it down somewhere. Why would you have them write it down? Because later they need to what? It's not hard to understand it's just convention. But later they need to What? Remembering the problem with conventions. Not that people don't understand them. It's that they can't remember. What's this again is it's Chalker. A pen I don't remember. They forget. And the fourth thing, if they forget, what do we need to do with him over and over? Review Drill. So the four step that teach conventions is to review and drilling this, by the way, you guys, this is really amazing. It took me years to figure this out, and everybody reviews in drills. Everybody teaches definitions, but nobody ever told me that if it's a convention, here's how you teach it. And if it's an algorithm, here's how you teach it. And if it's a concept, here's how you teach it. If somebody would have just told me this, it would have saved me literally 10 years of heartache. Well, I'm telling it to you right now. So the next thing algorithms, here's the first stuff for them. Show them one first. That's the first step. Show him one first. So if I teach you how to solve an equation, the first thing I should do is stand up here and show you how to solve this. First you watch me do it first. That's how you show stops to somebody second thing you do they do one with your help. Now, I signed you a whole another problem this time you do it with my help. So I would go up here and I'd say, All right. Well, what I do first. And you'd say, Well, I would divide both sides by two Note. What would you say? The first thing you do? Oh, I add four to both sides. Yep. So you're I'm giving you help right now, aren't I? That's step two. Step three to teach an algorithm they do want on their own. Does this sound familiar? By the way, what am I giving you right now? The stages of learning. That's how you teach algorithms through the stages of learning and finally step for just like the conventions. What do we need to do? Half We're all done teaching this review and drill review and drill is good if it's for conventions and for algorithms. Now the part you've all been waiting for. What are the steps to teach concepts? Step one if it's described the effect of teach it after the algorithm or convention number described the effect. If the concept is to describe the effect off doing something, you can't possibly teach this unless you've shown it to him first and then they can see the effect. So what you do is you, you say Okay, I want you to click this button. They click it and something happens. You see what happened? Well, that happened. And then you say, Well, what do you think? That now you're ready for the concept. So you describe the effect you first. You teach the algorithm first. Then you teach the concept. If Onley it's described the effect of It's the only time you do this every other time you teach the concept first. So number two number two right down Teach the concept first and then teach the algorithm Always, always, always do this. I'll review these with you. Number one that you should write down is if the concept is described the effect of something then you teach the algorithm first and the concept second, Why would you do this? Because they first need to be able to do the algorithm and see the effect, and then you can talk about why it would happen. But for right now, you should know that for if you remember nothing else next, this is number one next to number two. You should say, teach the concept first and then teach the algorithm. And what a most trainers do, They do it the reverse way. They show people how to do it, and then they explain why Don't do that. If you remember nothing else from today's chop this chapter remember this concept first, then the algorithm always, except for that one anomaly there, which, if you're not familiar with that, it's okay. So what I'm saying is, if you're gonna teach teach based 10 and how to add problems together first you need need to teach the kids exactly what Patrice set. You remember what she said? I said, Do you understand the tens and hundreds? Jason, you understand those? And she knew I needed the concept first. Then I could learn how to add. That's why I went through that problem with you. So you understand this constant first, then the algorithm number three for very difficult concepts, make them attained it on their own I'll say that again for very difficult concepts, make them attain the concept or get it on their own. You've done this twice today and you didn't even know it. The first time was with praise, encouragement, the neutral statement and higher brain disconnection. Do you remember that activity you did. You figured that stuff out on your own through an activity, you attained it on your own and then we went over it. The 2nd 1 that you just did was the one where we did the objectives in the difference between concepts, albums and conventions. You figured those on your own? I said to you just now I said, Write down your your definition of those three and you did it. You attained them on your own something. We didn't quite get it yet. You started to attain it on your own. That's powerful. 12. Create Amazing Training Materials Part 2: I'd like you to turn to the part in this chapter. This Chapter six right now called Teaching Strategies keep paging through until it says teaching strategies. And I'm going to give you the top three or four teaching strategies that I know off. And I'm gonna tell you some really heavy hitters for how to teach these in in a classroom. 1st 1 is what you might think. It's called a lecture. It's what I've been doing about 70% of the day. Today. I stand up here and talk. You guys listen, and yet we've been doing this for almost eight hours and you're still paying attention. And for the 1st 4 hours, you looked at your clocks and you said, Wow, that went fast. Remember that. Here's how it happened. First thing teaching strategies and teaching tools before we get intellectual. Let's define these again. Here's a review teaching strategy right down next to that teaching strategy. This is on the previous page. Under teaching strategy is a method to deliver new information to trainees. That's what it is. I'm going to define this right now. A teaching strategy is how I'm going to deliver new information two trainees. A teaching tool is a way to supplement a teaching strategy to target who all others. A teaching tool is a way to supplement a strategy to target all learners. So say it again. A strategy is a new material. Always. And teaching tool is a supplement. You've learned a dozen teaching tools today. Remember, Buddy system directional statements, questioning techniques. Right down box reviews all those now 7 20 rule with review this every seven minutes. What should you dio change? What? The tool. Good. Every seven minutes. What? The trainer does changes. And every 20 minutes. What should you change the strategy? Good. Every seven minutes, you change tools. Every 20 minutes, you change strategies. Man, this is powerful stuff. This is the stuff I wish someone had told me a long time ago. So if we go to the lecture now, let's look at lecture Next page. There are three components to a good lecture. You ready for this? Three things that if you do this well, you will have a bang up lecture. And you've learned a number of these already. 1st 1 is a hook. Every lesson if it's a lecture, needs a compelling hook. The hook for this last election lesson might be something like this. I'm going to teach you all of the tools that you need in the building blocks. You need to write amazing training curriculum every time. That's a good hook. People would want to listen if they're interested in that kind of thing. Number two. It has good visual aids. What visual aids In my M point. Right now, what's one? The power point? What's another? The board? Another is my body and facial expressions. What's another sticky notes? What's the last one? That, by the way, has been the most compelling for most of you. This companion, this thing's powerful. It's it's literally my lifeline at 3 30 in the afternoon to keep you at your attention, It's the lifeline. If you have to write something else down, it's annoying is all. Get up. I understand that, but it's important to keep your attention big. So 3rd 1 is what I'm gonna call engagement techniques. Half of you today wanted your goals to be engagement techniques, and I'm going to review with you what the's are. What's one technique I've taught you to engage? I did it just now asking a question and write this down. This is the other one. What's that one? If I say write this down good. So you're even just all right it down, he told me to. But no, it really That's a technique. So directional statements and questioning techniques are your top two hitters for a lecture . And I've been doing these all day long. It's a good thing I told you at the end. So you didn't know what the trick right? Because not always just trying to engage me. Of course I am. I'm a trainer. It's what I do. All right. So do you remember the four types of visual aids? Of course you do. We just set him. There's the board sticky the power point in the handouts. That's what you've got available to you. If you're not using all of these, you should be. Think about your classes. Do you have all four of these you have aboard are using it. You have stickies they're using them are using ah workbook. If not, make one. Does it have ready down boxes? If not, put him in. It's too much work, Jason. Well, good luck to you then. But if you do it, it's gonna be much better for you. It's more work up front. Last work later. Remember the four types of questions its review? These. You have a box for this in the next page. Four types of questions. What's one question leading question? Good. Write that down. What's another one? Expert question. What's another one review question? What's the 4th 1? This is the one we're All I'm trying to do is keep you engaged. That's in active question. Good leading review Expert. Inactive those your four hitters for that. And what are the three types of direction? ALS. We haven't covered this completely, but do you remember from the activity what they were? If I say to you in action verb that makes you do something, what are the three things I could ask you to do? Write something. Look somewhere, and the 3rd 1 is to read something very nice. Did you notice? I'm not just giving you the theory. OS questions do directions known. We're giving you the specific kinds. Review. Leading expert Active, read, look, do. That's what you put in your curriculum. Paul, when you write your lesson plan. You put directions in there, do it. It's a good idea to remember the other teaching tools. Take two minutes right now on your own and write down as many teaching tools you can think of and start your favorites go. I'll give you a start. A written review. That's our 1st 1 Take 30 seconds. Finish up the last tools that you can think of. Okay, if I gave you guys, if I gave all of you my top suggestion for a teaching strategy, which is number four over there on that list, remember role tasks, objectives and then teaching strategies? My first suggestion for you would be a lecture. It's that it's the best strategy that there is in my opinion, because you can do it the quickest. It's the most efficient, and if you're good, you can target everybody all the time. I recommend 50% of your curriculum be at least 50% lecture. But did you notice that throughout lecture we're gonna interspersed with other stuff? I'm gonna give you that in a second, and what I've just given you is the way to write a lecture. You do the what? What is in a lecture. It's got a hook, visual aids and engagement techniques. Now look at the next part when dough. I use this strategy. There's literally almost a dozen bullets here for when you do this. You can read through these on your own, giving example. When it's the very first topic of the class, you should lecture it another example when it has been preceded or will be followed by a topic presented with a different strategy and so on. Vera. Curriculum writer This is awesome for you to read this. Look at the next section. What will I need to create for the lecture strategy? Two things. You need a companion and you need visual aids. That's it. But you do need a companion now look at the next part. How do I create these materials? It literally gives you a guide here on how to create thes reference text screenshots. Write it down boxes. Visual aids. How do I teach with this lecture? It gives you a step by step guide. So there it is. I'm not going to go over all this with you, but I highly encourage you. If your goal this morning was a curriculum writing, and you want to make amazing materials read through this strategy. Number two. You ready for this one? It's called Brainstorm and discuss. This is when I would use every class I teach. If you want an awesome awesome hook, raise your hands in your head. Don't you love that one? Raise your hands in your head. Raise your hands in your head if you're one of the people that said, Jason, I want to learn today how to get buying if you want to get buying. Use the brainstorm and discussed. Remember when Jim said Jason, I walked into that room and everybody was off doing something? I want to get their attention. This is one of the best ways to do it. What was the brainstorming discussed? I gave all of you. I put a slide up and I said, Take five minutes and write down everything you can think of. That makes a good what trainer? You did it. And did I have any trouble with engagement? You were all about it. You can do this with anything, but I recommend you do it when the beginning of class right away. Now let's look at what it is. Take a look on the bottom here. What is this strategy? It's to stimulate discussion with your training. Is if you have a class, It is very quiet and won't participate. Oh, my gosh. Do you remember this? Cathy, You're gonna tell Jim about this? This is good for you. So, tree so you can tell him to. If you've got a class, it won't participate. Here's what you do. You give him a task question to hook him. What was my task? Question? What makes a good trainer? Next thing you do, you give him a visual aid to capture him. I use the power point in your workbook. And third thing you do. You do a class discussion afterwards. And if you look up here, this was our class discussion. Remember this? This take this took us about five minutes and then another 10 minute discussion is a 15 minute thing. And you could do this in the middle of the afternoon. I love this. I had a trainer come up to me one time and goes, Jason, I just got done teaching at three o'clock and I literally said to my my 50 to 100 training . As I said, Hey, look up there! And then they use the direction. They all looked up there and he said, So what do you think is wrong with this screen up here? And all the training just looked at him, and this is what she says to me. She goes, They just looked at me, said nothing. I can't get to talk to me, she says. I said, Try the brainstorm and discuss. What do you mean? Well, instead of saying what's wrong with this screen? Say, take five minutes or two minutes or waving one minute, get together with four people a sign of writer re layer timekeeper, facilitator, and then ask the question and then ask them to respond. She did this and she just had discussion. At 3 30 Erupt she had everybody participated again because of the brainstorm and discuss. So when would you use this strategy? You use it right up front tow, hook him and wins the second time You'd use this? Yeah. Like right about now would be a good time Where I get you in groups of four and you're brainstorming, discuss and be perfect right now. Third thing. Let's go to the the last. Our next strategy here. If you keep scrolling through, you'll see one here. Keep keep paging through TC. The strategy called Structured Synthesis. It's at the top on the left. There you see it structured synthesis. I'm going to read this with you. Take a look here. Is it okay for me? By the way, to grab a book, stand up in front of you and read it. Absolutely. It's cool. It's fine. Why? Because who likes this? Researchers love this, and it will help some now. Some people. Oh, I don't want you to read to me. Well, let's try this. What is the strategy? I want you to highlight important stuff for you through guided stuffs and leading questions highlight those guided steps and leading questions. By the way, when I say highlight those who my pulling and now it's not the research learners, the create learners. Yeah, through guided steps, leading questions, structured sentences, walks the trainees through new functionality and new teaching objectives, which allows them to perform the task or lesson of this lesson on their own. Because of these characteristics, it effectively meets the needs here it is of both step and research learners with targeted direction. ALS write it down boxes structured synthesis also meets the needs of talk and create learners. Wow. Did you know you've done this like three times today? The praise and encouragement activity was a structured synthesis. The objectives activity you did with concepts, algorithms and conventions was structured synthesis. The activity you did where you went through and figured out the last half of the tools the visual aids, the benchmark checks, the individual assessments, the buddy system that was structured synthesis, step by step with fill in the blanks all the way through that we go over at the end. Three of them we did today. We spent a good hour or more in structured synthesis mode. So remember I said to you at the beginning, the day I'm gonna model for you. Everything I'm going to suggest you do. If you're a curriculum writer, take one of the lectures you have. Remove it and replace it with a what? Structured synthesis. An activity that step by step. But don't just give him the steps, take a step out of there and then put in there in its place. or what? A box where they have to write it. Those are the top three hitters I can think of. There's a lot of other strategies out there, but I think lecture, brainstorm and discuss and structured synthesis are your heaviest hitters that you've got. So this, by the way, you'll see in this chapter, When do I use this strategy? It'll tell you. Check this out. When do I use this strategy? When you've been lecturing a lot and would like to break it up. I love that one. You've been lecturing all day long, and people are tired of listening to you, like right about now, This would be a good time for me to stop and do something else. 7 20 rule is really in effect right now, so I'm going to do that. But I'm going to stop and ask you what questions do you have about teaching strategies before I give you the final one? And then we move on to challenging trainees here. Okay, You have one last page in this book. You're in this chapter and it is the one entitled to ways to use a write it down box. Turn to that page, and I'm gonna show you two things I'm gonna show you. Write it down box. Method one over here. So this is the Method one and write it down box method to over here. Now, watch this. I want you to imagine that you've got a companion that looks like this, and you can draw this with me if you want. Or you can just look up here. You can take notes as you go. But this is This is the same class, same workbook. But what I'm gonna do is I'm gonna show you how the workbooks look different for those of you who are curriculum writers in here, how these would look different. So this 1st 1 I've got a bunch of reference text that looks like this. And then I've got to write it down box over here. That's method one. You can draw this with me if you want to. In your boxes. It's fine in the 2nd 1 I've got a bunch of reference text as well, and I've got to write it down box over here is well, they look exactly the same with one exception. Method one. I have something I want to teach. Let's call it X, Y and Z, and that's exactly what I have them write down X. Why in Z? So what I'm saying is there's a bunch of reading material over here with X y Z and it and then I have them write down the very same thing over here in the box that's already over there. Now, what will be the effect of this? It's already in the reading and I make them write it down again. What's the effect of some adults? Yeah, it needs focusing. What else? If it's already there and I'm saying now write it down. What will some people do? They'll say, I'm not writing that down. You're patronizing me. It's right there. Why would I want to write it again? That's ridiculous. So what some people do is, they say, OK, I'm going to teach a B and C in the reference text, and I'm gonna teach X Y and Z over here. But what's the problem with that? What if somebody doesn't show up for class? They get a B C. But they totally miss X Y Z. Well, we're in trouble in their way. What are we supposed to dio. Here's what I'm going to suggest. You can write this with me. If you have a companion that looks like this, it's OK and could be very cool because, remember, we said, Even if it lives here, what you can do is you can say to them, given directional that says, I want you to read this, Read it on your own. Then you say to them Now I want you to write in your own words in that box what it seemed now is there a reason to do it? They might. Some people still might say, No, there's no reason it's right there. But what's the real reason here? It starts with the symphony ends with a kiss. Yes, it's synthesis if you ask them to remember, we said. Synthesis means, by the way, this is the goal with Write it down boxes. Synthesis is the goal for either one of these situations. You tell him to read it and then say, Rewrite it And here's the key in your own words, which is what some of you are doing right now. Now look over here. What if this is your is your companion? It's OK to this is fine as well. It doesn't matter what your curriculum is. This will teach you Either way. What you can do here is you can say, all right, You got this on your own. But this instead of asking to read, we will ask them to what? Listen, we stay stuff to them, and then they have to write it down. Still in their own. What, in their own words? Either way, you're golden. You write it down boxes or golden. So some people say this to me all the time. They say, Jason, I can't teach with my writing down box because it's already in the reference text. And so it's not gonna work. It's OK, just haven't read it first. Other people say, Well, it's not in the reference text. So what if they're not here? Well, what I recommend then is to create the facilitators guide with the answers in it. And the people weren't here to send it to him. Now they got the answers. They're fine. 13. Handle Challenging Trainees Part 1: 123456 I'm gonna teach you about seven challenging trainees. If you say to me, Jason, I don't want to learn this home boy. That's because you haven't seen these people yet. Once you see one of these in your room, you will be clamoring toe. Learn this because they can make your life really, really difficult. So if you haven't seen one of these, you will. And it will happen about 1 to 5% of the time. And when it does, you need to be ready. So here's how we'll do it. Basically, we've got seven types of talk hogs resent recyclers, grippers experts, quiet types. I'm going to start with. The res enters, and I want you to take a look in the chart that you have. I believe it's four pages in. You've got a blank chart. You didn't think I was gonna let you off the hook on this one, did you? You're gonna have to write these with me. Now. You write if you want to. I'm going to talk. But I suggest you write these in a way that makes sense to you. But I want to show you something up here. Look at this. This is a real picture. This really happened. I didn't make that. This is a picture that got sent to me from a trainer. And the trainers sent this to me and goes, Hey, I just want to let you guys know what kind of what kind of person I had in the room this week. This was written on the desk at the beginning of the day. First day, not too happy to be here. And then it was posted for everybody to see. Now you should know. It's funny now, but this is called a res. Enter. This is the one that is per possibly the most challenging and hurtful of the challenging trainees that there are. This is the kind that can make trainers cry that can make them want to seek revenge that can make the mad hurt. You name it. It's because they cut right at the heart of what you do for a living. They literally will come up to you and say, I can't believe that you would work for a company like this. I can't believe you get paid to teach me this. I would never come here if I mean, they say stuff that you can't believe. And this is just the start. Why? I'm gonna suggest you with any challenging trainee that the very first thing you have to ask yourself is this. Step out of your shoes and ask yourself why they're doing this. It's not about you right now. It will feel like it's about you. You'll say to them, Why are you doing this to me? Stop it. Stop being so mean. No, it's not about you. They would do this to anybody who is in the front of the room. You're in the wrong place at the wrong time. And it's not about you. It's about them. And I guarantee you, if it's a res, enter, they're driven by the following. They feel like a prisoner. They do not want to be there. They've been told they have to be, and the only thing I want to be there. They resent being there. They're mad and they've been hurt. And they're going to take it out on the next trainer. And that's probably you. So what drives them? They're afraid. They're resistant, they're frustrated and they actually want vengeance. Some of them. Now I want you to take your your hands and I want you to hold a spot here, and I want you to go back to the very first page in this chapter that has a bunch of text where it says difficulty, attitudes and personalities, and I want you to take 30 seconds and read for me on your own. The three reasons why people are challenging read about these three things. Frustration, resistance and fear, frustration training. So they feel frustrated having undergo training. Or they may become frustrate if they don't understand it immediately. Resistance. Nobody likes change their resistant to this. People are unhappy about being forced to accept the change fear. They're worried about their ability to learn, and they're worried about the number one fear of any learning, which is to look what push which one of these Now go back to the same page you're writing on now. Which one of those is this person driven by frustration, Resistance, All of them. I started with the heaviest hitter. The resent er's are the toughest of the tough. They're the worst of them all when it comes to how you're going to feel you will want to hurt them back. Don't do it. That's number two up here. You'll take it personally. Don't do it. It's not about you. You will want to get in a power struggle so bad it'll hurt. Don't get in there. This is where I'm gonna talk to you about my nephew, Coal. Cole, I'm actually gonna tell you a story about this. Now, this is something that cold it And this is something all kids will do. So some of this I'll share with you some of it. I won't. But let me just share with you the stuff that you really need to know. So we're at the grocery store, and Cole's dad says to me when you go to the grocery store, coal can't have candy bars. You can have fruit snacks or granola bars. That's what he gets. Offer him the choice. He'll try to take a candy bar from you, and you can't give it to him. So I say to him, Okay. I'll go to the grocery students. I get there, I got cool. I'm gonna share some power with Cole. I'm gonna offer my choice. Things will be fine. So we get there in the court's first thing, he does talk on my on my pant and I looked down And if o if I look down, what did I just dio he got me. He figured, Oh, cool. If I pull, I get this. That's what your trainees will do, So you'll notice it says Sidestep. Power struggles. Well, he says to me, I want a candy bar and I say, I know you can't have a candy bar. You can have a fruit snack. Heard a granola bar. Well, I don't want a first stack in a granola bar. Well, that's what your choices and I thought, Cool. This will work. He'll pick one. No, it's time for tactic Number one. Daddy would let me have one. Of course, that's his. That's the first time he's trying to get me into a power struggle so we can argue. So I have to side step it, and here's how you do it. You ready? Could be. That's what you say toe could be. Or maybe so. Of course, the reaction you're having right now is the reaction he had. He looked at me and realized that didn't work so then you try. He tries another one to get me in. Oh, you're the worst uncle ever. Who? He brought out the big gun there. And by the way, this is the time where I'm trying not to laugh. So because he's a res enteritidis, resenting that he doesn't get this candy bar. So then, of course, he says, You're the works for uncle ever. And what's my response? Probably so Or could be. So then, finally, he realizes this isn't gonna work. So he goes fine. I'll have the fruit snack and take the fruits neck, and we move on. Now, if he doesn't take the fruits neck, he gets a logical consequence. What is it? He didn't get anything so sad for him. So that's what you could do with adults. By the way, you should know when I said adults and kids are different, not in these things. They're the same. Challenging adults and challenging kids are exactly the same, and you handle them the same way. You just use adult language when you do it. So I had a training actually stand up in the middle of class in the 1st 30 minutes, and I was observing the class and the training looks the trainer and says, I am not gonna learn this and you can't make me and walked out. Walked out. Is that any different in coal? No. So what you need to do is, you know, So the trainer goes up to the training and goes, Yes, you are gonna learn this. And the training, of course, goes, No, not in the trainer. Size is Well, if you don't learn this, then does he goes fine and then the trainer goes, Well, done it on. And now we're in a power struggle, aren't we? Get out of those. So write down something that you're going to say. I recommend the words That could be because why is that work? Is it disagreeing? Is it a green? It's doing neither. There is nothing for them to a lack John two and struggle with you on nothing. It's actually quite comical when you're outside the situation. But that sign where the person said, Not too happy to be here. That person made that trainers life miserable for two days until the trainer figured out how to handle this person. What else does it say? Re establish relationships. Remember when I taught you how to build report? This is where you implement that. The other thing is use logical consequences. If Cole says I don't want to have this and I'm not, then he doesn't get anything. And if this training walks out of class, the consequences You could get trained next week or the following month. Your choice. But you don't get a password unless you've been trained. That's the way it works. Sounds a lot like a kid, doesn't it? And then finally don't use. This is the Onley trainee where you should never use the neutral statement. How would it work if this person is really resentful and I strolled to Mongo? Hey, see, you're done with your hands on exercise. This person is going to jump on me. I hate this cloud that the not cool. So what we want to do is stay away from that and then offer choices. Choices are helpful. Typically, they won't take him, but you offer him anyway. Here's my key for the choices. If you want to write it down, never offer a choice that you're not willing to live with. One of the consequences so I would not say, Hey, cold. You want a candy bar? Broccoli? Because he can't have the candy bar. It's Do you want the red toothbrush or the blue? That's what I'm willing to live. It's not. Do you want to brush your teeth or not? I'm not willing to live with the No, there has to brush his teeth. All right, Next, learner, let's talk about this. Talk hog for a second talk. Hogs are the ones that interrupt by jumping in with questions and comments and inappropriate times, driven by the need for what? So these ones aren't afraid. They don't fear anything. They want attention or they may be talk learners. It's okay. Talk letters. We don't have anything against you. I'm one of these. I will drive trainers nuts if they don't satisfy my need for talking to learn. I'll just take control because I have to to learn it. So what are you gonna do for these people? Just so you know, some of these people you shouldn't talk. Lawyers aren't attention seekers. They just need to talkto learn. But some of these are attention seekers in both of them. No matter whether talking to learn our attention. T talk. Either way, you handle in the same way. Don't give them eye contact or words. If they're doing something inappropriate, I'll give an example. I had a trainer that called about six years ago. I had a trainer call me into their room and say, Jason, I need you to come in and help me. I have a trainee that will not stop talking When people ask questions literally, somebody would ask a question and the trainee would answer before the trainer could, and it would typically be wrong. And they would not let the trainer talk, and they would even interrupt the Askar and asked them stuff right in the middle class. It was not okay, so what we said to them is, you got to make him feel care about Why did they want attention? Let's really get it. This. What's the educational psychology behind why it is that these people are doing this. If they're not talk loners and they just want attention, what do they really want? They want you to show them that you care about them. That's what they're looking for. If you can get at the heart of what it is these people are doing, what drives them, Then you can figure out how to handle them. And in this case, if you don't show you care, remember I said to you, if you don't show you care and build report, you're gonna end up with challenging trainees. That's what this is. So if you can show you care all the way through, they'll stop doing. They'll actually be like, Great. I've got attention Now. The trainer cares about me. 3rd 1 is remind them about the behavior. We actually had to take this trainee outside the room during break and tell them Here's when you can talk and here's when you can't. And here's how we do this. Here's how we have a trainer training situation here. And then we brought the training back in, and by the way, you should know the training did not know what was happening. At least this is what the training said, and I believed her. I believe her. So what I found out is she would even do it after we said it wasn't belligerently. She liked this trainer. She's didn't know she was doing it, so we had to have a little Q. We had to have a little thing where we would just walk over and I said, if I ever tapped my hand on your desk, that means that it's not OK for you to talk right now and we did this and she'd stop. That's the reminder, but also during breaks. It's time to give this training some attention and show that we care about this person. You remember when I said Meet their goals, meet their tasks. That's how you can handle this person right up front. Powerful member I said, Welcome them. Say hello. Shake their hand. Look at them. This handles them up front. Next thing, give them a talking outlet and listen to them at healthy times. This is powerful for them. They need to talk. You need to talkto learns to give him an outlet for that. So that's the talk hog. Let's talk about the hecklers. This is the one that looks at you and sometimes seems like a talk hog and a re center. It's kind of Ah ah, hybrid of these two. It's very interesting. They sit in the back of the room. Usually no offense to the people in the back. You guys have not heckled at all. But some of the usually you will find that hecklers will not sit up here because they want a heckle. But they don't want anyone to know they're the kind of sit in the back of the movie theater and throw things at people right? That's the same ones and what they what These air. What they do is they're driven by a need for power and attention. Sometimes vengeance, but rarely mostly power and attention empowers the key. They want part. This gives them power. So how did we say we can handle people that want power we get? We give her them what given choices and share What control that's the best way to handle these people is to offer him choices in the same thing with those other learners. No eye contact if they do something. If somebody heckles, they don't get eye contact from you. But what is most trainers do? If there's a heckler, he immediately look at him in the heckler looks that you and goes year. I just pulled on your your pant leg and you looked at me. I got it, So don't do that. Tell him how it makes you feel. This is a cool thing you can do. You can say when you do acts, it makes me feel Why was that your intention? It's a really cool way of handling this. Sometimes they don't know. When you call me names, it makes me feel sad and hurt. Was that your attention? Intention And by the way, a heckler. That's what they'll do. The other thing you could do is give them ways to feel powerful. What kind of question can we use to make someone feel powerful? Expert question. Write that down expert question and then use the neutral statement. This is awesome for these guys. Hecklers love the neutral statement. When you go up to him, here's a little trick. Don't just use the neutral statement for learning activities. Use it for things that they're wearing or things they're doing. Go up to him and go. Hey, I noticed you got a Michigan shirt on Now they may say one of three things. Positive, negative or neutral, they may say, I love Michigan. They're my favorite school. I go to all the games. I'll tell me about that. You know, I'm in. We're talking about what? Who wants to talk about what they do, where they may look at you go. Yeah, I lost. About who? I better stay away from that right. Or they may. Look, you go. Yep. Chances are abuse like, Yep. So then you ask another direct question. Say, Well, tell me about tell me about what? How do you know Michigan or whatever? You decide how you want to go there. So that's a really cool way to handle those hecklers. And then the next one, Let's head end of the next one, Actually, grippers and complainers. There's two kinds of drypers and complainers, and this is something I didn't know for years. I thought these two were the same people. People would gripe and complain, and I wouldn't understand why. It turns out there's two kinds of drypers and complainers and you need to know the difference because you handle them totally different. Look at this. First of all, you should understand that the characteristics of a gripe er and complainer is is this If they have learned helplessness, they've been discouraged in their life over and over and over again. These are the ones that will have low self what? So self esteem. And there's and there's the fault finders. You just the ones that like to find fault in everything. They don't have low self esteem. Necessarily. I don't have learned helplessness necessarily, but they like to find fault in stuff. And both of them will usually start their sentences with. Yeah, but that's not the way you should do it. Yeah, but I don't want to do it that I don't want to do this. Yeah, but that's how you can tell if you've got one of these. Now, how do you handle these people? If it is a learned helplessness person, the very first thing is no pity for them. And you will want to give them pity so bad. I actually had a training one time that said me they were learning some software and they're having to go use computer. And the training says to me, Jason, I can't even come here a second. I can't even I don't even have Ah, And she kept kept talking. Is what you get out. What you say I have a rotary phone at home. I don't even have a cell phone. I have never used a computer. I'll never be able to learn this. I don't even know what these this mouse is. She picked up the mouse and pointed it at the screen. I don't know how to use this. And of course she kept on going on and on all. Never get this. I'll never get this. And pretty soon it just became almost like she was crying about this. This is the person that you do not show pity to, but you will. So want to You literally say, Oh, it'll be OK. I know it's really hard. Yeah, it'll take a long time. It's gonna be tough. Yeah, maybe you can't do it. No, You look him right in the eye and you say, you're gonna get this and I'm gonna help you. But you're going to do it. Wow. Now the person might try a really tough tactic and you just bust out Crying. Doesn't matter. Not if they're great for you. Don't show him pity. Don't let that get to you Instead, what should you do? Arrange small. What successes? This is powerful. Here's what it might look like. Here's the draper. I go up to my goal. You tell you what, Grab your mouth. She grabs him out, Put it on the table. Notice I didn't grab the mouth right, Because if I grabbed the mouse, what's gonna happen? She's going to think, Well, she can't do it. So I had a great for one time in class and he's looking at me and he says, Jason, I can't do this I said, Tell you what Grabbed the mouse So he grabs the multi, slides it around. He said, Hey, you just move the mouse. I thought you said you couldn't use computers. I said you. All he did was move the mouse. That's his first success. Hey, tell you what, Move them Australian that click on the left side Quick that where it says chart, he clicks a little button Say, Hey, you just opened up a chart. Now try this double click on this he double click. You mean just click it twice. You're really getting this and all for a person that knows computers, I would never have to arrange these successes, but for this person it's crucial. So if you're tutoring somebody in calculus, this might be your small success. I'll never get math. I've never been good at math. You ever heard that? He was what you want to do with a grape? Er, you know you're gonna get it. I'm gonna teach us to you. You're gonna get this math, and the first thing you do is your range. Successful them, so don't do things for them now. This is the other one. The fault finder fault finders. I actually was in a class one time where I had about this money training is about 50 50 people in the room. And I had the 1st 30 minutes of the day. I couldn't even teach. They were so fall finding. They said, I don't want to do this for this reason. This reason this reason I think it's set up wrong this way, this way, this way. So finally I said, Look, I tell you what, I'll make you guys a deal. I will. I will go ahead and listen to all the things you guys have for your complaints in the system. I was teaching some software. I look at all of these things and in return, you guys get to listen to me for the rest of day. Is that fair? Yeah. Oh, by the way, I'll all be any. Also, take all your complaints to the head honchos sharing with him. I can't guarantee anything, but at least take him. By the way, if they're a great for that's a fault finder that really wants to make a difference, That's what they want, isn't it? They want someone to listen. Now I get to the head on show in the head on Trickles. What? What did you do? And I said no. All I did was I. I listed all the things that they have a problem with with this software, and I wanted you to know about this. It's very important to them. They wouldn't just so you know, they would not let me train them unless I did this. But once I did it, they let me do it. And now they understand how to use the software. It's cool, he says. Well, what am I supposed to do with all this stuff? He said, Well, what we can do is look at the one of the ones we have here prioritised these find on any legitimate ones and then given a timetable. Is that some good? Yeah. I wouldn't give a timetable. I can tell when we could do it. So we go back to the class and we say, Hey, guys, we can actually take care of these three by next week. Is that sound good with you guys? Yeah. Their needs are met. This is huge. Some of them gripe legitimately. Someone great illegitimately. If they're griping, legitimately give him a parking lot. Build credibility with this. And if it's illegitimate turning around. So first up is established. Ground rules. Second step, use a parking lot. Third step, build credibility and forced up turned the issue back to them. How would you handle this? Went so I love this one. If somebody says to you. Look, I don't like the way you guys have this set up. We totally did this way better in our old system. The guy's a remember going up on new software. It's the way to do it. We totally this better old system. This new system, he has terrible. I don't like the way you do this. This and this. Well, actually, how did you do this in your old system. And if if they're right, then they will prove to you that it was better. But if they're wrong, they're about to verbalize that your system. The new system is better, in fact, and that's the best way to handle this. It's the best way to handle this. I work. I work with a number of developers who actually write code for systems, and they'll actually talk with people. And a lot of times these developers will say to the developer, Why did you guys set up So I don't like this in the developer? The first thing that developer should do is say to the person, Well, why did you How did you do some year old system and they'll realize, Oh my gosh, this improvement, that's good. So that's the grippers. It's really good. So if there are great for that that is learned, help us, there's no pity. Arrange small successes and avoid doing things for them. 14. Handle Challenging Trainees Part 2: next one. Experts. You already know this one. You guys can write this pretty quickly. But if you want to help the experts, the first thing you do is use expert questions. This will lights out, handle these people. Experts kind of sound like talk hogs. But the difference is an expert actually does know what they're talking about. So let him talk. It's OK. Ask him expert questions. It's fine. And then tournament allies. These people are awesome people. Experts are your the people you want on your team. So you know You know that group where we got facilitator? Timekeeper? Realer. Which one do you think we designed? The expert? The facilitator. Let him lead the group. Write that down. Assigned the experts of facilitator. The other thing you could do with the experts is let them shine whenever you possibly can. How are you gonna find the experts? Make one of these. This is the seating chart. And I asked you for your name. And what else did I ask you for? Your role And if I want? If I had a bunch of nurses in here and I was teaching something about nursing, I could say Hey, nurses in the room, What would you do if And now the nurses get to shine? So that's a powerful thing and then involved them. His group leaders experts are actually one of the easiest ones to handle. One of the tougher ones to handle, though, is this one. These are the know it alls. Now the know it alls a really interesting because they are actually think they're experts. But they don't know anything. That's why we call him, know it alls because they think they know it all. Nobody knows it all, but they think they do. So there will be topics where they think they are an expert and they're actually not. There is also topics where they think they're an expert and they actually are experts. But then you just handling like experts. But if they are not an expert, you need to separate your expert topics from your know it all topics separate them and let them shine on their expert topics and evade them during non expert topics. That's what you do. So what you do is just All right, I got a question. I'm gonna ask right now. It's about nursing. I know that there's a know it all in here that thinks they know about nursing, but they don't let me review my seating chart in my head. Oh, yeah, that's right. This person over here, this person doesn't know anything about nursing. I know that. But they're gonna answer this anyway, So I say When I asked the expert question, I say nurses in the room rather than How would you Don't get it? I started off with nurses in the room. So write that down in the margin when you ask. An expert question started by addressing who the experts that way the know it alls don't get to answer now. If somebody who's not a nurse answers this now we have to have a one on one talk with them and say, Hey, when I asked an expert question, I want to just the expert because otherwise we don't get the real deal here. So evade this. That's high. You evade it. No one else. They're just experts that think they know and they don't. Finally, we've got the quiet types, these air, really interesting types here. These quiet types, quiet types just don't say anything. They're not really difficulty for most trainers because of all their fine. Just not there. They haven't bothered me, so? So I don't worry about him. Well, boy, these are the ones that can really struggle on tests because they don't understand. You don't know. So what you need to do is ask them direct questions. These are the ones where you go up to when you go. Hey, I noticed you're done with your hands on the go. Yup. How to go find They won't say anything to you. So you have to ask him a direct question. So if what you can do is this Hey, tell you what. Show me, are you? Show me how you solve that last equation. Who? They can't evade that. Show me how you solve that from. Hey, scheduled that last appointment. Have to show you remember the independent assessment. That's what can handle these guys. The independent assessments powerful. Take five minutes. Do this independent assessment when you're done. Let's see it. They love humor and they love the neutral statement going up to some a quiet type. A lot of times they're quiet cause they don't want to make the first move but they love the neutral statement, and you should know one last thing about this is something I'll talk more about my maverick program. But there are three kinds of trainees in your room that work on stuff. Individually. There's the 1st 1 that will ask questions with no proximity to them. I could literally be over here. They're working on something, and they'll call me from over here all the way over to the other side of the room to ask me a question that's a good, by the way, that makes my life easier. I love that person. Second kind of person is the one that asked questions on Lee with proximity. So I start walking over there and can't come here. I have a question, and by the way, why are they only asking it right there? Because they don't want anybody to know right from close. They can get away with being discreet. There's 1/3 kind. It's the quiet type. They're the kind that won't ask questions. Even with proximity, and they still don't understand. They still won't ask it. I personally don't understand this person because I'm a talking and I'll ask any time but some people won't. And it's okay. I don't judge. The person's just their personality is cool. The problem is I'll walk over by him and I won't even look at their screen or their book. And I can see their face and they don't understand. And I walked by and hope they take the bait. Nothing off by again. Nothing, Huh? What is it? That something. I mean, what's the deal here? They know they don't take the bait. So you gotta get in with this person. And the way you get in is with a direct question. In one of the best ways is an independent assessment in a benchmark. You literally go right up to and go. Hey, show me how you Hey, tell me why you'd Hey, right. Would you get for number four? All of those will do it. Yes. One on one question was, Where do you do this? With the quiet types in front of everyone or one on one? If you do this in front of everyone, you'll destroy your report with this person. There's a reason why they're quiet. They don't want any people. No one about this so literally the best classrooms I've seen are the ones where the trainer , if I'm in the back of the room watching the class and there's a hands on going on, I can't tell if there's a trainer in the room because they're so quiet and they're down low and you can't see him and you go up to him. You go ahead, show me how you did this and you can even whisper it so that they can do this. Quiet types will love you for this. So those are the seven most challenging types of trainees and the ways to handle each one of those. What questions do you have about foundation Adult training techniques? Yes. What? What is there like? And let's see, responded that someone. So you know, you can address, uh, which is what I like what you regards. Yeah, all these seven game all types. So the question it sounds like you're saying, uh, what do you do about trainees who are fine during class? But then you get an evil and they drill you on that evaluation? Yeah, there's two. There's one of two reasons why they're giving you baddie Vallis. Typically, one is you gave it at the wrong time where you didn't prop it right? So don't give you valves at the end of the day. Like right now would be a bad time for me to give you Vallas. You're tired and you want to go home and you're not feeling good. I would give you Vallis right around three, right when breaks are happening when you're feeling good right after we did an awesome last , There's two lessons you want to nail the 1st 1 in the one right before he vows. The second thing I would suggest is it's possible that the reason they're not giving good evils is because they, in fact didn't get a need met and they just didn't tell you. You got to find out why, and benchmarks and independent assessments will help. If it's a learning need, Report will help. If it's a report, need credibility help if it's a credibility need? But those are usually the culprits. There's four main reasons people give bad evils. Just so you know, the 1st 1 you didn't build credibility. 2nd 1 you didn't build report 3rd 1 you didn't hook him, and the 4th 1 is they don't understand those of the biggest reasons people don't give bad evils, and usually they're legitimate. Just so you know, they're usually Jim, unless you're given the evils at the wrong time. Were not proper them, right? We'll talk about how to do that. So if you want to know how to get the better ive Alice, you want to step up on all these things that Paul said is gonna take a long time to figure out. Take this thing if you want to get better evils and learn it. Practice this thing an hour a day for three months. Go through this program two more times, read through it again and again. Practice this stuff. That's how you're going to get better evils. A lot of times there's a lot of training is out there that will hammer you on evils because they just don't understand they don't get it or because they didn't like you. One of the number one reasons I work with a ton of trainers in one of the biggest goals they all these trainers have is how do I improve my evils? I want to get him up because my boss says I need better scores. And I say, Well, do you want me to teach you the way to get him up? That's just going to get him up. Or do you want me to teach you the way to get him up? It's also gonna increase learning. I want both. Well, if you want the way that's going to get him up, get him like you. It's called smiley Face. Evils. Build up your smiley face evils. If you want a bump your scores, that's the quickest way to do it. If you want to get the evils up because of other reasons that they don't subconsciously even know trainings. Don't even know why they're giving baddie bells. It's because you got to make things easier to understand. What other questions do you have question over here? No. Well, I was the when there was teamwork. Just run. I just didn't have the guts. Yeah, yeah, So the question is, it's kind of a question more of a statement, but it is. Hey, had a student that you think might have had a d. D. Now we got to be careful with that label because a lot of people label people is 80 d and assume every problem. Behaviour is a d D, and it's not the case. In fact, attention Deficit is only one small microcosm of students situations and in fact, doesn't necessarily represent at all a number of challenging issues. So a lot of people think it does, but it doesn't. But one of the things you can do is first of all, build up the confidence to approach the situation. So he said, one of the things he's I didn't know how to approach the end of the Communist to go up and talk to these people. But you've got to get that confidence. It'll be uncomfortable for you, but you need to do it in one of the ways to build up your one on one personal skills. One thing you'll notice. We promised we'd be finished 4 30 it's now for 28. If you're gonna promise people you're gonna end on time, do it. They won't come back. You have to end on time. You have to follow through on your promises. That's one way to get into like you is to tell him the needs you're gonna meet, meet him and then tell him. You, madam. Do you know what I just told you? I met him. That's good. You're gonna go home and say I see. He did meet my needs. One last thing you can do at the end of the day. Remember that. Four stop War review. Hey, let's see if you guys remember this stuff. I'm gonna do this now, so I love this one. When you can do is go right back to your agenda. Go back to this thing, See if I could make it up here. And you can actually remind yourself what to ask by looking at this thing. So I look up here and go hook. So how do I hook people? I gotta do what? Show them why It's important. That's what adults want. How do I become their favorite? That's one way to avoid losing. Report what we call that thing where you can go up and find out if they're feeling positive or negative. The neutral statement. And if they're positive, what do we do? Praise him. If it's negative, what do we do? Encourage. If they give nothing at all, we leave well enough alone. Right? What are other ways to build a poor Give me 33 ways to build report, use their names. What else? Understood? I understand their roles and goals and meet the goals and tasks. What's the 3rd 1 I contact? Good. Another is. I heard somebody say what? Getting to know them personally and showing that you care about them. Good. What is the way that we can understand our learners? What are the four types of learners? 1st 1 step second research third, create learner. Fourth talk lunar. What's one of the best ways to handle the talk? Laundry. Set him up with who? Body Best way to handle the steps under. Give him structured. What I recall. Those things. Write it down box is best way to handle the creative. Create learners. Toe start to the since synthesis. Good. If I want to create training materials, what are the three strategies I have? What's the number one lecture? What's number two? Brainstorm and discuss. What's number three structured starts in the sense synthesis again? Yeah, and my teaching tools Give me five teaching tools. That's a strategy. What's a teaching tool? Big picture, independent assessments, buddy system benchmarks, directional statements, and then we finish up with Hey, you guys are getting this. I'll see you tomorrow