Train the Trainer Activity: Facilitate Classroom Activities | Jason Teteak | Skillshare

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Train the Trainer Activity: Facilitate Classroom Activities

teacher avatar Jason Teteak

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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

18 Lessons (4h 7m)
    • 1. Introduction to the Course

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

    • 3. Get Buy In for the Activity

    • 4. Build Pre Activity Credibility and Rapport

    • 5. Hook the Trainees on the Activity

    • 6. Hook the Trainees on the Activity Part 2

    • 7. Get Buy In for the Activity Closure

    • 8. Find Trainees Who Need Help Part 1

    • 9. Find Trainees Who Need Help Part 2

    • 10. Find Trainees Who Need Help Part 3

    • 11. Teach Effectively During Activities Part 1

    • 12. Teach Effectively During Activities Part 2

    • 13. Teach Effectively During Activities Part 3

    • 14. Teach Effectively During Activities Part 4

    • 15. Teach Effectively During Activities Part 5

    • 16. Manage the Activity Pace Part 1

    • 17. Manage the Activity Pace Part 2

    • 18. Prepare to Lead an Activity

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About This Class

A Proven 16-Step Activity Facilitation Process For Turning Boring Learning Activities into More Engagement and Retention, You’ll Truly Become An Activity Facilitation Expert...

    (…and you’ll know when and HOW to do this for any activity)

Unfortunately, most trainers just don’t get it!

When it comes to facilitating activities, they either don’t do activities at all…

    …ONLY facilitate them when they see disengaged participants…

    …or only facilitate activities when people tell them they’re supposed to do an activity.

That type of “I hope this sticks” activity facilitation just won’t cut it anymore! 

Not only is it not improving engagement, it’s almost certainly costing you money!

If you actually want to facilitate interactive and fun activities that make learning sticky, engaging, and applicable, then you need to do more.

You need a PROVEN process in place to tell you exactly how (and when) to facilitate activities!

But how do you create a “process” that systematically converts boring training into engaging activities and turns engaging activities into saving training time and money…

    …one that will work for any activity, any learner, any curriculum?

FACT: Businesses Need Activity Facilitation Experts

    (…Who Actually Know What They’re Doing)

All businesses need a way to train their employees to generate more learning in less time.

They need a proven and repeatable process to identify exactly where they should focus their training efforts to truly “move the needle” in their business.

I’m not going to sell you on the importance of interactive learning and facilitating activities.

If you’re here, you know how important even the slightest increase in employee engagement can mean to a business.

In other words, you know that increasing your engagement rate means more production and more retention, all from the training that you’re already giving.

So that’s why businesses need Activity Facilitation Experts.

There’s just one problem: Most so-called “activity experts” don’t know what they’re doing…

That’s where YOU come in.

As an Classroom Activity Facilitation Specialist, you are uniquely qualified to help trainers facilitate their existing activities in an even more engaging and exciting way.

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

  • The critical tools that get buy-in for any activity (and two of these are rarely ever done)…

  • The key prerequisites that actually increase credibility and rapport (get these wrong and you’ll waste your time and money on useless activities)…

  • The 3 crucial factors for checking to see which participants “got it” (we’ll show you when and how to use them)…

  • How to use Case Studies to work the room (and which style works the best)…

  • Our proven formula for developing rock solid assessments (this will give valuable insights regardless of your activity’s outcome)…

  • The 3 most effective tools for tutoring all 4 learning styles (and how to use them, step-by-step)…

  • How to apply tone and body language to an activity (and the one crucial technique most facilitators forget to do when starting)…

  • The three ways to manage the pace of an activity (and why most trainers ignore one of these, which is a huge mistake)…

  • Know when and how to handle “Fast and Slow” learners (get this wrong and your activity will be sabotaged)…

  • Know how to create an activity checklist to prepare, lead and apply the activity so that the training is fun, because it’s fun it sticks, and they apply what they learned back on the job).

  • Get a crash course in 44 alternatives to lecture that “move the needle” (including preparing for the activity, facilitating the activity, and critical things to do after the activity is complete), and more…

In short, Classroom Activity Facilitation Specialists (a.k.a. “Activity Masters”) are able to not only make training more fun and engaging… they have a proven and repeatable process to increase retention and save time and money with the activities they’re already facilitating!

If you’re interested in becoming such an “Activity Master,” then I have one question for you…

Are You A “Doer”…or Just a “Talker”

(or…why You Might Want To Take This Course)

Let’s face it: Training 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.

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


  • … we actually are trainers, just like you.

  • … we created this program from scratch after watching THOUSANDS of trainers, just like you.

  • … we train trainers, just like you.

…and here’s the difference…

You get to see us actually MODEL for you how to train by TRAINING YOU OURSELVES …

…so you’ll know right away (you’ll FEEL right away), what we’re doing…

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

That’s why we built this class… 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…

Activity Facilitation Mastery Course Details

Module 1: Get Buy-In For The Activity

·         Build Pre-activity Credibility and Rapport

·         Hook the Trainees on the Activity

·         Build Activity Credibility and Rapport

 Module 2: Find Trainees Who Need Help

·         Check for Following Along

·         Check for Understanding Key Concepts

·         Check for Critical Tasks

·         Check for Remembering Key Take-Aways

 Module 3: Tutor Effectively During Activities

·         Get in the Tutoring Door

·         Teach to Their Learning Style

·         Master Tutoring Non-Verbals

 Module 4: Manage The Activity Pace

·         Handle Fast Learners

·         Handle Slow Learners

·         Manage Activity Time

 Module 5: Prepare To Lead An Activity

·         Lesson 1: Prepare a Pre-Activity Checklist

·         Lesson 2: Use a Checklist during the Activity

·         Lesson 3: Apply a Post-Activity Checklist

Bonus Materials: 89 Page Activity Learner Workbook to follow every word.

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

Activity Facilitation Mastery Course Reviews

“I was impressed by the number of methods I could use to actively improve learning in a non-lecture setting. During activities, I will definitely be benchmarking students earlier and adding more enrichment exercises.”

Craig Thompson -- Corporate Trainer

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

Chris Chalhoub - Healthcare Software Trainer

 “I’m on site with the CTs and they just finished watching your video on how to train. I introduced myself and opened the floor for some questions. The only question I received was “Do you work with Jason? He’s so good! Just wanted to pass along the positive note.”

Brittany Crosby -- Training and Implementation Services

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 Is Different

Sure, you can probably find other “train-the-trainer” trainings and certifications that cover similar topics, but a Rule the Room Train-the-Trainer course 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.

Frequently Asked Questions

Q: “How will this Activity Facilitation Mastery Class help me?”

A: It depends on who you are…..

  • If you’re a business owner, this course is a great way to learn activity facilitation techniques yourself.  It’s also a great way to train and certify members of your own team and get them up to speed in half the time on the latest activity training techniques, trends and best practices.

  • If you’re a consultant, this course is a practical way to show that you are an Activity Facilitation Specialist, which could help you attract better, higher-paying clients, boost their ROI and efficiency, and lower turnover, safety and security concerns.

  • If you’re a student, this class can set you apart from other graduates who may have a business or education degree, but don’t have the specialized skills that employers today are looking for.

  • If you’re an employee or training professional, this course can make you more valuable to your company, which can get you that raise or promotion you may deserve (but don’t have a reason to request).

Q: “How valuable is this Activity Facilitation Course?”

A: The course itself is highly valuable if your goal is to set yourself apart from the competition. What’s even MORE valuable than any course is the knowledge and understanding you’re going to gain when you take this class and pass all the tests. You will know master activity facilitation. I’ll say that again: YOU WILL KNOW ACTIVITY FACILITATION.

Q: “When do I have to finish the class?”

A: You can go at whatever pace suits you best! You’ve got a lot of other things going on in your life, so just because you enroll in the workshop doesn’t mean you need to complete it right away. In fact, you can start and finish the workshop whenever you want. Either way, we’re going to be there with you every step of the way to ensure you’re successful.

Q: “How soon can I finish the class”

A: The Activity Facilitation Mastery class is 4.5 hours of video training, so if you are dedicating yourself full time to it, you could probably finish in one day, but we don’t recommend that. Instead, we recommend you take 2 – 5 days (if you can give your full attention to the material. If you only have a little bit of time each day, then you should dedicated 7 – 14 days to finish it up and do the activities.

Q: “How certain can I be that I will finish?”

A: It’s never a guarantee. If it was, then our course wouldn’t mean anything. Instead, it does mean something, and because of that, you’re going to have to work at this thing to get finished. When you do finish, you can be certain that it will actually mean something. The class and the activities are both going to challenge you, but rest assured we make everything simple, easy to understand, and quick to learn.

Q: How hard is the class?

A: You can liken our class to the story of “goldilocks and the three bears” – not too hot and not too cold. In other words, they’re hard enough that you need to study and know your stuff, but we don’t make them intentionally hard just to be difficult. We make them as hard as they need to be to make sure you know how to “Rule the Room”. We believe learning doesn’t happen until a behavior change occurs, so to preserve the integrity of this course, we have made the class challenging and the activities specific to our proprietary Rule the Room Train the Trainer techniques, methodologies and recipes. Don’t expect to pass the course just because you have taken other trainings or certification courses in the past. This training is different, and the class will reflect those differences.

Q: Why are Activity Facilitators so important?

A: A master at activity facilitation so they can make your learning activities fun, engaging, sticky, and applicable is one of the learning team’s most valuable assets.   A set of master activity facilitation techniques at scale can pay for itself immediately with employee growth and retention and these skills can make you truly irreplaceable.

Meet Your Teacher

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Jason Teteak


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1. Introduction to the Course: Hello, my name is Jason td and I've got something fantastic to share with you our activity facilitation Mastery course, a proven 16 step activity facilitation process for turning boring learning activities into more engagement and retention. What's the first step you ask? Simple, sign up for our activity facilitation Mastery course, where you'll learn the critical tools that get buy-in for any activity. You'll also be introduced to the pre-requisites that actually increased credibility and rapport. The fact is businesses need activity facilitation experts in with our proven system. It can just as well be you. By obtaining your activity facilitation certification, you'll be telling the world that you're at the activity rockstar level. Look, I can go on and on about the pain points 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 activity, engagement and retention in less time. It's your call. Let this opportunity pass you by or answered the door when opportunity comes and knock, and I look forward to seeing you on the inside. 2. Welcome to Activity, Let's Get Started!: Well, my name's Jason TT. Can I help trainers shine in the classroom and go from good to great? Today, I'm gonna show you how to facilitate activities that will actually help you change the behavior of your trainees in numerous ways. I'm gonna show you over 100 techniques that you can use tomorrow in your activities to help your trainees shine in the classroom as you served them. And I'm actually going to start on page nine on page 10. I want you to read with me on page 10. A few things that I did. I interviewed a couple 100 trainers just like you. And I asked them, What are the top things you want to know about facilitating activities? Here's what I heard. I want you to know as you're listening to these, I want you to start your favorite three. And when I say favorite, I mean the three pain points you've experienced that off, you could get those solved today. Boy, that'd be pretty need for you. Here's number one. I'm worried. I won't know how to answer questions during an activity Number two teaching activities. I'm not an expert in having my class of trainees against me during these activities, I'm afraid no one will like me. I'll make students feel more confused. Losing credibility with the class. Extremely uninterested, despondent or disgruntled classrooms. Next page, looking unknowledgeable trainings won't understand the activity, the whole classes, not liking the activity. Remember, star your top three next one. The feeling nervous and being uncomfortable through this activity. Getting a lot of negative feedback about the activity, not being able to fill the time during the activity. I want to avoid looking foolish, awkward or uncomfortable during the activity, failing to communicate effectively. What if I or the activity looks stupid? Teaching something incorrectly during the activity insane, something completely wrong and not being corrected. Star your favorite three. And here's why I'm having you do this. Because on page 13 now turned to that page, I'm going to flip these in tournament the positive. I call these the pleasure points of trainers and I want you to start the three that off. You could get these. It might change your training life. Here we go. Number one hook Participants on your activity learn why in activity in some cases is better than a lecture learn how to begin in activity, build creditability and report during an activity. Insure participants Remember what they learned. Quickly identify the styles of participants. I call this the learning style. Cold read. Make effective use of body language. Toning facial expressions during an activity. Make effective use of teaching tools during an activity. Conclude tutoring sessions, effectively answer questions, effectively handle fasts and slows, simultaneously assess whether they got it and prepare to teach the activity at all. Now, here's why I had you do all this because on pages 14 and 15 you'll see all the things you're gonna learn from me. But on page 17 I want you to do something with me real quick. You're going to get over 100 things in this activity on how to do activities. You're gonna get over 100. I want you right now and make a clear picture in your mind of the top three. You want to know the top three things you just starred that you want to know, and I want you to literally place those through writing on page 17 in your top three list on page 17 your top three list. I want you to promise me that you're gonna write things that are genuine to you. I know you don't know exactly what you're gonna get, but you have an idea of why you're here. And you just read the top pain and pleasure points of trainers just like you, your colleagues. So what I want you to do is write down those three things right now. And as you're writing, I want you to focus on getting these three things is we work together today learning about effective tools to help you facilitate classroom activities. You might actually be thinking, How in the world is Jason right now going to teach me how to facilitate activities better in the next four hours? That's exactly where I want you to be. That's perfect. But unless you know there three things you're not going to get him. So if you don't get those by the end of the next hour, two or three or four hours, there's a mike that's going to go around. And I want you to ask questions about whatever it is you want. The other thing I want you to do and promise me as you do this as you're watching me right now. And as you're watching this video right now is four things at the bottom of 17. Number one underlying these. I want you to take notes throughout this presentation. It'll be harder, but you're gonna get a lot more out of it. Number 21 should review this program once a month for the next three months. Promise me you'll do this so you can hear it all. There's a lot of information in here. Took me around 15 years of research to build this thing. And so you're gonna be able to review this once a month. It's gonna be help for you. Those of you who really want to grow number three work with the material activities one hour per week for 12 weeks in a row to build a solid habit. That's what my research has shown is gonna lie to do this and just make a personal commitment today with me. Now, before we actually get started, I want to know what you think because we have a lot of experts in this room. And so here's what we're going to do. I'm actually gonna put you in groups of four And if you're watching this video, you can just do this on your own. But I want you to think back to the absolute best trainings you've ever done, where the best trains you've ever been to. And I want you to ask yourself what makes the activities amazing. And I want you to come up with a group. At least 10 things in five minutes, one of used to facilitate. You're gonna lead the group and make sure you get to 10. The writer You're going to capture it all on page 16. There's a spot for you to write this real airs. You're gonna actually tell us what you came up with. They're just gonna shut him out, and I'm gonna capture him up here and timekeepers. You get five minutes on your marks. Get set, Go. Okay, here we go. Groups. What I'd like you to do is a sign one of you to be that re layer really are just gonna shout out a couple of the top things your groups came up with. So let's hear it. The rest of you on page 16 you can write these, so let's hear what makes activities amazing. what you got their hands on. Good. What else? So there's this. There's an element of self discovery. Others there's meaningful connections. Clear direction. Okay, so I've got meaningful connections, clear directions and that the goal was stated ahead of time. So the goal up front, What else? It's fun. Others. It's purposeful. Yeah, the students in the trainees feel that it's valuable. It's inclusive. Isn't this amazing how fast you can get some great research from your peers? Keep them coming? Is it really good? It's relevant, I heard, and I also heard it meets all the learning styles. Say it again. It's practiced, tested and organized. Beforehand it's participants centered. Arriving. There's variety say again. So there's some activities at work Vestas groups versus some activities that work best as individuals, and you need to determine which ones which you should know. I'll keep keep them coming. Just a second. This program today activity is going to teach you how to facilitate any activity that's already been built for you. So I don't care what activity you've been given. You're gonna learn how to facilitate that today. Keeping coming. Let's hear just a few more because this is some powerful stuff. You've been writing this by the way. I would cause this is what you're finding out here is what your peers think make you awesome. It's really good stuff. What else you got? Say again, Trainer attitude. Yes, You want you want to make a note here? That one of the top ways that people can tell what your attitude is in activity is through your tone of voice and your eyes. Those are the top two ways because when you're working with someone in activity, is there a lot of body language going on anymore? Can they see how what you happened with your feet, your hands? Or is it more? You just kind of sitting there helping him, right? So all of a sudden your eyes become huge, important? That is not huge. What else you got getting? It's got a beginning. Middle and end others. There's a controlled in set timeframe. Yes, and it's the appropriate amount of time Learners are in control. Learners. Aaron, Control, put that up here. Learners are in control. I always like to. My mentor once said to me, Jason, you always want your learners to feel like they're in control. You want to share control of him, even though who has really ultimate control? You do. But they feel like they're so the learners feel like they're in control. If I was a new trainer and I said, you know, I got to do my first activity next week. What kinds of stuff should I keep in mind? Are you kidding me? I mean, look at this list. This thing's awesome. The question is, how do we do all this? That's what I'm gonna teach you today. But this is powerful toe have because it's what you all want to know. 3. Get Buy In for the Activity: and to get started. I want you to look at this. I'm going to teach you five lessons today from getting buying all the way known how to prepare the lead in activity and everything in between. And I'm going to start with how you actually get buying because a lot of the training is when you showman activity. I feel like this little kid, they look at it and they say, And by the way, I'm on page page 18 and 19. They feel like they're this little kidney inactive. Oh, groups all working with a partner. Oh, I hate working with partners. Oh, I have to work with four people. Ah, and they look like this little baby. Right? So here's what you want to do on page 19. You have to get by in for not just the lesson for not just the class for not just yourself . But now you got to get buying for the activity itself. It's a whole another level of buying. And to get it, there's three ways and it's on page 19. You're ready. We're gonna write thes together the very first step to get buying for an activities you have to build what's called a pre requisite credibility and report. That's number one pre requisite credibility report. What do you think I mean by that? By the white Pre requisite, probably. What is that? If you haven't built credit 1,000,000,000 report with your audience. Do not attempt in activity at home. Do not try this at home. First you got have credibility. Then you have to ever poor. Then you can start an activity. This is why I always suggest if you've never met trainees. Last thing you want to do is start with an activity first thing. Don't do that because you first need to build what credibility report Right down. Credibility equals trust. Report equals relationships. You can write this right in the number one Still credibility. Parentheses is trust. Report Parentheses. Relationship number two. You must hook. The activity must hook it. In other words, you have to get buying for the activity itself. If you're working with partners, you gotta hook. Why? That's a good idea. You're working on alone. You got hooked. Why? That's a good idea. Even though some are scared to be alone right now with this new software and number three, you want to add to your credibility report during the activity. These are the three ways to get buying for the activity. Add to the reporting credibility during Here's what I mean by this. You go up to somebody and you say, and let's just imagine that somebody is right here and they're working on an activity. And I just decided the activity. I did all my buying and I really build credibility report beforehand. And I walked in and I noticed that this guy right here, though he's never had that happen. Well, you did all the stuff you thought your switching. And he still doesn't want to do this. Well, that's the during that. I need to now go to him and do what you going to say to him, and that we're gonna cover all that now. In order to do this, though, let's start with building pre activity credibility and report credibility's what again? Trust reports What? Okay, so here's the six steps to actually teaching anything. Check this out. If I want to teach anything, there's six things. I have to do it. There's a box for you to write these, but I'm going to talk about these? We go Page 19. There are only six things that trainers do in a classroom. These are the only six. Everything falls under one of these. The first is you have to show not just building up. To show credibility. You have to show them that you're the one. They should listen to that this class is the one they should be in. And they need to trust that this activity is the right thing to do right now. Number two, you have to build report. You have to get them toe like you. You have to meet their needs. You have to be able to show that you care about them. Answer questions in a caring way. Number three, you have to engage them. This is what all classrooms need to be able to do. This is this next stuff. You know what most trainers say to me? They say, Oh, Jason, if I ask trainers without telling him this, I say, What's the first thing you need to do and you know what they'll say? Which one you think they'll pick? You got to engage him, huh? That's number three. First you need to build credibility report, then they're ready to be engaged. If you want to write down next to each of these, let's put in parentheses what they are. This is what again trust. What's this one again? This is a relationship. And then engaging him is keeping their what attention. That's what these three really are. Number four. Now you're ready to teach them. And I like to say, when you when I when I write the teach one here, I write to write all owners. This is what you just said. You have to teach all learners and I actually in parentheses. I'm going to define this as three things you got to get follow along. You got to be able to help him understand. You have to help them do key things and actually give you one more. And you have to help remember stuff. That's what teaches some of you are thinking. Well, who is the scout? It's in front of me. And why should I listen to him? When I was at Epic, I actually spent seven years doing nothing but watching trainers train. All day long, I'd watch trainers train and I go back to my office and I'd sit there for five hours after I watched a one hour training and I would write about 20 pages of feedback. And then I would deliver the suit back to the trainer. And I would coach them for the next six months to achieve three goals and help them manage their strengths. We call this the Yoda program, and what I discovered during this Yoda program How is there Yoda is that these are the four things that if you can do these, then they'll understand. They'll get it. You call this, get it? But there's forget, it's remember, do understand and follow. And it turns out that this is the order that you must do these it first, they have to follow you. Then they can understand. Then they can do stuff, and then they can remember what they did. Number four. Actually, we just did Number four number five. Once you've taught them, you can start answering what you can start answering questions and there's really three. There's really two kinds of questions. There's in scope questions, and there's what out of scope questions? Well, during in during a lecture, which ones do I want to answer? if I'm lecturing to you right now and someone asked me a question and it's out of scope. What, you think I'm gonna dio? I'm not going to answer it cause only that person wants to know. But if it's an activity and it's out of scope Wait, Is there even in out of scope question for an activity? No, because you're one on what? Your one on one. So it's in scope for this person is the answer everything. We're gonna get that in a second. Everything that it allows you to keep your time limits intact. Number six, you have to handle challenges, and you're going to get a lot of these that are very different during activities than they are during lecture. These are the six things that you must do in any classroom. Why am I showing you this? Because thes two right here, here's the line must be done first before we can start in activity. Because in activity is designed to engage people. And to do that on page 20 I want you to look at a box down there. It's got its own activity and you're about to do this activity. Here's what you're gonna do in just a second. It's up on the screen. It's on the bottom of 20. But before we get there, I want to tell you the benefits of credibility. If you build credibility before you do your activity for the first time, look what you get. Bullets on the top of 20. They listen more attentively during the activity. They ask fewer questions during the active because they don't need to. What test you? They develop respect for you. They're more likely to accommodate requests for you from you, and they present fewer challenges during the activity. So here's what I want you to do. I'm going to put you together with a partner now and I want you to take and I'm gonna sign each row in this room a different bullet. So row one, you're gonna cover this one. Write this down. Now our circle You're overcoming nervousness Row one row to your showing confidence Row three, you're speaking well. Row four, you're showing your content expert in row five, you're the expert educators. Now here's the deal in my research, and I did seven years of it with literally hundreds of trainers and over 10,000 either pages or observations of feedback. I discovered that if you want to show credibility, there are only five ways to do it. And those are the those of them. You want to be trusted by your trainees. You've got to be able to overcome your nerves. You got to be able to show confidence. Speak well. Show you're a content expert about whatever application in Africa, whatever your training, and then show you an expert teacher, Educator, here's what I want you to do. I'm going to give you each three minutes. This road gets three minutes. Just work with a partner and I want to come up with everything you can on how you can show that you're not nervous when you first start your class Second row everything you can of how you would show confidence when you first start your class. Third row, everything you can. How you'd speak effectively when you first start your class before the what? Before the activity four through everything you can for how you'd show You're a content expert before you even start your first activity. How do they know you're the one they should listen to? What have I done already? You can If you're wondering what a g I don't know what to even say. Well, what have I done in the last 30 minutes to do these things? Because I've been there if you've noticed. But I've been counting them as they've been going off in my head. Every time I show that I'm not nervous every time I'm showing confidence with my voice with my feet with my eyes, all that stuff. What am I doing to show that I'm an expert educator with you? What have I done so far to show him in an expert educator with you? I want you to take three minutes right now. You know the partner and come up with is many things as you can for whatever. I've assigned you. One last thing before you go, it's not whether you're nervous, it's whether you want show it. If you didn't know that, write it down because it's huge. Here's another big one. It's not whether you're confident. It's whether you want. I was interviewing a project manager one time. She came in very confident. I said, Have you ever done any training because oh yeah, I presented train all the time, said Really, Are you pretty confident when you get up there? She's You know, I thought I waas because I'm a really confident person. She was. But then I watch myself on video and I was pacing and I realized I was only looking at this side of the room and I kept twittering with my hair and I knew I was confident, but I didn't What? So I'm not talking about how to be confident Because I can tell you right now I'm not an actually confident guy. I don't learn how to show confidence. I was very shy when I was young. A lot of people are what? But I've learned how to show it up here. Three minutes go. 4. Build Pre Activity Credibility and Rapport: Okay, go ahead and a sign. Want you to be the relay er re layers. You're going to tell us what you came up with. We're gonna start with this front row and remember, you don't have to. You don't have toe grab a micro. Nothing. You just shouted out. I'll repeat it. But the rest of you, as the front row tells you their answers and I write him up here, you're gonna want to capture these because this is the stuff you need to do before you start any activity. You ready? How do you overcome showing nerves right up front? What do you all do? Go ahead. Re layers. So, yes, this is the number one answer on the nervousness viewed. You need to prepare, and you need to prepare your opener three times in real time. If you want to avoid showing nerves three times in real time. Just your opener. Just the 1st 5 minutes. Take 15 minutes and do that. What's number two? What else you'll do? You got to know the material for 90 10. 90% of your brains focused on the trainees Onley. 10% focused on your material. That's how Well, you need to know the material and you get there. You gotta training three times in real time. So if you got a class, that's your first class. Every year you're not gonna be at 90 10. It's OK. It's your first class. Every probably about 40. 60. Next last, you get 60. 40. Next, I should probably at 70 or 80 20. And finally you'll be after your fourth class around 90 10. What else you got for overcoming nerves? Your train? Yes. This is actually my favorite way of doing it. Did you notice? I introduced myself to all of you on my nerves start to go down whenever I do this whenever I talk to you. Because I always say I'm my wife and I talked about this a lot. I am the servant servant. So you're the servant of your trainees and I'm your servant to help you serve better. That's what I do. So that's what to need about this. If you know your trainees. You know your sheep, your shepherd. That helps you focus it off for you and on them. Anything else? Have a backup plan. Have a backup plan just in case, something happens so that, you know, you've got that in the back, your back pocket. And, you know, if they nervous about that, anything else? Go ahead, Kelly. Yup. So I call these the back pocket questions. Think about the questions they're gonna have ahead of time. Especially the out of scope ones. Just know what they're gonna be. If you're a new trainer, go up and ask an expert trainer. Hey, where the top questions people ask that aren't even part of this activity, but they're gonna probably ask it Anyway. You have another one over here. Slow down. Pauses are one of the top things you can do. So you just she wondered what she means by slow down. I've been talking around 185 190 words a minute so far, which is pretty fast so far. Why do you think I've been doing that? I'll give you the one hint on video. You have talk a little faster and louder for to be just is engaging as a posting in person . So I'm actually preparing for also your the video for people who are gonna watch this. But the other thing is, you notice. I just started to slow down. What happened got softer. But what else is happening? It kind of your listening a little bit more. And by the way, I didn't even want that to happen right now. But it did. But that's when something I want to do that so that I prepare you so that when I do slow down, it's critical. Everything critically teaching him ours. Oh, yeah. So that's when you want to save the slowdowns for those spots. That's cool. Second row. How do you show confidence? This is great stuff from you all. What else you got showing confidence after good posture. So what's a good posture? I've always shared my two stance of the all share, um, again. So the first stance is just the feet shoulder width apart, hands to the side. That's a great posture. Another one is gonna be one foot pointed towards the Waller on 45 degree angle weight on my back foot in either hands to the sides are generally classed in my abdomen. These are the two most confident, calm stances on the planet. Notice I'm not going, t Rex. I'm not going hands in the pocket and a lot of people go T rex with one hand, No T rex and no hands in the pocket. No hands behind the back and my eyes are looking at you the whole time. I'm looking at everyone in the room for about 1/2 a second every minute. That's good Posture. What else you got? I want to dress fiercely. I love address. Seriously, I recommend dressing equal to or above your audience dress equal to or above your audience . So whatever they're dressed that you won't be equal or above. You never want to be dressed below them. I was doing a presentation the other day for a bunch of executives. I had a three piece suit on with trainers. Today I go nice wool slacks and a shirt that I'm eventually gonna roll the sleeves up on because that's how I train. That's what trainers do equal my audience. What else you got for showing confidence? So I never want to go. You're right. You never want to go behind a podium. Not a big fan of podiums, because if you have a podium, if anybody ever gives me a podium for a speech, unless I'm going completely offend them for using it. I will always remove it. Because what happens when I stand behind a podium? It buries me. What else? I can't see. My body and body languages is around 55% of a fact when it comes to communication feeling if I removed but also kind of look subconsciously like I'm what I'm hiding. And you know I know you're not intending to hide. I get it. But when you remove this, that allows you to show more confidence, doesn't it? What else you got? This is great stuff. I haven't heard tone of voice yet. Can you show a confident tone of voice? Anybody say this in the second row? Declared his statements. I love directional. So instead of Hey, if you wouldn't mind, turn to page six. It's turned a page six. Some people Oh, offensive turned a page. Sex? No, it's turn to page six that the data. You can make it less offensive with your tone. But there's directional zehr powerful. The other thing is, when you first introduce yourself, bring your inflections down on things. Hi, I'm Jason. T. Dick. Not I'm Jason T. Dick. I sure hope you like my training. I don't really sound that confidence. I'm Jason T take and I hope you enjoy my training today. You hear that? Little reminders. Somebody taking this stuff before and you know this. But we're reviewing it for you because you have to do it all before you can start in activity. Let's hear a speak. Well, we just started this, but what else can you do to speak? Well, 33rd row filler, no fillers in the 1st 60 seconds and then only get one every minute thereafter. Think about this. If you get one filler a minute, that's 60 in an hour. That's a locked. The average trainer. Before I worked with them and I did the notes and things. They used around 100 fillers an hour 102 100 an hour. Now, if you think about this of the course of three days, it is around 360 minutes a day of training. That's six hours a day. That's around 1200 fillers a day. So when I was taking notes, I'd I would literally capture everything they said every filler in the statement that was couched inside. They received a list. Some of them were 567 pages long, and they would And then I would arrange them based on the kinds of fillers, some of them Their pet filler was Okay, some of them. Their pet filler was so some of them, their pet filler, especially millennials, was like some of them. Their pet filler was all right. Some of them. Their pet filler was right. And in the top pet filler on the planet is Ah, Mina, Get rid of these in the 1st 5 minutes before your first activity because they don't want to listen to you. If you're saying these some overy Really? Cause they listen to me, Jason, And how those these values going for you? No, listen, But then the come back later, I'll take one more for speak. Well, great stuff. Um, I'll pay you for that one later. Oh, that's huge. So being ableto have really great curriculum because you can really make or break an activity just from the curriculum you have. But I'm gonna tell you something. I'll be honest with you Here. This is gonna be cool for you to hear. I'm honestly the whole time, but this one. I really want you to know I am going to teach you how to facilitate any activity, no matter how well it's written. Even if they're written poorly, you're still gonna be able to facilitate it. Well, after today, that's the guarantee. I'm gonna give you show content expertise for throw what he got. Yes, Answer questions correctly. That's a big one. Answer questions correctly. If they're in scope, answered them correctly. If they're artists, go punting correctly. If they're in scoping, you don't know the answer. Answer that correctly. What else you got? Credentials. Give your credentials during the introduction. When you give credentials, don't tell him how long you've been doing it, because nobody really cares. I know some of your thinking, Jason. You took away my thunder. Well, I always say this story about I hired a guy to do my lawn a few years ago and he told me you've been doing for 20 years and I fired him the next day. He was awful. It was the worst long guide ever had. I don't care how long you've been doing. What I care about is what's in it for me. What can you do for me? What did I say? The very first statement. I said Hi, I'm Jason T. Nick, and I help what? I helped trainers shine in the classroom and go from good to. That's my credential statement. Hi, I'm Jason T. Dick, and I'm a professional speaker. Them in doing this for 20 years and blah, blah, blah, blah, blah, blah, and you just don't care. It's not like I'm tooting my horn, not helping who? I'm your servant of the servant servant. That's another thing I said that increased my credential statements with you is now you're starting to think Oh, he really what he cares about me. Credibility report. Tough to distinguish, but they go together a lot. One more show content expertise before we will find expert educator. Say again, Oh, software, Yes, you need to be able to navigate the software correctly. This is a really cool thing. If you want to show your content expert, you've got to be able to do it with the software to now let's move to the most elusive of them all. Row five. How do I show him? An expert educator, would you all come up with We said the greatest good past experiences nice Kate in one of the best ways to do this is through stories Tell stories of stuff. It's an awesome way to show your expertise is through stories. I'm gonna teach you seven Maurin this next hour of how to do this, But let's hear one more. One more to show him an expert educator. You have a variety of activities, Yeah, having a variety of activities. And I love that. He said this because variety of activities you don't just want to be an expert educator. You want to show them that you're an expert educator and then you want to get them to say it. Get them to say it. I love doing this. I'll go up to somebody after an activity and I'll say, Don't Hey, Bob, how that activity go. And if you said, by the way, I'll go up to Bob knowing his eyes are excited about it and kind of tell this. Hey, Bob, how the activity go? Bob says. I went pretty well. Would you like about it? He's about to sell himself on the fact that I'm an extra educator. That's what you wanted to get him to say it. Once they say it, they believe it. Oh, this is the activity was so great. I noticed my partner and I both It was really helpful to work together. I was a little skeptical at first, but that role play we did Jason was still helpful to know what it felt like to be a nurse. Oh, that's great. Next page. Let's talk about report. You got another activity, this one I'm gonna give you last time. And we're gonna also split it up, though. This is gonna be on page 21 reports. What again? Relationship? Now, here's what I want you to go. I'm just gonna be take one minute on your own on your own. No. And I want you to pick your favorite one on page 21 report. There's six ways. Remember, I'd all this research into their six things to build report relations. You got to be welcoming. You got to meet their needs. You got to show you care. You gotta get a little like you. You gotta make class enjoyable. And you got to make trainees comfortable asking you for help Here is that I want you to do . I want you to pick the one you struggle at the most and write the number one thing going to do tomorrow to fix it. Go One minute. How you gonna build report with this thing that you struggle with the most on page 21? Okay, I'm gonna give you my favorite, but before I do, I'm gonna offer you to share me with you with me, your favorite. So be welcoming. Who's got one That's your favorite here. What do you do to be welcoming? Introduce yourself before small talks. The number one way to do this. And I recommend when you do this that you never, ever stand above the training but that you always sit my favorites to sit with a little roly chair, kind of move around, introduce myself to everyone in the front row and then also on might kneel if I don't have a chair. So I want to be I level. But when you be welcoming number one thing you want to dio is you want to share your name, get their name, and if time get their number one goal for the class Also like asking about their role because people love to talk about who themselves. But their number one goal for the classes. Powerful. What do you do to meet trainees? Needs? I just told it to you. What is it? Learn? Get their number one goal. How many goals that I get from you? I'm ahead. How would have you write down yet to write down three? I recommend you do this with all your training's in every class. I want you to write down your top three things. You want to know from how to be a better super user right now? If you're doing teaching a class and super users get their goals and then make sure if you want to meet their needs when you meet one, tell him you met it. You ever heard the old adage for presentations telling You gonna tell him? Tell him Then tell me. He told him. But why not do the wooden meeting needs? Find out what their need is. Meet the need. Tell me about the need. Even better get them to say that you met the need powerful stuff. We're talking how to do all these. Show that you care number one way to show you care is what you might know it calling. My name is the number one way. So what I have I've met some of you before. Some of you have never met, but have all your names on this seating chart right here. And I'm gonna use this thing during breaks. I'm gonna use it when we talk. I'm gonna try toe his best. I can remember these in a true 23 or four hour class. We open for three days. You absolutely need to have these down by day two. I recommend having down by lunch. You can do it. Four hours having down by lunch number One way to remember names. Say it three times in a sentence out loud. It's the number one way to do it. Hey, Brad, it's nice to meet you. So, Brett, tell me about Dr Did, uh, Brad, what's your number one goal? It's nice to meet you, Brad. Have a great class. Used it four times. That helps me remember that. That's Brett. He also has an amazing head of hair. Brighten our colleagues. We go way back. I can say that about right is a great guy. So that next one, then is get trainings toe like you. What's the number one again? Will like you. It's true. Chocolate is a very good idea. Of course. What do you do before you give him the chocolate to get him like you? What do you all do? What do you get him? By the way, some trainers will stay. No, I should not have to get them to like me. This is not about me. It's about the class. Well, good luck you when you try to get to do something for you. Seriously, good luck when you try to get it working activity and they don't like you respect you. So what's the number? One way to get her like you. Humor is true. Absolute. Write that down. Humor is big, and here's the key with humor. Here's the number one rule. People don't laugh because something's funny. They only laugh when they're feeling good, and they don't feel good until they feel safe with you. So what are the three steps then? T humor. What step one. Make him feel safe. What's step two? Make him feel good and what Step three Make them laugh. So many trainers break this ruling will start off of the joke right away. Oh, that's a bad idea. Unless, by the way, if you've worked with people a lot, then you can do this. Let's say Kelly has meeting. There's six people on her team and she's seen it every day for the last year. She could start with a joke, cause they all know Kelly. They're safe with her. If you're good with Kelly, it's cool for her to do this. But if you've never met someone before, no humor until you made them feel safe and good, we'll tell you how to do this today. How do you make class enjoyable for trainees? What do you do here? Laughter is huge. What outs? I told I said, you could tell stories. What else do you do to make it enjoyable? Yes, B'more enthusiastic. What am I doing to be really enthusiastic right now? My tone of voice is going up, which isn't good when I introduced myself, but it's awesome to be enthusiastic. Hear that? All of this, some of your like Jason, What's the point? I thought we're gonna talk about activities. All of this stuff has to go down before your first activity. For some of you, this changes the game a little. You don't believe me yet, but you will in the number six make him feel comfortable asking you for help. One of my favorite ways to do this instead of asking, Do you have any questions? You asked, What what questions do you have about and then insert tasks that they do every day here? What questions do you have about placing orders? What questions do you have about administering medications? What questions you have about scheduling that joint appointment? And when you do this, wait. How many seconds? Seven. That makes them feel more comfortable and stand still and just look around your heads on a swivel. Now it's This is what your heads doing. Well, not not quite like this, but it's what it's doing. 5. Hook the Trainees on the Activity: cool. Now we're ready to start an activity. You already We're gonna start the activity on page 22. Him into a couple more reminders. Here we go. Number one adults learn best when they know what What's it? What's in it for them? Good. So write down number one. Adults learn best when they know what's in it for them and why they need to learn it. That's number one. Why they need to learn it is the number one reason why adults will learning Number two is if they can relate it, especially for activities to prior experiences in their life, they can relate it to prior experiences. This is what differentiates adults from kids. Well, in the next box, there are five components to an amazing hook for an activity five. I'm gonna give it to you quick because the 1st 3 easy and you already know me already. Especially if you're training OPIC or any. Um, our first you gotta do is give a focus question. You get a question that I asked him about their world related to their life. Now focus. Question. Hey, when you schedule appointments, does this ever happen to you? They say Yes, it does. I have that pain to Oh, I'm starting to get interested. Number two, you give them a story. And if your training, uh, pick you all know about the stories you know we have Christy. She comes into her charge. He realizes this. She has to do that. That's the story. Number three. You shared tasks. And here's the definition of tasks. A task is what the end user does every day. Without the system, physicians have a task of placing orders writing orders. They have this task positions have a task of doing progress. Notes. They have this task. They had it before epic those air tasks. You must always relate the activity. Here we go now to what? Three things Don't look where The three things you have to relate the activity to right away. Focus, question, story, task. You all know this. Runners spend much time on that. But the next to most of you aren't doing number four. You have to tell them why they should do this activity. Why do they have to do this one and number five most. You do this one. You have to tell them how to do this activity. Most of you do that Post trainer Skip number four Put a star next to number four because we're not going to skip it anymore. We're gonna hammer this thing home today. Right now. In a way to hammer this home is, by the way, bottom of 22 23. You can see step one focused questions. Stuff to story. Could read these on your own. Step three on page 23 attacks, but step for Why would they want to do this? Activity? I want you to look 23 halfway down on east. Up former. Read with you. Ready? You're gonna highlight some stuff with me. Now comes the unique element of the hook Activity hook. That is when you tell them the wise for the activity. Next paragraph. Here's what I'm gonna read. Highlight this with me. Regardless of which one you choose to employ below. The key to build buying is to tell your training is why learning through this activity will help them. Every activity has a reason. You must tell them that reason. Listen to this. The what's the focus? Questions story in the task. So the focus questions during the task. That's what they're going to get. That's not why they'd want it. Those are the practical advice appeal of their consciousness. But the wise for the activity, that subconscious, That's emotional stuff. That's what we're gonna get to right now. Buying for the activities where we're at right now. I'm gonna give you six different ways to build buying for an activity to tell them why. For an activity you pick which one you like. The best you could do all sixties for every activity are gonna pick your favorites. You might not like something. Just leave those. But here's the 1st 1 You tell them how it will offer them durable fulfillment right down next to durable fulfillment. Bottom of 23. Put in parentheses. This durable fulfillment DF is equal to three things. Happiness plus success, plus freedom. Every adult on the planet wants all three. I say this a 1,000,000 times. I'm gonna say it a 1,000,000 more. You think of the homeless man not by choice. Tons of freedom, but no happiness or success. One working on Wall Street making seven figures times to success, never sees her family's not very happy. The guy. It's playing we all day in his brother's basement. Tons of happiness because we have his favorite thing. Everybody has no car, no freedom and no success. Everyone wants all three of these things. So if you can figure how your activity will give them one or more of these you got an end on issues you how to do this right now. One of the best ways to do it bottom of 23 is once you build an activity or someone build one for you, you go talk to a training and you ask him these five questions. Pick any one. You only have to ask one person. You say what your biggest concerns about X y Z. Let's say you're doing an activity on scheduling appointments. What's your biggest concerns about scheduling appointments? So you're not an activity. Words of partner activity. What's your biggest concern about working with a partner in an activity number two? What your biggest challenges with those areas. Number three, whether problems those air causing you circle number three, by the way, because that's the gold. Whatever they say under number three is your hook for the activity. That's your gold they will tell you some emotional subconscious thing that they've been dying to tell somebody right there, by the way, one through three. Write those down Those air called pain points one through three are pain points for through five or pleasure points. Pleasure point is, what's your ideal outcome, but with what we're getting that outcome do for you. Here's the thing on page 24 3/4 of the way down, right? You see where it says, Tell him you care about their success right above that on 24 it's says, telling people how you will meet their emotional needs. How you relieve their pain points and enhance their pleasure points will make them crave what you have to say. Let me give an example of this. Let's say I'm doing an activity on scheduling appointments. What is Let's go through this real quick on the bottom of 23. What is the biggest concern that people who are schedulers have with scheduling appointments? What's their biggest concern? If you just had to say it shouted out, you all worked with people all the time, right? What is it So I don't want to get it wrong, and upset the doc. I don't want to do that. So then look at the next one. What? Your biggest challenges with getting it wrong and up studying the doctor, What would they say? What do you think if I upset the doctor? What's the challenge that that's gonna pose for me? So I'm gonna have less trust with the doctors, okay? And then and then. So what are the problems that's causing you? If you have less trust with the doctors? What? What is that? What problem does that cause you? What is it? If the doctors don't trust me that doctors don't think I'm credible? What problems does that cause here? There it is. Did you hear it? She was afraid to say it because it's emotional. It's subconscious. This activity is going to help you keep your job. I want to do it. Sign me up. I don't care if I work with a partner. You with me? I need to see how quick that happened that we finally got to it. It's not about the physicians being upset. It all. Really, from an emotional standpoint, it's about I want to keep my job. This activity help you do that? You're kidding. I'll do whatever activity you got. Who's gonna help me keep my job? You with you with me on this? Okay, well, let's look at the next one here. This is on page. Is that you can do that One. If you want to go to 24 we'll do. Another one is one of my favorites. Tell him what you care about. I love this one. Hey, this activity at first. So I want you to know I'm role playing now that some of you are gonna end up having to use this system tomorrow. I know you just starting off in the system, but you're going to use it tomorrow. And I really want you to be successful. It's not easy. Some of the stuff that's in this system, but this activity is gonna make it easy. You hear that? That's how you do it. Or here's another one. You say that they're supporting an end use. Let's say you're going to go live, and they're going to be a super use. Hey, I just want you to know the's end users. They're gonna have some challenges, and it's gonna be hard for you to go on on the floor and support them. You're gonna have a lot of complaints and a lot of issues. This activity is gonna minimize those for you. Here it That's the hook. I want to hook him. I want to really help him. Hook, line and sinker. Page 25 Here's another one of my favorites. By the way, star your favorites Don't just listen. Start your favorite because whenever you do these in a second, go over the stages of learning Page 25. Do you all remember the stages of learning? I've shared these a 1,000,000 times with a lot of people over a lot of videos and trainings . But let's see if you can remember where the five stages of learning for anybody on the planet. What stage one when you first get to A When I first got to my first modern algebra class, which is, I think, calculus. One Cal to cal. Three advanced calculus, linear algebra and then modern algebra. You know, I got to the first stage of learning. I was like, What in the world is this professor talking about? I don't have a clue. Does anybody ever feel this way in your classes for epic. What's step two? Oh, I can see what this trainers talking about. You can write these with me on page 25 or the third stage is Oh, you know what? I can do this a little bit, but I'm gonna need your help. Trainer. I can't do it on my own yet. This whole pharmacy thing I'm trying to dio can't do it on my own yet. Oh, no, I can do it by myself. And then stage five, which is where you all are getting to as I can. What? So here's what I'll do before an activity that requires them to teach. You ever do an activity where they have to teach each other? If not, I would highly recommend this. What's the motto of physicians Med school? See one. Do one. Also, physicians love this by the way physicians love this. Just so you know, I have trained thousands of physicians. They love it when they have to teach each other or they'll put up a little fight. But not if you get buying. Not if you tell them why they're about to the activity. Hey, this activity we're about to have you working partners and I'm just waiting for it. Oh, well, here's the deal. You see these five stages of learning you're actually going to get to stage five in this activity, which assures me this is I love seeing is this Next thing is so important for your patients patient safety that I absolutely have to know that you can do this and you need to know you can do is before you walk out of there today. So here's we're gonna dio we're into a partner. Do you have to teach us to somebody else? And if you could do that, then which stage? My guarantee you're gonna be at? All physicians say stage for yes, and now they want to do the activity. It might not be thrilled to death, but they'll be willing to do the activity. That's another one I like. Another one I like is the retention model on page 25. Now, here's the deal with this retention model is actually not a very reliable model. We're thinking Well, then, Jason, why in the world are you showing this to me? Check this out. This is it. This source is not reliable. They actually refuted almost all the evidence that supports this. But one thing that is still true about this is why I still show this is that you learn more when you do. Then when you listen, would you agree with this? So what I will do is I'll show them something that will help them understand why that's true. And that's something if you want to write down. By the way, the percentages for doing the retention model claims that you get 75 if you do in 90 if you teach. I don't think this these two data points are necessary, reliable, but I do think they're valid. You understand reliability and validity. Reliability is percent is exactly accurate. Validity means you know, that the idea is actually correct. The idea here is actually correct, and so you can do is share him the next model, which is something that is huge if you need to have them understand why they have to do so . What I'll do is I'll either show this to them up on the screen. You could just use this or it's on page 26 to the bottom or are just drawn. And this, by the way, helps in my expert credibility for educator because they think, Oh, while this guy actually knows what he's talking about when it comes to teaching, I'll say, Hey, just real quick. By the way, spend no more 60 seconds on this because your physicians and nurses and scheduling clerks and others that air in your room, they just don't care about a lot of educational theory. They don't. But what you can do is you say, Look, there's four kinds of learners. There's the stop learner. There is the research learner. There's the talk learned there's the create learner. Turns out that these learners like steps thes, Don't these want to figure it out on their own? These like to talk these don't they want to do it on their own? This active is gonna hit all for you simultaneously. Cool, huh? That's all you say. It's another way to get him to want to do the activity. It's gonna hit all for you and they start and you can even say I sometimes I'll just rub it in a little more and say, Hey, look at the person next to you. Do you care about that person at all. Chances are chances are if you've done a good job of introducing them to each other and introducing the buddy system by saying, Hey, that person extra, that's their body body, your jobs to make sure the other person can do the system. Well, Justus, Well, as you you've done all that, then you can say, Hey, look at that pursuit. Care about this is gonna help that help you in that person. The next one I like. Page 27 is why partner groups. This is a big 1 27 at the top. If you want to get him to buy into partners or groups, there's really three things that you need to dio. Number one you need to introduce for partners and groups, the story and the tasks Some of you already do this you can just write its story. In task is number one in the box on page 27. You got to introduce the story and you got injuries how it relates to their world. But number two is the big one. You have to explain why they're working with a partner or a group and then number three. You need to make sure they know how to begin the partner work. Now, let me just talk about number two. I'm gonna see him again. Number one induced. Store your task number to explain why they're doing the activity with a partner or group. And number three. Make sure they know how to begin. Read with me. The paragraph Right underneath this. This is huge. The second part is key. The way in which you tell your class why there were going to partner will vary. We'll talk about that later. But one generalisation could be made underlined this We work with others because it enhances our learning and that of our partner. I will literally say this to the group. You are about to work with a partner because you're going to learn Mawr. If you do, then if you work by yourself now, you have to be able to guarantee this. And there are a lot of activities that are written out there that do not accomplish this. I can tell you right now, there's like there's a teaching strategy called reciprocal learning where they have to work with a partner and one of them does it while the other is the guide. When they switch, there's another with role play. That's not necessarily gonna get this to go down. I could tell you a number of people come up to me afterwards and say, Hey, Jason, this whole partner activity, we just did. I could have done that in half time and learned twice as much. I looked and I said, You know, you're right. We should be right, that activity. But if it's an activity that I'm about to teach you, that actually enhances it. You can say this. You're about to do an activity that you will learn more. If you were with the person next to you, then if you work by yourself, trust me, you say. And if you build credibility report, by the way, some of you they're saying I want to build credibly report again because I want them to do something for me. I want them to trust me right now. 6. Hook the Trainees on the Activity Part 2: Next 13 expectations is set during group activities. Number one, this is what you say before they start you ready. First thing you say is, you're going to have some questions during this activity. I'm gonna come around to answer all of them. That's number one. Answer, ptarmigan, answer the questions. Promise them. You're going to have questions. I'm going to answer them all. Number two, during the activity, you want to ask questions to help them get it. And if you can put in parentheses there, I'm going to suggest you do that with a thing called benchmarks, which you're going to learn later today. Benchmarks, but you must ask questions to help them get it. Watch this. Here's Bob again. Bob's working on his activity and he's got a computer right in front of an I come up to him. First thing I'm gonna do is not hover over him. I'm gonna kneel down. I'm gonna give him a round the round the space of if I extend my arm, that's where I wanna be with Bob. And I'm going to ask Bob a question. What might I ask Bob? Look what I'm trying to do here. I'm trying to set expectations during group activities to help him get it. What are the four definitions of get again? You remember what they are? See, you didn't write them on this one. See if you can remember them. You gotta remember. Fall along, understand, and do. Guess what the question I ask is gonna be different depending upon which one of these I want to get with Bob. And I'm going to teach you in the next two hours exactly what to say to Bob, to help him either understand, remember, fall along, or do. What's one thing though? Just just to start it off that I might say. What do you always say when you first walk up to Bob as he's working on an activity and by the way, he's got Joanne right there and their partners, Bob and Joanne. How's it going? That's a great thing to start with. We're gonna give you about 20 or 30 other things in addition to that. But that went by the way, if it won't work, I'll say nope, that won't work. That one's good, has gone to great way to get in. Isn't it true by the way, this is so funny. You're gonna start to realize this and it true that any of you are single or ever have been single and you've tried to go meet somebody at a bar, for example, isn't it kinda true that that's sort of what we're doing with trainees. How's it going? I mean, isn't that what we're trying to get in the door, aren't we? And they're sitting there having their drank or in this case, they're doing the EMR and fine. And you're trying to get in the door. This is what we have to learn today. How do you do that? So while getting dating tips today, that's awesome. And then number three, you want to go over there everything when the activity is done with an oral review will talk about this later in an independent assessment of possible. I'll talk about what those are later, but just number 27, bottom of the page number three, you want to go over everything when it's done with an oral review or something like that. Num page 28. Let me give you another one of why they'd want to do individual activities. Highlighters star this one by the way, individually activity because most trainers spent a lot of time pitching partner activities and group work. But they're all individually activities, people be fine. You should know there are some people in your room that are scared to death. To be by themselves in the system right now. You probably already know this. So you've gotta talk to them about this. And what i'm my favorite thing to do is it's a little box. You see civil box right there, right above the box. So see where the box is. A lot of thought and research went into this right above that highlight this sentence for me. Makes sure they know he won't abandon them. You're going to walk around. You're going to make sure they're gonna get it. Here's what this sounds like. Hey all we're gonna do a pardon, or we're gonna do an individual activity. Now you're going to be on your own during this activity working in the system. But just so you know, you're not really on your own. I'm going to be with you the whole time. I'm gonna be walking around this whole time. And I'm going to make sure that you're following this thing and we're gonna do this together. The other thing I would mention to them is a lot of thought and research went into this. I love this one too. You should know, we've spent hours trying to figure out what's the best way to teach this next topic. And we discovered hands down you doing this by yourself is the way to go. And here's why. And then you go into all of this stuff we just talked about for some of you, Is this a little more of the why then you always do? Or is it exactly the same? It's a little more. You want it to be a little more to the point where it's uncomfortable more. That's when you know, you've got the right amount because it's not uncomfortable to who? To them and remember, it's not about you, it's about them. Just give you one more thing. I'll do the step five at the bottom. How to begin an activity. Y'all do a lot of these, but I'm just gonna go through a couple of on page 29, explain what there'll be doing. You all do usually do this. I call this the feelers of the story. Look at the third paragraph, page 29 says, acquaint yourself with the feelers of the story. All the ways you can link it to the rest of their experiences in tasks. That's the feelers of the story. You want to find those, and then you want to explain how to do it. Now here's the deal with the how I'm gonna give you four ways to explain the how you all know as, oh, we're about to do this activity and here's how you do this. We're gonna go to page six and we're going to follow along with this. And then when we're done, we're going to go over it and you know, all the here's the four keys. When you tell them the how number one, biggest one, don't patronize them. What do I mean by this? Do you think we just spent all this time telling them why they needed to do the activity. Now I need to tell them how to do the activity. What do I mean by don't patronize them? Do you think? If I say, okay, everybody, turn to page 29. And then I start teaching them how to do numbers 12 or three. And I spend all this time 20 minutes going over one through three when I know they've already done one through three. This is what I'm talking about. If you already know they are pretty good at something or you're thinking that maybe I recommend if you wanted with Jason. What if I got that? I got all these people in my room. Here's all the people in that room. And I know I got this one person. He's right in the back and he's not going to get it. I just know it. Well, let me ask you, what about the other nine people? Do you think it would patronize them if you teach right now to to John? But they are all good. I recommend always, always, always. When you're lecturing training to the bell curve of the class. What do I mean by the bell curve? What I mean is if you've got a bunch of people that are, this is the speed here, and this is the number of people. Let's say you've got a ton of people, all right here, and they've got a few out here. My bell curves right here, isn't it? So I'm gonna do, I'm gonna teach this class a little slower. But if I have a bunch of people like this, they're all here. And I got a few right here. Now my bell curves here. I'm going to teach that. So don't patronize these people when you've only got two, what should you do with these too? Soon as you give them the directions, what do you do with the two? You go right to the two, but let these people go. See so many trainers that end up teaching to the two For everybody. Number to give them just enough information. So it's uncomfortable for you. In other words, you're probably gonna be accountable. You didn't give them enough. But I think we spend so much time on the how and not enough time on the why. Number three, explain their role. And number four, explain your role. What's their role? What's your role? This will depend on the activity. Your role is to work with the person next to you to do XYZ, my roles to float around and do XYZ. That's it. Once you've done this, you need to explain next page or bottom of 29 when they need to do stuff. And I recommend you all said this right here. I'm gonna go back to this board because look what you said. You said that I need to set timeframes. Remember these this is what you said right here. That is what I'm gonna talk to you about Obama 29, last sentence, setup a timeframe for the activity or simply have them write stop or they should stop. Loved this. If you've got a long activity, you're only gone through half of it. Literally turned to page 36 and say, I want you to write stop after number seven. That's where you're gonna stop. Here's what I want you to do. I got an activity for you. I want you on page and this is by yourself now, page 30. I want you to take I'm going to give you three minutes right now to do this. Let's see how far you can get you if you want to identify the focus question, you can't. If you want to identify the story, you can, that's fine. If you want to identify the tasks, you can. But what I really want you to do is number 45, because these are the five steps to hook them on the activity. I want you to think about an activity you're gonna do next week or next month or whenever your next training is. Don't care what it is. And I want you on page 30 to decide of the five things that you see on there for step four, which one you're gonna do. And I want you to write out what you're gonna say. Once you write it out. So I'm going to write it out. I don't want to do it anyway. It's going to be good for you to do this for learning page 30, I want you to steps 45 if you finish early, do steps 123, but I really want you to focus on number four. I want you to practice the y. So I'm gonna give you two minutes to choose and write it, and then one minute to share it with the person next to you. And then I want them to give you feedback on it. I'll let you know when two minutes is up so you can write down, let's try this and see where it says Step four, right, start there. And see where it says Step five. Right. Stop there. And let me ask, somebody was at patronizing or not patronizing. Did that feel a little patronize? You see what I mean? That's what I'm talking about. I always like to model what I mean. I had already explained the how you guys were good, somebody who even started and then I stop you, but OK, everybody knowledge, right start. That's what I'm talking about. It. You gotta be careful that patronizing. Two minutes, go. Ok, here's what we're gonna do. I want you to just have one, you'd try this and the other person give feedback. I want you to just choose which one e of the partner is going to do this. But I want you to actually imagine you've got a class in front of you in the partner for your class. And then I want you to hook them on the Y. Now here's the deal. It'll only help you if you try something you've never done before. So I want you to try to explain why they're doing this activity and either use the retention model or the learning styles wherever you want. And the person that's listening to this, here's your deal. I want you to write down three things they do well, and one suggestion you have for them. Okay? I would recommend, although you don't have to do this, that you go find a place in the room and stand up and do this. Or at the very least just turn to them and imagine you're standing. I'm gonna give you two minutes to do this. Go. Okay, good. Let's talk for a second. You might undermine, but you totally finished. But whereas I want to do feedback on how that went just out of curiosity, just shouted out one, well, what was challenging? Went better than we both thought it. He thought it went better than you thought it would. And why why sell? Because we debit came up with something we all do working with our practice exercises when we teach, so relevant, she came up with a real exercise you would actually do every day and then you apply some of this to that. And how'd that feel? They felt fine for dab in for you? Hard at first coming up with it was hard coming up with the critiques of the y's, right. How about for the rest of you, you've experienced this too or not? Here's the thing. Look up here. This is what you've told me. Makes activity is amazing. And I look up here, this is what this kid and everyone in your class thinks about your activity sometimes. And so if you look up here, we've talked about reactivity, credibility report, and how to hook them. That's all we've done so far. 7. Get Buy In for the Activity Closure: Now we're gonna get into how to build the credibility and report during the activity. But look up here now, because this is what we covered so far. What we've just done, everything we've done so far in the first hour. Meaningful connection, clear direction, a goal of the start making it relevant. How do you begin it? Making it purposeful and making it appropriate? What I do with you. I showed you as an expert educator. I wanted to take that shot. I would never say this to a class except if you're trainers. But this is an amazing way to show you an expert educator. You find out what they want and then you check it off as you go. Do you feel that you can tell we've covered these red jacks, haven't, can't you? You can tell. In fact, here's an even better way to show me an extra edge cared either that I'm gonna do right now page 30 because I used to drive me crazy when people would tell me to do stuff and they would model it on a model right now on page 30 at the bottom, I want you to write down just off the top of your head the number one thing you've learned so far, just in the first hour that you never knew before, that you're gonna do next week? Read it down right now. I love this. I don't know if you can pry can't tell this on the camera, but they're they're secretly looking back. That's what I wanted. Haven't you ever wanted to know how you can get your trainees to just quick Retain. This is how you do it. You just haven't write down their favorite things so far in there. Get, well, gosh, what did I learn so far? And here's the best part. You're going to hear it in just a second shadow remark. I want to hear up to five. What's one thing? I want you to be genuine here. Don't try to fluff my father's. What are they? Yeah. So the group activities, the four roles, facilitator, RealPlayer, timekeeper in Awesome, you like that. What else would you come up with that you, that you want to use? Telling them what your role is in the activity in addition to there's good keep o comma. Three more. Tell them why it's important to do this particular activity. And a very nice one or two more. Share the learning styles to establish it, you're an expert educator just for under how many seconds? 60 seconds, one more. Why is what we just did? Here's the one more. What I just did with you. Why is that helpful? We just did an activity we've done far if you've noticed as we've done three activities already today. And I just went over an activity with you with this board. And then I had you on the bottom of page 30 right down your number one thing and they asked you to say it. Why is that showing you them an expert educator when you say it, why is that cool? My needs are being met. Your sheets proving to your needs are being met. I don't we're gonna take a break and five minutes just so you know, and I want every one of you to lead for break and say, I got something so far already. I've got something from this class. This is what I want. I why am I saying this to you? I would never, I am all about humility. I would never say this to a class except if there are a bunch of trainers in the room. Why am I saying this to you? Don't miss this. This is what you should write down as your, your second thing. At the end of an activity, you always want to ask him what question? What's the number one thing you just learned? That you can use tomorrow and make them write it and make them say it. Because when they say it, they believe it. Write this down, people believe what they hear themselves, why? Yes, It's powerful and then of course you won't toot your horn like I'm kinda new and right now, but I'm doing it to teach. But that's what you're gonna do. Now there's one last thing I want to teach you before we go to break, and that's this on page thirty one and thirty two and thirty three. There's some cool stuff there on how to build credibility and report during the activity and after the activity. I'm going to assign you something right now it's on page 34. Here's your assignment before you go to break. I want you on page 34 to read those three pages over the next three minutes, it's going to be a scam. Reid. And I want you to write down or star on those pages. You can write it down either on page 34 or you can start on pages 3123. I want you to write down or star three new techniques you're not currently using right now to build more credibility inactivity during the activity which we haven't covered yet. And then write down three new, up to three new that you're not currently doing after the activity, you get three minutes to either star your favorites were actually, I recommend bloom educational psychologists also does that. You write them down to synthesize these, but come up with three, at least 3133 that you've never used before. God. We're gonna take a break now. But as I always teach, I always recommend you give a hook for what you're gonna cover after break, before you send them to break. And here's yours. When you come back from break, I'm going to show you how to ensure that no trainee during your activities gets left behind. 8. Find Trainees Who Need Help Part 1: Okay, we're gonna go ahead and get started. Here's the thing. This is my this is my son, Trey, and my wife Jess at our most recent Halloween. So this is actually last week and he was Luke Skywalker for Halloween. I'm not sure how he figured out Luke Skywalker, cuz that's about 40 years before his time. But what's interesting about this is I wanted to tell you that this, I'm going to relate this picture to this one right now. This is how some of your trainees feel during activities. When we help them, they feel like they're literally being lifted out of some sort of crisis. That if you could just, if they could just learn this software, the crisis might go away. And I thought about this as we were Halloween the shirt because it turns out my son doesn't really like trick or treating all that much, but he loves given out the candy. So he wanted to stay home. And he said, Dad, we're going to have this new rule that he's very much of a leader, which I wasn't when I was his age, I was more of a follower. He's a dead. We're gonna have a new rule. I said, Well, what's that, Trey, his name is Trey and it's my wife Jess. And he said, Well, what's going to happen? And he's thinking about this and he's for it. Well, what's going to happen is that when somebody comes to the door, we're going to go ahead and tell them that they can't have a piece of candy unless they tell us who they are. So I look down and I said, okay, let's do that. So he, he so excited about it. He gets the little bowl and he brings it out there. And and then of course, when somebody answers the door and is somebody bigger than him, which most everybody is, he's kinda does this. He doesn't really want to say anything. He's kinda scared, I'd say so who are you? And then trace slowly heads and then every once in awhile there's this little person. And you know, I'm talking about the little ones that maybe one or two and their parents are kinda waiting on the sidewalk, but the little ones are kinda come up and there may be you have to go down this far to see you. And they come up there and they're so scared, but they're not really sure. And they come on up and they don't really say tricker treatment and you know what to do. And we are given some, some toys away, some Plato and little bracelets and in some candy and he wasn't sure which one to pick and isn't that kinda I was thinking about this. Is that kind of the way trainees feel when they're doing activities. Aren't they kinda scared and they're not really sure what to do. And they're kind of a little one with the cute little cat costume or dog costume when they come. That's kinda how I, that's how I see this next chapter. It is, this is my favorite session of the entire program because this is where we get to walk around during activities and make sure they can do for key things. And you can write these things with me by the way, you can write these things with me on page 38 because they are so important. They are so important. It's on page 38 at the top. What I want you to or actually it's about halfway down the second box on page 38, there's four things you need to check when they're doing activities. And I've already told you what they were. Do you remember what they are? If they can follow along. If they can understand, if they can do critical tasks, and if they can remember. By the way, do you remember what they were? Follow, understand, do and remember. That's what we're checking. Follow, understand, do and remember those are the four things you can write on page 38. Well, here's what we're gonna do then I'm back to this slide and we're talking about these trainees that need help. Now I'm going to tell you something that's going to change some of yours lives when it comes to activities. And I'm going to write it right up here on the back of this board again, and it's this. So here's the deal. There are three kinds of trainees that need help in your room. Three kinds. It's the top box that you can write this with me on page 38. And what's interesting about this is some of you are going to feel a bit of a shock when you see this is what it means for your classroom. So watch this. What's the first kind of training? Do you think that needs help? What, how do I typically know if somebody needs help, what do they do? So they might look loss, right? And what does somebody do if they're very assertive? They'll raise their hand. So that's the first kind of trainee is the one that we'll ask for help. And they'll even do it. Write this down without proximity. What do you think? I mean, when I say without proximity, even if I'm on the other side of the room, they will literally go like this and bring me over. Or they'll they'll walk up and come up to me, whatever. What percent of the trainees do you think I like this? Ask for help without proximity, what percentage they attend? Small. Next kind of training. What do you think the next kind is? Yeah, they'll ask for help with proximity. So this is the one that we'll ask for help. If you walk around and make yourself available. Which most triggered by the way and everyone's through very good at. They learn how to do this. Some trainers aren't good at this. They're just check email the whole time. But most years are pretty good at this. And they will walk around and they'll, they'll kind of make themselves available. And then somebody might ask them. But what's the third kind? What's the third kind of, of trainee that I'm going to write this in green. That won't. Yeah, they won't ask for help. Even with what? Even with proximity. This this, this, this, this, this, this, this, this green right here is the one that's chapters about. I'm going to show you, I'm going to go out and Lululemon say this. I'm going to show you how to make sure that anyone, whether they will ever ask for help or not, how you absolutely know, beyond a shadow of a doubt for every single person in your room, whether they have followed along, remember, can do or understand any task in your activities. All four, see if you can say this out loud with me where they again fall on. Understand. Do, and remember, you're going to learn how to make sure they can do this. I don't care whether they ask for help or not. I don't care whether they're challenging or not. And we'll get to a little bit that in a second, we're going to figure out how to do this. And the way to do it is at the bottom of page 38. This is a rule of thumb. It's called the checkpoint rule of thumb. I'm going to suggest that every ten minutes you need to have a checkpoint for everyone in your room. For every activity. Every ten minutes, you should be checking every person's paper or brain in the room for every activity you do. This is my rule of thumb. Rules are meant to be broken. This is a guideline, but I'm gonna show you how to do this without being invasive and actually being quite comfortable with everyone involved into do it. We're going to flip the page to page 39. And we're going to start with this thing called follow along. I like to call follow along. So we're going to start with this. Follow. What were the other three again? Understand. Do remember, we're going to start with this thing called fall, on which I call follow along with the bouncy ball. So when she's just imagine we've got this little bouncy ball here. And that ball is what I want you. It means in this kinda what we want people to do with the software, okay, that 90 nowhere to click now and you know what to do now is what a lot of triggers have to deal with. How do you, what do I go next? That's follow along. When you're doing an activity and you're walking around. I wanna see if Bob's fallen along. So if you look on page 39, the number one way to do this is to work the what? Work the room. Now, I actually did a survey. You know, I, I watched hundreds of trainers. I gave all feedback and I decided to survey the top tenth. I wanted the top ten trainers that when I watched them, were amazing. At follow along in, in a second. I'm gonna share with you what they told me for how they do the how the masters do it. But before I do, I want to give you a quick piece of theory. It's on page 39. There's three there's three checks. It says, first check. Often folks get stuck. And they're not just when they start, but all the way through the activity. Section 1 second 1, context underlying this or circle, it is everything. If someone gets stuck and you've been monitoring the last five minutes, you know what everyone's supposed to be doing. It's much easier to see when they want to stray. And then number three, you're gonna get more exercise. Which is very cool. Now here's the thing I'm gonna have you do this. I want you to read, not just skim lead cuz this is crazy cool. What you're about to get. It's on page 4041. And there's three steps that I'm gonna give you right now. Once you step one on page 40 to read the steps on how to read someone's body language and recognize when they need help. And I want you to start your favorite three. Then on page 41, I want you to read through the steps on how to help the person out considerably just by putting yourself near to them and making yourself available. And then I want to write down, I want you to write down the top three things that you took away from this reading. How long do you think it's gonna take you to read these two pages? What would you like? Would you like to three or four minutes? You've got four Gulf. 9. Find Trainees Who Need Help Part 2: In just a moment you're going to actually write your three, but let me just tell you one quick story before you do. I shared this with a number of the trainers that I interviewed to find out what they do and ask and actually observed them. And I can tell you that every trainer that I shared this with, whether they'd been trained for 20 years or two weeks, found one thing in these two pages they never did before. That's what I want you to go find right now. There is one, I guarantee there's one. There's subtle though. You'll read they go, yeah. Yeah, got it. Yep, I do that. Gap got BOP again. But do you really what's one to three things now, write them down that you wanna do tomorrow that you're not currently doing. Write those down now. On the bottom of page 41. You know what I love about this two pages. A lot of people look at these and go, oh, yeah, yeah, I do other stuff. We'll get this. Well, were the four again, follow along. What else? Understand? Do you interview? These two pages are just the follow. That's only 25% of the way there if you do this stuff. But even still, let's write them down. What are the top things you wrote down that you'd like to do or haven't done yet before for fall on what's one? Whisper? Love this one. I can't tell you how many trainers that I have seen that are doing an activity and they're talking in the volume, I'm talking right now. And they go up to somebody. And here's Bob. Hey, Bob has a goin there. Literally this violent. What can I do for you, Bob? Oh yeah, it's pretty hard for you, ha, Bob. Now. And everybody's listening. Nobody, here's a rule of thumb. Nobody shoe but here you accept Bob. I would sit in the back of the room for two hours with my laptop intake literally 20 pages of notes, and half of them was an activity. Notes. Now would watch and I listen. And if I could hear anything that trainer was seen, I close my eyes. That's not good. If I can see that trainer or they're helping the activity, not good. Why is it not good if I could see the training, they need to be at their level. Ask yourself, if you listened to this course and you just listen and you felt good and you go enjoy your Friday evening as I am going to do night with my wife Jess were predicts a, we're going to equip these Grover gonna get one of those rooms all by ourselves. He ever been there. Pretty cool place. But if you do that and you don't actually get takeaways, you can use tomorrow. You wasted your time because learning doesn't happen till behavior change occurs. So right now in the next two minutes, I'm going to write stuff on the board and I want you to write down and stylist off. You're going to change about yourself. What else you got to keep your head in eyes moving. I love this. Let's actually go there and look at what this person does. Trainer said, this is so awesome, is on page 40. It says, look for number three, look for subtle requests for help. Like someone looking around a bidder half raising their hand. This usually means their stock or have a question. If they really do have a question, they'll usually initiate it once you're nearby. What are the best waitresses and waiters do? I'm gonna get one tonight and we'll find out. Yeah, you don't even know they're there, but they're always there. You ever notice this? Your water just always seems to be fold. And you really have to ask for the next course cuz they just bring it right on time. And, but they don't bargain and say, hey, how's it going? Can I can I hear about the conversation you in your in your whoever you're with it are having. No. But this is what trainers tend to do. You're a waiter or waitress. And your subtle and your soft, and you're nurturing and you're carrying. What else he got. What else did you write down? Tree edge the problem? Yes. I really liked this triangle and this is on page 41 at the bottom, number five. That's a great one to do to see if they've got problems. What else did you do? By the way, I'm if you're one of those, here's the thing. Half of you in this on the planet have people on the planet are more intuitive by nature. That's me. Half the people on the planet are more analytical by nature. That's my wife, Jess. Intuitive people can literally read people without them even saying anything or using any kind of data to notice. Say Jesse, I see had a rough day. What do you how did you know that? I didn't I didn't give you any data. I showed the number one question my wife asked me as Jason, what will what do you know that? Well, why is that true? I don't know. I just know. That's intuition. Analytical people wrote page 40 at the bottom. They need the data. Look at the data. Someone's screen looks different. One person's heads repeatedly looking at the screen and I'll put the instructors are back at the screen then up an instructor's, somebody that they're screened the neighbor screen them back in their own. Someone's wanted your pages and looking between the middle screen, two neighbors are whispering. Any of these red flag, they need help. These are people that need help. And they'll only ask for it if he if there's proximity or they wouldn't have asked it all. Another one I really like is on page 41 number one, if you can see someone's behind the stepper to watch this. Here's Bob. Here's what you do. He's on a computer. I'm behind him. He's halfway in the middle of the room. Here's the front of the room. Here's the back of the room. Where am I going to word this thing? Say I'm supposed to be in the back. Why? I want to see their screens, but I don't want them see in me. I want to be like the waiter or waitress that you don't even know the waters there, but it is. So I walk up and I look at Bob's Crito, Bob's in trouble. I literally, no, Bob's in trouble right away because I have this activity memorized. I know he suppose it's five minutes. Any supposed to be a number six and he's not even on the right screen, everybody who wasn't a number sex. So I walk up to him and I say, I think you're looking for this right here. Walkaway. That's filled up is watered and gone. What are most trainers do? They hover. Oh gosh, I sure hope Bob talks to me because I just, I don't really feel comfortable. Hey, Bob, how's it going? Pretty good. Is there anything I can help you with what you're gonna say? No. I used to work at a clothing store for men. Sold suits, sport coats and ties and socks and all this stuff. And this was the number one faux pas that you didn't want to do is when they walk in and you say, hey, I was going, how can anything I can help you with? What do you always say to a clerk that does this? Now just looking, there's no difference with Bob. Bob's, Bob doesn't want you to do this either. So hey, what they taught us by the way, this is all commissioned stores is back in 1993. Is they said, here's what you do. You just wait til they find an outfit that they kinda like. And then you go find three outfits that you can make out of that shirt. Put them on the floor and say, hey, just wanted to show you three outfits that you might like with that shirt. Let me know if you need anything, you walk away. And that's different service than anything. They've never seen a name. Because what most men that come in, most anybody, they had no idea. You can put all this stuff with these shirt. And all a sudden they got three choices. Same thing here. Hey, he might be looking for this button. Let me know how that works. Halfway. Walkaway. By the way, isn't this cool for synthesis? Because who should really be figuring this tower? Bob? My job is just help him what? Follow along. Another one I love, page 41 number four, ask What's up or can I help with something when you approach? Kneel down. Okay. So here we go. That's fall along. What's the next one? After fall along when we go to next for Bob gay, page 40 to understand this, put a star next to it is the most important section of this entire chapter. Because if they don't understand, they go live. Good luck your organization. So here's the deal. I wanna read this. It says here's one of my favorites. So many trainers are afraid to go up and ask someone if they need help. Many more are afraid to confront the training that blows off an activity entirely. Checkpoints will not only saw, how often do we need checkpoints, everyone, ten minutes now only solved this problem. They'll also help you to ensure the trainee actually what it gets it. Here's my four favorite checkpoints. They're in bullets. Multiple choice, true, false. Fill in the blank and short answer. Why do you think I like these? Particularly the first three? Why do you think I liked them? It's quick. I can literally just walk over somebody's paper and see that they have true and move on. I don't have to wonder if they're getting it. If they wrote true, either they guess right. Where they're getting it. It's possible they guess right? Which is by the way, why I like also short answer. Like a multiple choice like ABC or D. If they wrote, see, they're getting it. Now watch this. Here are some examples of benchmark checks for understanding. For epic. Look at this one for billions scheduling admissions. And on page 42, right down in the box on page 98, in your own words, why the coverage folder is created and attached in the guarantor section of the form Navigator. You cannot understand coverages if you get that wrong. Do you know how many organizations I've been to and how much money they've lost, because they didn't understand that one benchmark. Millions of dollars had been lost because of that one question. So all I have to do every ten minutes is put one of these questions in the activity. He might say what, Jason, none of my activities have this. What should I do? Just hit create a separate piece of paper cup off, copy off 30 of them beforehand. Pass them out to everybody and say, Hey, during your activity and B Jack and these two questions. Then every ten minutes, what am I doing? I'm walking around and I'm going to show you second with Bob what I'm gonna do. Here's another one. Discuss and agree with your buddy, and then write down on page 36 how you think the Haar will affect your billing cycle. Here's one for clinical apps, write down why you think you should wait to create the log until the day of surgery, interview in time. It's a big one for you, isn't it? Or how about this based on what you've seen? Why do we have an immunization record in epic that is separate from the procedure. That's for more of an administrative side. He's a reporting one in there. Down box on page nine. A write-down your words, why we should not just jumped a three-step. But did you notice what's a what's in common between all these benchmarks? Are they easy questions or hard questions? Hard? Are they more algorithmic in step based in nature, or they become more conceptual in nature. Whether Conceptual, This is where most trainers dropped the ball. I can tell you that of all the people I observed thousands of hours for years, this is where most trainers dropped the ball. When it comes to activities, lots of, lots of people can follow along. Well, that's great. But what happens when you go live and they don't really understand. And there in front of their patients and they don't understand. Look at the next one. This is on page is the category list one. You can see some of these. This is another one here, but here's the thing. If you look on page 43 at the bottom, I'm going to give you three steps for Bob, for benchmarks. Now you're wondering, first of all, JSON, I don't know if I even have benchmarks in my activity. How do I create one? Well, here's what you do. Number one, you're going to put the, the benchmark in the activity itself. This is number one on page 43, you can write it with me. I want you, if you're a curriculum writer, to listen to me right now, put the benchmarks in your activities. Every how many minutes? Ten minutes. What's a benchmark? It's easy. I want if I went up to and say, hey, what's the most difficult thing for people to understand in your activity? But would it be that you could tell me right away that your benchmark and then just put the word explained in front of it. Even better, explain why in front of it were explained when in front of it, or describe why in front of it. That's number one. Number two, have trainees. This is number two, page 43. Write it with me. Quietly write down their answers individually. Why am I suggesting individually? What happens if they work with a partner? Is it possible one will understand the other doesn't. So it has to be individually. And then number three, what do you think I'm gonna do lasts with Bob right now? What am I gonna do with Bob? I want to find out, what will find out if he got it, right. That's it. That's it. So I'm going to model this for you right now of how to actually do this. Three ways to find out if he got it right. The next page, you can do it with me. Number one, this is one of my favorites. If you have a large class, by the way, what's the average size of your classes? On average, what are they? A 100 or a ten. So ten, you could probably get away then with numbers 23, but let me give me number 1 first for a big class, number one, page 44 is have short answer checks by buddies. You have a large class. I love this one. I'll literally say in the middle of the activity, I will stop them when I know everyone's got this done and guess what I'm going to do if they don't have a downwind and make sure the slides are up to speed. And then I'm going to say, hey everybody, look up here. I want you to look at number four befores their benchmark. And it's a multiple choice. Number four, I want you to turn to the person next to you and agree on your answer. I've just split the room in half. Because now guess what happens when I go around the room. If they both have B, they're fine. But if he's got B and she's got C, I'll let them talk a little bit. But if they didn't listen to me, which do all trainees listen, I will go up to them and I'll say this. Hey Bob, I noticed that you got B. And Joanne, I noticed you got C. I'm not going to teach them yet because they didn't play the game. So here's what I'll say. I'll stop back when you too have the agree on the same answer. And I'm gone. Now, if they are confused, I would never do this. But if they're not playing the game, this is what I'll do because I want them to talk and teach each other so that I have room. Teach other people. Now if they're confused, it's an opportunity to teach, but isn't this amazing? Ami, If you look around the room and you say, gosh, I don't know who's got it. I don't know who understands. I could tell you either Popper joanne Doesn't. I know right now. Next thing, separate paper checks by the trainer. That's number two, separate paper checks. I will literally go to every person's paper and check them to see if they have this right. How many benchmarks Do you haven't a 20-minute activity. What I say the rule is you're gonna have to, So how many times do I need to go around the room? Twice. Number three, key checks by the trainee. Key checks, answer key checks is what I mean in the back of your curriculum. Curriculum writers put an answer key for all the benchmarks. And then all you have to do is say, hey, when you finish your activity, I want you to turn to the back of the book and see if you got number 48, right. And then just play the trust game. I love this for really large classes. Here's what I want you to do. Ready? I want you, this is the activity, you're gonna do it right now on page 44, I want you to turn to the person next to you. If they're in your application, if they're not do this on your own. And I want you to write down an example of benchmark check you could use in your next activity. And then I want you to turn to the person next to you and get feedback and how you could make it better. Let me just model it for you. Somebody tell me an activity that you, that you do in your classrooms. What's one activity that you do? So how do you arrive? And ED patient with worker's comp? Now, here's a jazz yourself. Chad. What's hard about? What, what do they, what do they not understand about that? What's one thing they just don't get to Satan chads words, don't worry about saying it perfect. Just check. The application, doesn't handle it very well. So but what did they not get? What do they not understand? He's not there yet. What do they not understand about the application? Why you'd want to put y put a patient personal coverage on what? On the Work Comp encountered. Good. Now look at this. I can tell you right now Chad just nailed this. Give chat around all applause for that. You need me to help him with Desk is, why do I like this? Because I can put the word explain in front of this. And they have to write out an answer. Now chat, if you want to make this easy, you can make basically this is like making a task question, isn't it? Yeah, I've remade task questions. And you make a test question. You can make a multiple choice. You can make it true or false, you can make it short answer. In this case, if I don't have time, I just make it a short answer. But then the problem for me is I gotta go around, check every short answer. I'll tell you how to handle this in just a second. Or I can make it multiple choice with an a, B, C, D, or E, or I can make a true-false. What would the answer be, by the way? If you had to say the answer tab, what would it be? In case of workers come doesn't pay the bill or can just flip a switch and I'll send it on off. So that's awesome. So he wants to test this. He just finished his activity. I'm going to give all of you two minutes on page 44 to come up with your very own and then turn to the person next to you and get feedback on it. I'm gonna get to volunteers when you're down to share it. I want you to come up with a benchmark, even if it's not in your activity, for your next activity, go. 10. Find Trainees Who Need Help Part 3: Okay, We're gonna have you come back. Now, here's my question for you. I want you to right now to assign one of you the real layer, cause I'm gonna do something really special right now with all your answers. So here's what I want. You just give me a couple more and I'm gonna create a benchmark she using scribe. I'm a curriculum, right? Right now, I'm very excited about your trainers sharing with me the stuff. It's hard to understand your classes going to make a benchmark sheet. Just give me two more. I want to more. I got one from Chad of Why would you put the patient's personal coverage on the work comp encounter? Give me two more. I'm not going to judge them. And I'm just gonna write him what they want. Good. Explain why I love the word you. Why, you would want to send a refill request. This is a really good one to a pool instead of a class to a pool versus a class. And, of course you're gonna type this up and make it much neater than this. But you get the idea and the what's the 3rd 1? Thank you for that. What's the 3rd 1? Free, Justin. Awesome. Explain why you'd copy of smart phrase instead of what? Just maybe you're something good. So why you're gonna copy a smart phrase versus make yourself a user? Now, watch this. Some of you are thinking cause I know you're thinking because that's what I was thinking when I first saw this. I was thinking Oh, man, there's no way I'm gonna be ableto walk around. Check all these. They're just gonna take too long. It's awkward for me. I'm just not that kind of guy. What am I going to do? Well, here's what you could do you can create about. You could ask your prescribed curriculum, folks to create a bunch mark sheet. It's just a sheet. You put it the back of your books or just handed out separately. And all the benchmarks for all the class for every activity are gonna be in the back of that thing or separately. And then what you're gonna do is you're gonna put it at the end of each of these and watch this put a little Yes. No. Put another one down here for this one. Will. Yes. No. And then I'm gonna put a yes, no down here. And then here's what we're gonna do. Watch this because you might like this. I'm gonna walk around, and I just know that some of you got this right. And I know some of you got it wrong. But last thing I want to do is why call people on the fact they got it wrong? But I do want to call out people who got it. What? Because they love it. It's great. Waiter. So I I see Bob got right. So I walk up and I look over. It was kind of from the back. I mean, really read over his shoulder. Oh, he totally explain why you want to send a refill. Question pools. Hey, Bob, here's what you do. Call the one sentence intervention and it's a neutral statement that has no value judgment . You don't say. Oh, Bob, Great job got right. That's a value judgment praising him. You might not think it's cool, and you might not like the praise. There was a mother who found out her son scored a goal in a soccer game, praised him and found out she scored he scored for the wrong team on Cool. She didn't know Bob might have gotten his answer, right. And have no idea. How do I have a physician say it's me once? Hey, great job Building Order said he got you, didn't he? Looks amigos, create job. I just followed your stupid steps. I don't know what I'm doing. See? You wanna praise you? Wanna You might not want to encourage either. Hey, Bob. I see it took you a long time to do that, you know? Is there anything I can do? We took me a long time to do it. I just You know, I'm like a slow eater. I liked. I'm a good eater. I just need slow, right. That's slow, learners. It's not that they're not smart. This is like to take their time to learn. So here we go. I'm gonna go to Bob, and I'm going to say Bob, I noticed you got the right answer. I'm not I'm not kneeling Dunks. I want you to see me right now. I know she got the right answer. What might he say? There's three possible things he could say. He could get excited. Yeah, I did. It was great. I totally got this. Thanks a lot. Trainer. It's awesome. Or he could say nice things here. You could say thanks a lot. I don't get this, but I got the right answer or he could just say yes. He could be positive, Negative or neutral? Agreed. If he's positive, I want to say to him, Hey, would you mind sharing it with the class? What's he gonna say? Sure, especially these. Positive if he just negative or neutral, I'm going to say, That's great. Walk away. You can go paid Joanne. I know she got the right answer. Yep. Would you want to share with the class? Sure. So here we go. Now we are at the end of the activity and I look out of the group and I say, Everybody, look at your benchmark number four. Joanne, could you share with us what you came up with? And Joanne says the answer. She's totally right. Say hey, if you got what Joanne got Circle. Yes, if and you're getting this notice that still a neutral statement, it's not great job. It's you're getting this. If you didn't circle no, now it's time to encourage. Don't worry. It will come. I'm gonna hang out for for anyone who wants to go over their benchmarks and that'll be tutor time. I'm gonna show you how to tutor in the next chapter. Not just after you in the class, but during the activity itself. I'm gonna show you how to tutor. But right now, this benchmark is a powerful thing. You should know what the in the middle and end of every activity, who is with you and who isn't. I should be able to come in your classmate any given time. And you can show me your seating chart. You could tell me at any given activity who understands who doesn't who's fallen along, who isn't, who's remembering, who was not and who can do key stuff and who can. If you can't do that, you need to watch this program a couple of times because you're going to get that today. What questions do you have about understanding before we move on to the do key tasks? Let's move on to do key tasks. If you look on page 45 this is called an independent assessment. Read this with me. Highlight what you meant what you wish. An independent assessment top of 45 is a great way to determine if Chinese able to do things on their own. What's more, it can easily serve is. And if you have time activity without taking a lot of time on your props schedule, it also allows the fast trainees to not only have some to do but encourage them to get to Stage four, where they could do it themselves. Here's how you do it At the very end of every activity, I'm going to suggest you have the following Check this out. Here's one for inpatient. It's an independent assessment and whoever gets done early, this is what they dio. I want you to use the handout attached to build in order Set based on the needs of your pediatric department. Go now. Have they just done activity in order sets? Probably. Did they get a lot of steps from my activity to do it? Do they get any stops here? That's the number one rule. Write in the margin Number one rule of independent assessments. No steps for you. Anybody seen the Seinfeld? No soup for you, Elaine. That's a great, great episode. No steps for you. Now here's the deal. Will the slow learners get a chance to do this? Sure, just not right now. But the key if you want everyone to do what you could do it at the end of the activity, but they're going to do this. And so have you ever been in activity where you walk around, somebody's done and you totally know they don't get it, but they're done. It just did your steps, but they're done. They don't get it. But they're done. This is what you dio they say, I see you're done. We'll go ahead and do that independent assessment. I'll stop back when you got when you got it figured out. And now here's the deal. One of two things is gonna happen with this person. What's one back to the original? They have to go back and figure out how to do what they never could do anyway. Or they'll have to ask me a question. But either way, I'm gonna walk up to this person now, and I'm gonna say this is five minutes later. Hey, how that independent assessment go? Oh, you know, I just I don't really know how to do and boom the people who didn't ask for help. Even with proximity. I'm in just like that. This is cool. Here's another one. Scheduling A patient just called needs a scheduled appointment with Dr Smith next week to have her ankle examined while she's here. She'd like to do that. That the schedule? These go. This is awesome. Any activity you have, you can just create one sentence. Independent assessment. You don't even have to build anything for They have to do all the work. You have to build a one through 10 step by step. They have to do all the work and just throw it at the end. Your activity, You handle the fast and slows. You find out who gets it and you're going to separate the fast that get it from the fasted . Blew it off. Do you have any fast that blow it off? You do, don't you? They're not much fun. This will change that. Here's what I'm going to suggest. Bottom of 45. Key benefits Number one. What's one? I just told him to you. What do you think it is? Bottom of 45. What's one benefit of this independent assessment up here. No build, no prep. You just tell him to do something that the activity tells me do. Anyway, with no steps. What's another benefit? I know you're gonna find out if they can do critical tasks. Let's change. Get toe one of the four followed. Do understand. Remember, they could do critical tasks. What else you gonna What else is a benefit If I'm at a bar and I just don't know what is gonna let me do it? The bar. I'm gonna get in the door. It's an easy way to get in the door. So here's what you're going to do right now. Here's your activity. Oh, here's another one. By the way, the reporting one where they have to build a report. I want you to write out your own unique independent assessment that you could use for your activity next month. Right now, I'm going to give you how much you want. One or two minutes higher. Both get 90 seconds. Go 90 seconds. Page 40. 46 right down Your independent assessment you're going to use for your next activity. Okay, here we go. Now I'm gonna tell you something. I said learning doesn't happen till what happens. Learning happens when a behavior change occurs. You should know what? The very under this program today, at the end of the four hours I am going to we're gonna put our money where our mouth is. On that. I'm gonna give you a recipe to use everything you've learned today in your activities tomorrow. But did you notice we're building the recipe all along Every time I have you doing activity or building more, here's the thing. Wouldn't it be cool if if you had in all your curriculum all the benchmarks, independent assessments all of more built in? But there's one last thing we need to do during the activity to see if they can get it. What we learned so far, we don't follow along. We don't understand. And we've done do quick review. What's the best way to see if they can follow along? I'm there working on the activity. Here's Bob and I'm trying to see if they're following along. Give me three things that I can do. What? What's one? Where should I stand in the back? What you do in my head? Look around. What am I looking for? Screens. People looking around, talking to others. How do I get in the door with with Bob? What should I say to him? It's just for following. What should I say? Hey, you might want to look at this or How's it going, Bob? Right? Those what I can do now back to understand. What's the thing called that I can find out? They understand. Benchmark benchmark always gets to which one algorithms or concepts concepts to its. Explain what? Why and how do I test to see if they can do the benchmark? What should I do? What are my choices? I could give him a what more of a choice. Two falls short answer. And what's one way that I can find out if everyone's getting without having a checker Bodies paper. I got to Joanne and ask her, What can you show your answer, Joanne. And then, if they get it right where they dio they circle? Yes, if they get it wrong where they dio they circle, knowing what's the thing I use to find out if they could do key tasks? Independent assessment In an independent assessment given steps No. And when do I give it to him at the end, especially for the witch learners fasteners to see which ones really need help. Hey, what I just did with you is called an aural review. And that's the way you help them. See if they can. What? Remember? I just did it with you. It's on page 46 and here the steps. You ready? This is what I did with you. Let's go through it again. But this time and give you the stuff first thing I said use. Hey, let's see if you remember this. That's step one. Let's see if you remember this. When do you do this? At the very what? End of the activity Now Number two. The very first thing I asked you. As I said, Well, right now, Number two. The 2nd 1st listen to me. I asked you what were the different ways we find out if they get it again. And you said follow understand? Do Was there any chance at all that you were going to get that one right? So you want always ask easy questions first. By the way, why is there no chance you weren't gonna get that right. How many times have I drilled that into you today? So I want to start with that one. Last thing I'd do is ask a hard question first, cause guess what? If I ask a hard question first they get it wrong. They want to play with me anymore. Don't play with you. You're no fun. Number three, You want to finish the or review with a few solid questions? In other words, some have a little meat on the bones. Some of them they were answering. Oh, I'm getting this. Some that really clearly proved they're getting some good stuff here. Number four you want, actually. Say to them out loud. Hey, you're getting this. That's number four. Which of the credibility things does that do for me? If I say hey, you're getting this? That's report, and it shows that I'm an expert. Why? Educator, Trainer number five. You always want to stop at the end and say what questions do you have about and then insert whatever topic you just taught for me? It would be what questions do you have about ensuring your trainees get it during activities? I don't miss this you notice what's happening with my voice right now. You want to bring your voice down during the war review, especially at the end. When you're showing you're an expert, don't miss this. Why is it so cool to say what questions do you have about whatever that or review waas and then just stop and wait seven seconds. If you did the or review well, chances are what do you think will happen? You won't get any questions. Why? What's their brain been doing for the last minute? They've been answering whose questions yours. So their brain is kind of tired and it feels kind of content because they're getting it and they're fine. And when you take a break after that, I'll see in five minutes in this way literally suggestion. Do what questions do you have about making sure people understand during activities? And by the way, if they have a question, cool, you can answer it. But usually they won't. And then when they don't after five seconds to seven seconds, you say, see, in five minutes and I would literally want you to walk off the stage is what does this tell you? Actually, she did. Boom. She's like boots. She didn't. Why is it so cool? Whoa! This is a great class. That's an expert educator. That's a content expert. This person I really like. This class is enjoyable. I'm actually getting it. Everything I told you you could get. It's there. You did your follow along during you did your benchmark during did your independent. At the end, you made sure you know who don't do and don't get Get it right now and you find out, Finish up with your review And there it is. Well on page 48. And I have talked about this yet, but I just want to share it with you. Those of you who are step learners will love these on page 48 not 47. 48. If you look on 48 you will see the recipe for what? We just did everything We just did This chapter. Every chapter has one of these. They're called What? The top they called your turns. These are your homework's. Oh, cool seminar. Go back home and tell everybody about cool seminar. But this isn't cool unless you do these. Once you put this stuff into play. So every chapter you're gonna get one of these. Your turns. We got to. Now there's one on page 48. There's another one on page. What? What's the other one that we did here? Looks like it's on page 35. Check that out. 35 was your 1st 2 homework assignments. 11. Teach Effectively During Activities Part 1: what I'm gonna do now, though. And I promised you I would do this. Check this out. Just tell him Kelly, about this. I just went sky diving two weeks ago for the first time. That's actually not me. But that would be still awesome if it was, wouldn't it? No, I did a tandem dive, so I had never done before. So there's this guy that's an expert sky diver and he latches onto my back, and then we jump out together and he's got the parachutes. There's a lot of trust going on. And here's the thing. Your trainees, I can tell you that when he was teaching me when he was teaching me how, when I'm supposed to do when I'm were 10,000 feet. So I got up to 5000 thinking, Wow, we must be there. We must be up there already, because this is I can't even see the farm fields anymore. And then we go twice as high. When I got that high, he taught me before we went up at all. He spent an hour with me teaching me everything I need to do all the way up, and then all the way down when we jumped. Do you think I listened? Yes. Some of you like No, you probably didn't know. I listened. I listened more than I ever have in my whole life. And he he tutored me. Who was one on one? He's Here's what He He literally had a plain ah, makeshift plane in the warehouse. Get in the plane. This is what we're gonna do in the plane. And I'm getting in there. And I'm listening because when I got up there, I knew exactly what I was going to do. He tutored me effectively. If you look on page 49 I'm going to show you how to tutor to every single trainees. Unique. What? Learning style. Now, here's the thing you got Jason T tick up here and I love talking about what? Learning styles and training. And I love to say that when you train, you should hit all four learning style simultaneously. But when you tutor you should you should Taylor to their learning style. But you don't have time. What I would recommend you do is cold. Read them. I'm going to show you right now. How cold reader learners. Literally. If your analytical. You don't be intuitive to do this. You're gonna get data to find out what they're learning. Style is with one question, but before we do that, I'm gonna teach you what? I'm gonna tell you what I'm gonna do right now on page 49. You're gonna get three things in this chapter. We going to start it before lunch, finish it after first thing. I'm gonna show you how to get in the tutoring door, how to actually walk up to the bar and start talking to somebody. I'm gonna show you that it's number one getting the tutoring door. You would be surprised how many trainers do not know how to do this. Number two, I'm gonna show you how to tutor them in their unique learning style. That's number two and number three. I'm going to show you how to master tutoring Nonverbals. What's an example of a non verbal? Say again, putting your hood up anything where you're not talking. What's examples? That trainer that I can use that I need to master when I'm tutoring so that people feel comfortable with me. My body language. What's this called up here? Facial expressions even my tone of what tone of voice I've said this before. 93% of the feelings you communicate come from nonverbals. Only 7% of the feelings you communicate come from the words you say. And what's interesting is when I got Bob up here. Look at this. If I'm tutoring Bob, how much of my nonverbals now can bob see? He's right here. How much can you see? Mostly, just my wife, my face. When I've been up in front of 1000 people, they can see everything. But when I'm tutoring, it's just my face. Now I got to tell you something. Before I before I worked at Epic for I think I was a topic for 12 years. I I was a teacher for seven years, taught high school, and I usedto have kids come into Barnes and Noble every night, get tutored by me for five night, 45 hours. That's how I made extra money. Teachers get paid a lot, but I needed a little extra, and so I would tutor calculus and Shakespeare and anything that people had trouble with that top math and English. And I can tell you that the very first thing I did when the kid came in, their parents dropped him off is I would find out there what first thing I could say. I had a kid, was a crate learner and had another kid. There was a stop learner, the creator learner. He did not ever want me to tell him how to do it. He wanted to figure it out. And the step loner. She could not stand it when I would not tell her how to do it and just say, Well, just go figure it on your own. That's why I'm here with you in the talk learner. He got EFS on his tests over and over and over again until they finally figured out the only reason he's getting off because he couldn't talk about stuff. I just let him talk to me. And then he started getting A's and the research learner. They had to have some reading before every tutoring session. He did not want to come in on prepared. This is how your trainees are. So how do we How do we do this? Look on page 50. Let's see how to get in the tutoring door. Three things on the top of 50 Which one is the most challenging again of 123 Number one training to ask help with proximity number to ask help without number three trainees who don't ask for helping all Yes, Circle number three, please. Because we're gonna deal with that right now. And we're gonna start even before I show you how to cold read. I'm going to show you how to start up a conversation with people. And it turns out there's six ways to get in the door with your trainees and we're gonna have Bob right here, and I'm going to model the six ways right now. And then you're gonna do in activity on the six ways, and then we're gonna take a lunch, come back and do the cold Read. Now, Bob sitting right here and I need to get in the door with Bob. And I have never met Bob before this class. And this is the first activity I've ever done with Bob. So it's a little cold relationship still cold relationship still. And there are six ways that you can get in the door with Bob, and the 1st 1 is called the one sentence intervention. Do you remember this one? I've already modelled it. It's a neutral statement. Write that down in the box. The one sense intervention is a neutral statement that starts off with either one of two things that I want you to write with me. One of two things are either I see or I noticed. I see, dot, dot, dot or I noticed. Why is this a cool way to get in the door with Bob? Do you think there's no judgment now? What might I say? But what I add to the dot, dot dot here with Bob? I mean, I'm walking around. I did all the stuff we learned already. So I know he's stuck where I get a feeling he is. What might I go up to him and say, Let's say if he's doing the Chad, what was that you were teaching again? That benchmark What? Could you repeat it again? Why would be personal insurance to work? So he's working on insurance and worker's comp and all that great stuff, and I can tell he's a little stuck. So what's one screen? What's one thing on the screen, Chad, that he might be looking at right now in doing I want. I want to say something that he's doing. But I don't want it to be patronizing. I might say, Well, I see your mail That's patronizing and I don't want to say, Well, I see that you're you don't understand the conceptual benchmark that's put in front of the number. I got to go somewhere in the middle of those two. So what's in one of the best ways to do this is to talk about his screen. Another thing that you can talk about is his workbook or activity itself. And another thing you can talk about is simply a small, not large concept that you think he's probably thinking about my favorites the screen. So I often time just to get in the door, go up and say something like, I see that you're what's one thing on his screen right now. Chad, just give me just say a couple things. I'll tell you what, Which one. I think I'm gonna like the best. Give me a couple of things on your screen right now. Anyone can answer this, You trying to find a way coverage So so he did. You already said, I see you're trying to find a way toe. Look up that coverage. I'm going to change that. But awesome. Awesome. We're gonna talk to use them to change it. I see you're looking up a coverage. Why did I remove the trying to find a way? Yeah, implies it's judgy, he said. It's judgy. So here's what I'm gonna do. You ready? I'm I'm at the bar, the bar, and here's Bob. I see you're looking up of coverage. Now here's what most trainers make a mistake on. They'll if there's any. If there's even one sentence, one second of awkwardness, they'll talk some more. Zip it, zip it for at least three seconds. Write that down at least three, because what what's Bob need to do right now that you met? You came out of the blue instead, This it to him. What's he need to do? He needs to think about what he's consistent. Respond to you. I recommend seven seconds. It's a long time for you. It's not a long time for Bob. He's thinking, Here's what it sounds like. What was it again? I'm gonna say, Chata, I forgot. Good I see you're looking up coverages unless he's challenging, which he maybe show you how to handle and serenity. But if he's not, he will let you talk to him. But you need to let him make the first move. You with me on this. I see. What might he say? Be Bob for a second? Yep. Don't you love that? Thanks for that one. Yep. But but here's the deal. This is what's so great about this. She said Yup. That's I am now in the door. It's that That's all I wanted. He said you up. We're talking now. No, seriously. Because because guess what I can do now I can ask a question. I can start teaching where I'm in. Some of you. You need to You need to believe me on this. You're in right now. If he says you up to you, you're in. You can talk. You're talking to him. So funny when when my wife delivered the first our first baby. We're hoping for a second someday, but hasn't happened yet. But when she delivered the 1st 1 we are heading out into the car and we're about to head to the hospital and she looks at me and she goes, I can't do this And I looked I said, You're doing it And she thought yourself, I am. That's how you want. That's what I want to say to you Is the trainer when he says, Yep, you're doing it, you're in. It's OK. He just talked to you. You're in. Let's do the next one. It's the benchmark You already learned the benchmark, but now you can use it, right? What was your benchmark again, Chad, that we wanted to check him on to see if he could. What? Explain why. Okay, good. Now don't write that benchmark down. Just write down what you'd say to get in the door using that benchmark. Here's what I would say. I could ask a question, or I could use a statement. I might say something like, Watch this. Would you come up with them for number four? Hear that right down. If you like it, would you come up with for number four? Number four is the benchmark, by the way. Another thing I might say is, I see you finish number four. Notice what's in common between all these little tools to get in the door. They're all encouraging Bob to do what talk. I want Bob to talk. What most trainers do? They talk. Oh, not a good idea. People believe what they hear themselves. What? Okay, Now let's do an independent assessment. Let's say Bob is working on his independent assessment now. Or maybe he's done and he's not working on his independent assessment. I could go up to him and I can say something like Bob, let's take a look at what you're working on. Do what I said. If you like this, write it down. Let's take a look at what you're working on. Why is Let's cool. It's an inclusive invitation. It's Stage four off the levels of communication, teamwork, the loves of communication are cliche, fax feelings and teamwork and lattes gets me right to stage for It's very cool. So I say to him, Hey, Bob, let's go over your your exercise. That's another one. Let's is great for independent assessments. Here's the next one. A directional statement. What's the directional statements? Start with a what action verb you always want to start with. This is one of my favorites. Show me. Show me how dot, dot dot Tell me how. Dot, dot dot Here's how it works With Bob ready, I can incorporate this, by the way, with a benchmark if I want. Show me how you got to this screen. Hear that for fall along. Here's what for understanding. Tell me how you got be for an answer. Here's one for independent assessment. Show me how you built your order. Set you with me these air always to talk at the bar number five questioning techniques. He's there, one of my favorites also, and I'll give you my top three questions that you can ask Number one. What would happen if dot, dot dot I love this one for a Mars. What would happen if you click the back button? What would happen if you move your mouse over there and typed in X ray? Impressed? Enter Isis. Cool, by the way to ask questions. What does it make them do? You have to think number two Favorite question. How is that working for you? I could do this one, by the way, if I have no idea what he's doing. Hey, Bob, how's that working for you? I'm not gonna laugh, but this is hard not to. How's that working for you, Bob? And then he's gonna share with me what it is. And number three. What if you click this button? What if dot, dot dot What? If you click this button, what would happen if, what if? Same thing. And lastly, the buddy system? Are you also using the buddy system right now where they get into partners? This is a very cool thing. If you're not even with six people. Very cool. What you do is you sign them and exercise and say, now agree with the person next to you, and then you come up to the two people. Now I got Bob and Joanne here. And my goal. Two minutes. Say this. What did the two of you come up with? I'm gonna stand out. You can see me to relied. Set. What the two of you come up with? Write these down if you like them. What the two of you come up with? Here's another one that I like. Remember, I use this one earlier. I'll stop back when you to have the what? The same answer. Remember, I'm only going to use this if I think they haven't discussed it yet. If they've already discussed in a still don't have the same answer, I'm gonna teach now and then. Lastly, I might say, using on one sense intervention, I might say. I noticed that Joanne got a different answer than you. Bob. Just stop. Let them talk. Remember, My whole goal for the box on page 50 is to do what? Get in the door. I will teach you after lunch how to actually tutor them once you're in the door. But you must do one of these six things to first. Get in the door. Here's what I want you to do. Now it's time for you to do an activity. You're only gonna take two minutes to do this. But I just want you to identify one example. One thing you could use for each one of these six. You have to come up with one for each one that you're going to use next week or month in your training and then make your account yourself accountable for this. Pick one for each one. Write those down or circle them now and then we're going to take a lunch in two minutes. Go ahead 12. Teach Effectively During Activities Part 2: You may continue if you want to, to write these, but I just wanted to share with you when you come back from lunch, I'm going to show you everything I've learned over the last 20 years on how to tutor people effectively, how to cold read their learning style, how to teach to their learning style, and how to leave the interaction or encounter where, you know, they're getting it in, they know they're getting it so that you can come back and continue to build that rapport. We are learning how to tutor effectively during the activity. We've already learned how to get in the door. We gave you six different ways to get in the door. And then I'm going to teach you right now how to teach to their learning style and how to master nonverbals during the activity. But one interesting thing I heard it break that I think is really helpful and I'm really glad that the person shared this to me. There's a lot of things you can do at the beginning of class to get people to share something positive and something personally might wanna make a note of those. Those are your goals during the icebreakers is to get them to share something positive and a personal. And I said, I said, well, what's one thing your product, which by the way, pride isn't necessarily a good thing. And this is something that was pointed out to me. I think it's a really good point, but I want to show you this just real quick is I was asked this, we done by icebreakers at the beginning of class, not in the beginning of a one-on-one interaction. Just to get into class, when you're doing these, you want something positive and you want it to be personal. Because remember the four stages of relationships. First stage of relationship is more of the cliche. And that's where a lot of trainers spend their time when they first introduced some somebody to somebody, but then they get to the facts, then you get to feelings, and then you get to teamwork. Your goal. When you go around the room and asked people to introduce themselves and get something from them is to get here right away. You can get a little bit of facts. Sure. What's your role? What's your name? What's your role? There's our facts. But then you want to get the feelings immediately because that's where true relationships rapport is built, is that feelings and teamwork. So I've actually witnessed a lot of trainers not get something either positive or personal. They might say, well, let's go around the room for today's icebreaker, We're gonna do your biggest pet peeve and the guy says, well, my wife. And then he starts explaining, my disk got real personal and real serious and real negative real fast. And it wasn't cool. So what you wanna do is ask whatever you ask. One of my another fears is what somebody you're grateful for in the last six months. What's something you're thankful for in addition to just what are you proud of? Another one I really like is what's your favorite childhood toy? Because when they have to go back in time, they think about something they enjoyed when they were young. It starts to bring back cool memories, but the goal is positive and personal. That's very important when you're doing these icebreakers. Now we're back though to page 52 and we're trying to teach people. So here's the deal. We got in the door with Bob. We've built credibility and rapport before the activity. We've walked around the room and we can see Bob needs help. We went up to him and used one of six techniques to get in the door. What's one of them again, just remind me that I could use real quick because I forgot them all. Guys level and say what though? Hey, I see you're working on scheduling a patient. Here it is. I mean, he says yep. And I'm in now it's time to find out how he learns it unless you already know. On page 52, I'm about to give you one question you can ask or one way to tell what. Therefore, learning styles are. Just a reminder. I'm gonna go through these real quick. I'm gonna tell you what to ask in a second, but just remind me, step learners learn again, what do they need? Staffs. So if I was tutoring Bob and he was estoppel owner, what would he need from me right now? He need to know what steps to do right? In what he want me to give him. The steps are what he want to build them himself. He wants me to just give them to him. Good. So just make a note of that either mentally or just write it down that staplers want you to give them the steps. If I was teaching Bob how to drive a motorcycle, first thing Bob would say is no j's and I'm not getting on. You get on first, jason, show me how to do it. But if I was working all the way to create learner, this is an X1, o the crate learner wanna do with a motorcycle. They just jump right on and figure it out on. Don't, don't tell me what to do. They'd say. So the great dealer doesn't want this steps. They wanna create them on their own. The talk learner. They are the ones that will talk to you. Even without what? Proximity may denote talk learners will talk to you even talk colors just are talking. They'll pull you are a commuter train or I got a question and I'll just start asking you and you'll almost always what happens at toddlers at the talk, talk, talk, talk, talk and finally go, you know what, I figured it out. And then you look and say, oh, I'm glad I could help and you walk away. That's the talk laundry. And then lastly, there's the research learner. And they're the ones that never asked for help. Almost never. They won't ask for help even with what? Proximity they do not want to be called out. They don't want to touch talking with you until they've researched it first. So how do I figure out which one Bob is? Here's how you do it. There's one question you can ask to determine if there's step recreate you ready because everybody's probably to cities, they are adjacent to each other. But if they're stepper craters that you ask them, you go up to Bob and used to start your intro by saying, Hey, I see you're doing dot-dot-dot and he says, yup. And then you say, would you like to create the steps on your own? Or you can say this first. Let's talk about that together. Now, before we do, Bob, would you like to create the steps on your own? Or do you want me to just tell you the answer? This is what you say to him. Do you want to create the steps on your own for what we're about to do? Or do you want me just tell you the steps? What will he say if he's a step learner? Good, he'll say just tell me Jason. By the way, remember what my mentor said, Jason, you always want them to think that they're in control. When in actuality, who's in control? You are. But in this case, when I say to him, Do you want me to share you? Do you want me to just tell you the answer or do you want me to you want to have to create them on your own? He gets to feel that control. Now what if I saw them go back to Bob again, say Bob was, you'd like me to correct this. You want to create the steps on your own or do you want me to do it? If he says no, I want to do it. What's he? He's a great learning. It's done. You now know. That's how you tell. That's how you cold read them. Now, you might say what Jason, that's only the create and step learner. What about the talk in the research learner? What I do about them? Well, here's the deal. Talk learners almost always, almost always will pull you over. If a trainee pulls you over there, probably a talk, learn if they raise their hand or if they say, Hey career, or if they, if they come up to you, almost always they're a talk learner or a Create learn. If on the other hand, they do not raise their hand. Ever. Even you walk over to them and they still won't acknowledge you. Chances are there what a research learning. Now the cold read is not 100%, but this is gonna get you a lot closer. But my favorite thing, I will literally say this to every person I tutor. I start off and I say, What is it again? Would you like to create the steps on your own or do you just want me to why? To tell him to you? Ask yourself right now, how would you answer that? Because this is going to tell you if you're a creator of step, it can't be both. How many of you are steps? You'll just tell him to you. We recreate. What do you all notice about the room? It's half and half, but mostly step. Isn't that interesting because you will tutor the way you learn. You will tutor the way you learn. An oh, that's not good if you happen to have someone who's your opposite and you don't even know it's happening. Most trainers, This is the, this is the one place in the program or some of you just got that thing in your stomach. Every program you want to get one of those because it'll change your paradigm. And this is one some of you are realizing right now I need to change my tutoring habits just a bit because it's probably people that are a little different than me. Here's how you do it. On the next page, there are 1234567891011 teaching tools. And I'm going to teach you how to use every one of these when you tutor. But first I'm going to give you 60 seconds to read through them and skim them. Just revisit them in your mind. Page 53, a teaching tool is just something you supplement what you're doing in that activity to teach people stuff. Read through these 11 teaching tools now. 13. Teach Effectively During Activities Part 3: Master trainers, master tutors. Understand what I'm about to teach you. On page 54 for some of you, this will change your activity life right now. These, I'm gonna give you 123456789. Things you can do to Twitter these four learning styles. Right now. I got Bob right here. I just found out Bob's a step learner. I can tell you right now I'm a create learner. So good luck me trying to teach Bob, if I don't know what I'm about to teach you. What's this up here? What is this thing? But what is it in terms of teaching tools? It's a visual aid. So I'm just going to bring this over to Bob. Right? Is that what I'm gonna do? No. But does Bob, if he's a research learner, need one of these research learners loved The Big Picture. Visual aids. Are there crutch? They have to have one. How about a step loner if I'm going to give Bob the steps, do you think I'm after write them down for Bob? I'm not gonna be able to bring this board, but I can bring one of these. This is my new board for tutoring. And I want to have one of these with me everywhere I go when I do my activities. So write this down on page 54 next to visual aids that you need a portable board called a notebook. And you're going to create a board for everyone here, step learners. When I get done with Bob, I apps, I can say if I was watching you train, here's I can tell if you did the right thing with Bob. Say Bob, here you go. Here's the steps we just built together. Now you try it. Tossed out back in a few minutes to see how you're doing. As good stuff. Bob's in the lobby for that. How many of you are doing this right now? If you're not this Sunday needs put a star next to it. That's the first one. You've got to have a little bored. You bring around with you, but you're visually. Number two, review questions. What is a review question and how is it different from a leading question? Let's review. If you look up here, you've got two sides to your brain, the left side and the right side. This one's responsible for the past, this one's responsible for the future. This one's responsible for retrieving information. This ones responsible for creating new information. Which side of the brain do I want to access with a review question? Do you think? So? This is where review questions live in what word might I say to get them to know right away in their brain? It's a review question. Remember, good. So I'm going to say to Bob, do you remember Bob? That's the next step. Review questions. You start with this. So I'd say here, watching, put all this together now. Hey, I see you're working on scheduling appointments, Bob. Yep. Would you like me to create the steps for you or do you want to create them on your own? I'd like you to create a, okay, great. I've got this little, this little thing I'm going to put on and put them right here. Now, Bob, do you remember what button we had to click on to do X? C it, that's my next step. Step, learners love, love, love, recall questions. Love them. Why? Because they're typically step learners are typically analytical people. They like to review there, remember stuff. They love this. Look at the next question. What kinda question is This next question? It's called a leading. Which side of the brain is a leading hit? Do you think this side step learners hate these? Create learner's level. Why do you think that is create learners. Create something from, creates something for me right now, create learners. Why do you think it is a trailer is love the right brain when they think because they're creating new stuff that's never been taught to them. If you come up in Twitter me, I'm telling you right now if you tutor me and you give me a bunch of steps and you asked me to remember a bunch of stuff, I'm out. But if you asked me, well, Jason, what do you think you'd do if this and you'd never taught it to me, I'm in I loved leading questions. So right down next to recall questions. That's for step or review questions, I should say review questions or step learners. Leading questions are what create learners and a leading question, if you want to write down next to leading question, is where you ask a question that they have never been taught before, but you think they can watch me make the leap, figure it out. I just had you do that. You notice that you just make to people just made the leap and figured it out. There. Probably create learners or you create learn. She is. See that. See how much power powerful. That is. Imagine if I was working with Bob though. And I got about, hey Bob, do you want to work? You want to figure out the steps or do you want me to do? Oh, you should do just OK. Well, Bob, let me ask you this or what do you think would happen if in Bob's going to look at me, go I don't know why you are told me you are going to Hadoop at JSON. But like if I say hey Bob, do you remember when I taught you today data data, what did we say that was babbling. All I can tell you that Bauby all about that. Next one. Expert questions. Expert quote, irrelevant is go to relevance. So irrelevance question is a question you ask that relates it to their what experiences world. Whoever just answered, you're probably talk learners. So what do you do by the way, with talk learners? You can do irrelevance question with down. They'll love it. Relevance questions are for talk learners. Everyone else will find them patronizing. You got to a talk, let us say Bob's talk about Hey, Bob. By the way, Bob, Bob call me or Jacque. Question quick. Oh, hey, yeah, Bob. What dot, dot, dot, dot, dot, dot, dot, dot of Bob's talk and still right, non-negative. I haven't even kneeled down. He's still talking and he's he's talking, talking, talking, talking. They say so. So Bob, how do you think this would effect it off for your department? He talked some more, but now he's as soon as I get to talk Leonard talking, guess what that person's doing. Learning, thinking, that's what I want. Talk learners just let them to 90% of the interaction one-on-one with a toddler is them talking? So relevance questions are for them. And the relevance question, all you do to ask a relevant question is you just say, how would this apply to your XYZ, right that down. How would this apply to your department? How would this apply to your life, Bob, how would this apply to you as a physician? How would this apply to you on Wednesdays when you're doing this with your medications, whatever it is, how would this apply to you? The next ones and expert question and we already learned this one. I want to use expert questions for people who don't want to be called out when in class, unless it's just one on one. So I want to watch this now. I'm gonna go grab my seating chart. Here's my seeing chart. And I'm going to look at it. And we'll look at for Bob's name before I go talk to Bob. This one I'm a do. Well, Bob is in trouble. I say to myself so I could look for Bob's name. Here's I ask myself, does it have an E next to it? And be like, What are you talking about? E. When I did the introductions, I went around the room and everybody tell me something. I put an E next to Bob's name. Anybody wanna take a guess why I did that? Because I didn't put any next everybody's name. I know they're all experts, but why did I put an emacs to Bob's name? Because he wants everyone to know it. Particularly me. An expert, is a person who is really knowledgeable about something and wants you to know it. If they don't want you to know it, they're not my definition of an expert. I get their act. I everyone that's rooms in Act, I get that. But I define an expert as a particular kind of challenging trainee that only will appreciate, enjoy, and not make waves in a class. If they have been able to show me how great they are, whatever it is they're great at. Have you ever met one of these people as trainers to meet him a lot. So I look at this and go, oh, I, Bob's, Bob, By the way, the experts, how often will they raise their hand? Some people say all the time and what will they do when they raise their hand? Yes, but what else could they do? They'll contradict you. So what I wanna do is stroke Bob's ego a little bit. And the way I'm gonna do this, and by the way, stroke ego, probably not the right way to say what I wanna do. What I really wanna do is make Bob feel cared about, respected, which he deserves, and let him know I understand him. And an expert question is the way to do it. Here's what it would look like. I would say to Bob. And by the way, any learning style, it doesn't matter what their style is. This what you do? I review it again. Hey, I see you were taught to die. Yeah. Do you wanna do the steps or do you want me to do it? I want you to do okay. Well, here's my here's my book here. And then move on to the the review question. Well, Bob, do you remember when Datta he goes? Yeah. Yeah. Remember so Bob, as a physician that works in the pediatrics department, what are some of the things that are important to you when it comes to what we're working on rehearing. Because you know what I just did. That's an expert question. Now, if Bob's and expert, is he going to be interested in sharing this with me or not interested? And what will he think in his mind? The fact that I teed this up for him literally put the tee up a little bit higher. It's okay, Bob's swing way. Well, what do you think right now? I like this strainer, or at least I can tolerate this guy, which is where I wanna be with Bob. That's where I want to be. This is an opportunity for you. Next one. By the way, you should be starting the ones you're not using right now that you could be using in your class. Here's the next one at just sketch. The Etch-a-Sketch is where you remind, By the way, this is a visual aid. This is not my Etch-a-Sketch. The Etch-a-Sketch is where Bob needs to write it. Watch this. Here's Hi, Jason. We don't have a workbook with an Etch a Sketch in. Well, then here's what you do above. I know I We just did all I put all the steps right here you go. Here's all the steps. Now Bob, I want you to, well now if I have Bob write a bunch of stuff down, well, he liked that. Who's going to like the Etch a Sketch, right that down. Create learners love, love, love the Etch-a-Sketch. Here's what you do at the great learners. Hastily. See you want to be the one who creates steps. Great, here you go. Here's a piece paper. Once you put a right there and I want you to tell me what do you think now go and leading question for create learns. What do you think you'd do first in the Create nurses? Well, I think I do not deny said well, we'll try it. He tries it. How that worked for you. Who worked out? Great. We'll go ahead and write that down in your own words. Do you already just said, write this down for Etch a Sketch, right? That down in your own words is what you do for Etch-a-Sketch. You tell them to write it down in their own words. And there for the which learners, the Create learners. The next one is a benchmark. And this is for how many different learners who needs the benchmark? Everybody, just write that down and we've already covered this one. We've covered it really well. Everybody needs it and you should use it if you can't. Next one, body system. We covered this one already. Who needs this? They'll watch this. This is Bob. No, let's not do Bob now this is going to be Tina, talk learner, Tina. And I'm over here. And I'm kinda looking around the room and all a sudden Tina goes and I come over. Tina starts talking. I can't even kneel down before she starts talking. And then she's talking and talking and talking. And finally she goes, well, I taught design and I say, well, how would she starts to oh, I got it. Thank you so much. She Thanks so much, Jason. And I'm kinda walk away thinking, Well, I don't know what I did, but I'm glad I helped her when he was going to happen. If she's a talk learn five minutes. Should call me over again. And five minutes later, she call me over again. Well, how's it going to work out for you when you have 20 other people in your room or you just want to give Tina and opportunity to do this some other way. So what am I going to do? I'm going to hook her up with a buddy. Now who does not want to partner with the talk learner. There's one in particular, I know everybody pride with who's the one that really doesn't want to the research learner. So write this down. Research learners for the buddy system are off limits. If somebody is not talking, IS NOT raising their hand, is not doing proxy. They they are not going to be the one I'm party with Tina. But what you do want to do now check this out is you want to grab a step, talk or create learner. I loved the creates, by the way, for this, great learners make great buddies for talk learners. Create learners make great buddies for talk learners. And what you do is you say find some. There's gotta be somebody either on this side or this side of Tina. And I'm going to go up to that person, watch this. And I'm going to say that personas, Hey Joe, how's it going for you so far? And pretty good. He joined, noticed you're pretty good with the system. Yeah, I'm pretty good. Hey, your teen has got a lot of questions over over their DNA. Can't hear this yet because I'm whispering. Would you mind if if she needs to talk about some of the so she's a talk learner. Would you mind talking a little bit about some stuff? Now, if I've built credibility or poor all the way through class, what do they think he's going to say? Sure, I'll do that. Now I go back over to Tina has 1800 what she calls me and she goes, I got dot-dot-dot and finish up. And he said, Tina, I got some good news for y. Well, Bob over there, he's he's, he's interested in being your buddy. What do you think? What do you think Tina's gonna say? Say, well, hey Bob, you guys, you're going to partner up here Tino. Whenever you have a quick question you want to talk it through. Bob's going to be that one that helps you. That's the buddy system. I'm suggesting then that you buddy up, talk learners with either, uh, what kinda learner create, step or talk that someone's has talked to, talks. So match made in heaven. And then the last one responding and correct inches, this would be one. What if you ask them a question and they get it wrong one-on-one, what should you do? It depends on the question. Let's review. What was the first kind of question I taught you? You can look right on the box there. What was it? It was a review question. If they get a review question wrong, what should you do one-on-one? Hey, do you remember Bob? What was the thing we did that the dot-dot-dot and Bob goes, well we, we click this button and he's ROM. What should I do? Do you think one-to-one? What should I do is I should tell him what first before I teach and what do I do? I need to tell them that's why that's wrong. So yes, you need to write down if they get this wrong, you must tell them. And then you simply reteach. Now watch how I do this, right? Watch how I do this wrong. Ready? You're going to be the person one-on-one with me the whole class, one-on-one with me, ready. And so do you remember what Bob, what was the learner that like steps Bob. Either creating or the crate lowers the one that likes to figure it on their own, which is the learn that like steps, Bob, don't miss this. What I just do. What did I do? Let me do it wrong. Ready? So Bob, which is alerted like steps. No, that's not right. Bob, Bob, which is to learn that like steps. Okay, I'm gonna do it right again, you ready, Bob, which is another like steps. Either create learned, that's the one that likes to figure it out on their own. Which is a learned that like stuffs. What am I doing? What am I doing? I'm never telling him Ha I'm repeat whatever he did. He remembered something that's right, didn't he? I mean, he's going to say something that's right. I acknowledged that first and then I re-ask the question. That's how you answer a wrong answered question. You acknowledge what he does do, right? And then you re-ask it. Now let's move on to an expert question. Let's say I ask an expert question and he gets this wrong because you notice I put it in quotes, wrong. Hey Bob. So how would you do this on your department? He goes will dot, dot, dot, dot, dot, dot, or we do an honor department, I'm thinking to myself. No, that's not can't be right. But he seen expert. Is he a physician maybe. Let's see. The physician does a physician a physician and I'm not a physician. So if he says an expert answer that only a physician would know. And I think it's wrong because it's probably not how they did on their apartment, but he is the expert. What should I do? Somebody said nothing. What do I do? I mean, here's the reality. I would suggest that you don't tell him he's wrong and you don't tell him he's right, you you treat it like it's his opinion. Here's what I would say. Oh, it sounds like that's what you would do, Bob. You want to hear how some other physicians are doing it? Did you hear that? That I would write it if you like it. Don't miss these. You want to hear how some other physicians are doing it. You want to, here's how some other departments are finding success here. But never once did I tell him what he's wrong. But look up here. Did I tell him he was wrong with the review question? Pretty much yet in say you're wrong, but I basically let him know he's wrong. This one though, I'm not ever meeting he's wrong with the extra because who's the expert? He is. And the relevance question, there is no right or wrong. It's well, Holly's work in your life. So here you go. These are the ones. Let's review them real quick. Ready? I'm going to say the tool you tell me what you learn would dig it. Visual aid. Steps, lover's steps and research. Review questions. Steps in research, leading questions. Create and who else might like her? Leading questions? Talks, relevance. Talk learners, expert questions, everybody, Etch a Sketch. Create learner, benchmarks. Everybody, Buddy System, talk and who might be willing to order the talk. Great. Instep. Don't, don't put research with them. And then lastly, responding incorrect answers if its an expert question, what do I do? Offer another opinion? If it's a review question, what do I do? Tell them what they got right, and then what redirect and if it's irrelevant question, there's no wrong answers. Here is what you're going to do right now. Page 55, I want you to turn to 55 right now. And I want you to select 33 tools on page 54 I just taught you. I want you to put them on page 55 that you would like to use in your activities to tutor people one-on-one. And I want you to write down an example for which activity you're going to use it and how you're going to use it effectively in that activity. Another words, I want you to take an synthesized everything you just learned in that table and figure out three things that you've never done before. You're going to start putting in your tutoring for your activities next month. The ones who do this right now are the ones that will go from good to great. The ones that don't will stay at good. I'm gonna give you three minutes go. 14. Teach Effectively During Activities Part 4: Okay, here we go. What I'm gonna do now, you can use these at your own leisure. Gonna? At the end, I'm gonna give you a recipe for how to take all this. But right now, on page 55 I'm gonna show and answer questions. Now, here's I'd like you to do on page 55 on the second paragraph on the bottom of page 55. Some really good stuff I'm gonna cover at the 2nd 2 paragraph to the bottom and the last paragraph on page 25. But to do this, I'd like you at the bottom of 55 to just use that little spot you've got right there. This is your little spot right here. And I want you to make three columns. It looked like this. So these two columns are about the same size of this comes a lot smaller, and then we're gonna make a little row on the top, and we're gonna What we're gonna do is we're gonna call this activity up here at the top, and then we're gonna have one over here That's called lecture. And then we're gonna have over here questions that gets asked of you. Now watch this. You will learn that it's not whether you know the answer or not. That determines whether you answer it in a lecture. It's whether it's in scope or out of scope. And there's two kinds of in scopes. There's an in scope that you know the answer, and there's an in scope that you don't know the answer. And then there's anything. It's out of scope now. What most trainers do is they'll they'll be lecturing like this. I'm luxury in front of all. You get a question and they'll decide. Answer this or not. Based on what? Whether I know the answer or not, that's a bad move when you're lecturing Too bad move, because the reality is just cause, you know, the answer doesn't mean they all need to know it right now. And just cause you don't know, the answer doesn't mean they don't need to know it right now. What determines whether they need to know it right now or not is whether it's in scope or not. I define in scope is everyone needs to know right now, and out of scope is not everyone needs to know right now, but when it's a lecture of that activity. It's totally different. So watch this. If it's a lecture in its in scope and I know the answer, I'm going to answer it could soon scope. Everyone needs to know what I know the answer. If it's in scope when I don't know the answer, I'm not gonna answer it. I'm probably gonna have to say something like, You know, I don't know. I don't know The answer or my I might say something. My favorite one is you know, I have some thoughts on that, but I want to make sure I get you the exact answer you're looking for So right that Donald answer that at four o'clock for you and anyone else is interested. The reason I'll do that because it turns out you get three of these in any class before they're done with you. Three. Get out of jail. Free cards is all you get. You say you don't know three more than three times. They don't want you as a trainer anymore. They want someone who is more knowledgeable. But the reality is, and I've done the research that you're not going to get more than three of these. If it's a true in scope that you don't know, think about this. If it's in scope, Do you think you studied it? You think is the trainer you're ready for most in scopes, the ones you don't know aren't even in scopes. It all there. Which ones? The out of scopes in these ones, You should absolutely not answer. You should postpone them. I'm not saying you don't answer ever. Just an instant. Right now, you're gonna handsome later. But for activities, it's totally different. Because guess what? It doesn't matter if you say I don't know to Joe, and then you say I don't know to Bob. And then you say I don't know an And then you say I don't know to Lisa, because guess what? They all think it's just how many get out of jail freeze. Once you're still good, You could say I don't know 30 times and feels like one time to them, which means it's very cool now for an activity of its in scope. Grab the red one here so you can see this if it's in scope and I know the answer and it's an activity, it's one on one. What? I'm gonna dio How many? Answer it If it's in scope, I don't know the answer. What am I gonna dio? I'm going to say it's totally cool to say this, I don't know, but I'll go find out because in an activity they don't really care if you don't know or no , they just want to What has one answer? And if it's out of scope Well, is there really an out of scope anymore for an activity? No, because it's just this person for them, it's in scope. So many. If I've got time all over by also we're gonna activity. I'm gonna answer it. So this is a cool thing for you because I'm paid 56 now. We just went over 55 men on page 56. You might get questions there beyond the basics. And if you get this, it's OK to let them know you're going to go over these. It's one of my favorite things to do. Watch this. Here's Bob and I had a curriculum writer. Bob doesn't know this, but a curriculum writer of mine went through scribe, And so now they have all these cool beyond the basic activities in Bob says to me, Jason, come here. I got a question. I come up the body. So what's your question? He asked me. That's crazy. Beyond the basics question that I couldn't believe, he asked. It's really advanced, and I'm going to stay to you, Bob. I'll answer that for you now. But if I don't have time and there's all these other people in the room, they're struggling and then to go help him. And this is beyond the basis. And we do not need answers right now because I got 10 other people struggling I'm gonna say about Hey, Bob, good news. You can all see the good news in the box on page 56 of the top state about good news. We're gonna cover that the end the activity. Save it. Let's talk about in 10 minutes. If I build credibility, report what's gonna dio Sure he saves it, And then at the end you go, you say to them, Look at this 56 top box Last paragraph says you can use that your advantage of beyond the basic questions by telling the trains to go over those during that time. But for now, then keep going with the activity. Then before you go over that part, research the answer and address it with the class because I didn't know the answer to this , but Bob doesn't know. I don't know. He just knows. I postponed it for 10 minutes. And then 10 minutes, I'm gonna give Craig a call, and we could Craig ring ring Craig Chances. Yeah. Hey, Craig, I know you know a lot about this whole category list thing. He's wondering if you could put another extra choice. And can we do that? We can gel. Cool. Hey. So just so everybody knows we don't the activity. Now we're going over a few extra things. Bob, you had a question, remember? What? That question was, Bob boxes. Well, I wanted to know if I can add an extra choice. Well, guess what, Bob. Everybody else needs to know this to the answer is you absolutely can. And what is Bob? Think the whole time I knew the answer the whole time. Cool, cool thing that you all trade with other trainers. There is just you in the in the room. Okay, so you don't need that one, but I do like on the bottom of page 57. There's a box, and I want you to take 30 seconds in the stop sign box in the bottom of 57 read it to yourself. Read it yourself. I want you to circle the phrase. That's very, very cool that you're going to steal. What is it? Did that help? Why is that cool? What is it? Show? Yes, shows your credibility. Andrea is right. What is it showing your credit? Remember, there's five ways to do Credible. Which ones? This one Which shows your carries. That's a report back to credibility. It shows you an expert educator. Did you notice how I answered that question? I told her she was right. She hit the report button and then we moved on to credibility again, didn't we? That's what you wanted, Dio. So here's the deal. When you finish with Bob, look at this. Now we have an entire recipe for start to finish her Bob. The very last thing going to say to Bob if he's enjoying himself, which, by the way, can usually tell if they are Hey, Bob did that help and then he's going to say what? Yes, and sometimes they even tell me why and then go ahead. That's great and I'll walk away. And now I know I just built report with Bob. Let's review How do I get in the door of Bob? I see you're working on blank. How do I tell what Lerner is? You want to take the steps or you want me to create him? What do I bring with me? If he's a step learner? Visually, what kind of question to ask you if he's a step learner? What kind of question to ask me if he's a stop loner, a rear view, a review question? Good. And then when I'm all done, I'm gonna t I mean, how do I answer his question? If I know that if I don't know the answer, what should I do? I don't know the answer. Actually, there Postponements. We can cover it later if it's a big one, or I could just say what I don't know. When I go figure it out. And at the very end, if he gets what he needs, I'm gonna say, Then there it ISS. That's how you tutor now There's one last thing, though I usually look at trainers at this point, they go, Oh, cool. I know how to tutor. And I say to me up your 7% there you look at me. You know what? Well, that's all words that you say, but what about your body language or facial expression? Tone of voice, your volume, your pastry inflections. We're gonna cover that. Now you're ready because that's the biggest part of them all. You can do all the stuff we just did. But you don't do the right body language, facial expressions in tone of voice don matter. So here we go. I'm on page 50 eight and we're gonna start with the 90 10 rule. 90% of energy is focused on what, again the training. And that means that only 10% is thinking about what you're going to say. So you got to get what I'm about to teach you down. So here's the first were in doof body language. I'm gonna give you five things. You write him in the box, I'm gonna model and you're gonna tell me what I did. You ready? Not just gonna tell you the answers this time, you're gonna have to figure it out. To stop learners, you're gonna have to go to the create side for a second. Here we go. Now I'm gonna talk to Bob, but I just want you to watch my body language and facial expressions and tell me what I'm doing. It Just shout them out. Ready? And then we're gonna write them down and you shout them out. Bob, I see you're working on dealing. That's number one. Get at his level. Number one is sit or kneel next to Bob. You should know that my absolute favorite way to talk to Bob is actually not too Neil. It all I really prefer sitting This actually makes Bob feel a little more comfortable. The kneeling cause now we're exactly the same level right now, which is really cool. So here's Bob. Now, what am I gonna do? I am going to do something wrong, and they're gonna do it right. Ready? Hey, Bob, what happens when we click this? I don't. Okay, now we'll try it again. You Bob, Take a look in the upper right hand corner. What happens when you click that button? What? What? I do well in the 2nd 1 that I didn't do in the 1st 1 How would you describe what I do with my body language in the 2nd 1? In his speech? Yeah. I call it be discreet with your body language. She said he was. I was in his space. Don't get in his space. You don't get to put your hand on his screen. You don't get to put your hand in front of his face. He gets to do that. So number two is be discreet with your body language. Now watch me do it wrong again. I would imagine he has a computer in his his thing here. Hey, So, Bob, how's it going? Oh, Jason, it's not going well. I can't figure out to do X y Z. We'll hear Bob, Let me shake. Just what you do is you go like this. You just watch. I know your stuff alone and I just actually about the staff. So he'll make sure you take the mouse, You go like this and you did the But he's a stapler. Shouldn't be taking the mouse and doing this form no stop wonders need to still hold their mouse's, don't they? What happens when you're gone? How are they gonna be on the floor by themselves? So here's what it would be instead. Hey, Bob, you're stepping, right? I got my little get my no pad again. So I'm gonna write the steps down for you, but you're gonna do it. Okay? Is that cool with you, Bob? Here we go. One should grab your mouse, Bob. You got it. So step one. Grab mouse. By the way, this is a guy that's actually freaking out of using the computer. He's got a rotary phone at home, and he points the mouse at the screen like this. Okay, got grabbing the mouse. Okay, now I want you just put it on the ground. I'm rightness. Nonstop to put it on the ground, not the ground. Sorry. The table put on the table and I want you to step three. I want you to moving around. Hey, what happens on the screen, Bob? Well, it's moving around. Okay. Good step. For once. You moved around. I want you to move it up to the button that says open. You see it there? Step five. Now, I want you to Click it. Got it. Hey, Bob, you just open up the chart. Try these steps on your own. Now, I'll stop back in two minutes. See how you're doing. See what I just did with him? So what? Step three never grabbed the what? Never grabbed the mouse. Step number four you priority. Got this one. I'm just gonna tell it to you again. Never point at the screen. And step number five is instead of pointing. Guess what I should do. What did I do with Bob? Instead of pointing? I said, Bob, take a look at the upper right hand corner of your screen. Bob, hover your mouse over that Bob. Click on that. What are all those things? Directional is number five is direction ALS. That's good body language during activities. Now let's move on to facial expressions. You ready for these? My favorite four facial expressions. One on one with Bob. Here's the 1st 1 Daniel Pink in this book. A whole new mind. You probably already heard me say this because I love to talk about this, did research and found that the Onley universal form of communication in the planner people's eyes. Only one you can go upto anybody in any culture in the world and you can go like this to shake their hand. And some of you, some people, will say what a warm gesture and other people are literally look at you and go. That is the most brute thing I've ever had. Somebody do to me. Different cultures will didn't misinterpret this. You're determined different. Some cultures will say Right now what I'm doing is I'm disagreeing with you. Others will say, Oh, he's very sweetly listening intently. But nobody misinterprets frustration in the eyes or anxiety in the eyes or happiness in the eyes or surprise in the eyes. Nobody misinterprets this No matter what culture you go to matter what language they speak . These are your most powerful assets. Trainers one on one. Write this down number one. Next to this, you cannot fake a smile. So you need number one. But I want to suggest you smile on the approach. Well, if that's true, let's put these together now. Can't fake smile. Jason tells me I'm supposed to smile when I start talking to Bob, then what you gonna need to do before your stock talked to Bob. I don't I'm gonna look a seating chart. Figure out why I like Bob again. Oh, that's right. He plays hockey. And he was so excited about That's so cool about Bob. Hey, Bob, how's it going? See how my eyes are smiling now? Because I'm getting I'm in my mid forties now. I get to look crinkles right here because I smile out with my eyes. You with me, as opposed to just Hey, Bob, how's it going that awkward? It's hard for me to even do. And then number two. Number two. You want to give my contact now? This is a dangerous one. Turns out you can write this with me eye contact. Actually, one on one optimal 70%. 70% is after a one on one. In other words, when I'm talking to some of the coffee shop, I don't want to just look at him the whole time all and but I also don't want to be looking over who are there talking only 17 but not when you got a screen in front of you. It's actually flip now. You want 30% with a screen because guess what If I think about this. I'm not having coffee with Bob. What? We have a screen in front of us, so I'm gonna go to Bob, and I'm not going to say Well, Bob Lamb Doctor thought that that that that that that Well okay, go ahead and click that on your screen. Bob, you know what happens, Bob, I don't want to do that. What I want to do is I want to look at him three times and that's it. Here, three times. You wanna look at him during a activity one on one. The approach when I first come up to him. Hey, Bob, how's it going? Eyes, eyes. Most traders go screen on this. Not a good idea. Eyes on the approach. 2nd 1 whenever he or you ask a question eyes because you need a response. The a person. He's a response. And then the other time you need eyes departure. Hey, Bob, did that help? Eyes great. Walk away. Otherwise, everything's at the screen. A lot of trainers don't realize this, and then the next one is just want to reemphasize this number three. Keep your eyes focused on the what screen? This number three. It's such an important one. I wanted to be called out in the number four. I'm going to suggest this is gonna be an interesting one. You got to come to serenity to really understand this, but I'm going to suggest that you avoid all eye contact when they're doing one of the following things. Heckling, griping and talk hogging. If they're doing this to you No, I contact for them. It's just like Elaine on Seinfeld with the soup. When Elaine is heckling the soup guy, the soup Nazi. She doesn't get eye contact from the soup Nazi because what if I contact? Tell Bob when he's heckling me about the system. He had heckling worked and that doesn't work with me. I don't listen to students that heckle. I listen to students. They're talking to me in a nice tone of voice. I reward good behavior, not negative behavior. You with me on this. But now I'm heading over to page 61. Bottom. We're talk about tone of voice. Now, before I do that quick review body language. What's the number one body language that you just learned? Don't look that you think I should do one on one What's one say again? Smile. What's another one? Get their level eye contact about when we give eye contact. Approach questions. Departure. Good. You're getting this. What was that? That I just did? That was an or review. You do a lot of those. Okay, so let's move on to the tone of voice. I want you to take one minute on your own Page 61 at the bottom 61 at the bottom. Take one minute or talk with the person next to you, and I want you to write down what you think the three effects are of changing your speaking pace on the feelings of this person. There's three effects of this. Just the pace is what we're talking about. Write that down on Page 61 now agree with the person next to you. What are the three effects of changing pace? Either slowing down significantly or speaking really, really fast or changing really fast. Too slow, too fast again. And it is a slow right down the three effects that you think those cause and agree with the person next to you. One minute go 15. Teach Effectively During Activities Part 5: some of you. What's interesting about this is some of you don't realize just how significant your tone is until you see it's me. Do something like this. I go up to Bob. He starts asking me a question and he's cared about the system. And he asked me, Hey, good question, Bob. Let's take a look. And I'm thinking I'm being really enthusiastic Bob under the surface like a doctor's paddle underneath. But he can't I can't see it. What I do wrong. He didn't want. He's not excited. Yeah. I mean, have you ever heard a weatherman say, Hey, we're gonna hurricane tomorrow? I mean, would you What would you say? What are you talking about? Whether man What? Why would you say to me like that? And yet that's what trainers do all the time. Good question, Bob. Let's take a look. But he's freaking out about this. What my tone look like if he's really freaking out and let's take a look, see if we can figure that out for you. I can see how that be something that's concerning, See the difference. Don't miss this huge difference. So what you come up with justify increase or decrease my pace. What you come up with? Yeah, that's the number one. It gets him to pay attention. Engages is number one. What's number two? Yeah, it allows you to show more enthusiasm or less enthusiasm. We call That stimulates the brain. It literally stimulates the brain in different ways. You've done the research on this. It could trigger things in your brain, depending upon how fast you talk and then 3rd 1 And they come up with another one. Yes, that's what I wrote. It gives importance to the subject. Now let's talk about when each happens. If I want to give importance what I need to do with my pace, I need to slow it down. And that shows really important. If I want to give enthusiasm, what should I do? Speed it up. And if I want to engage, I go back and forth between slow and speed. So on fast, slow and fast, that's what engages back and forth next page, though, there's more, because now we got to deal with another piece of your tone when you're one on one, which is when to change pace. So if I want to increase if I want to just generally increase pace. Here's when I would do this. I'm just gonna tell you this one, I would increase pace for trivial stuff. Trivial stuff? Yeah, that's something any tomorrow. But let me just say this real quick. Now, this one, this is what you really need to know. Bob, Did you hear that? Or big picture stuff? Yes. Of the big picture here is gonna be six different things we're gonna talk about right now. Six everything. We got the 456 but we're gonna do right now Bob Warner to zero in on number two. Hear that? So I would increase the pace for trivial or big picture, decrease the pace Any time something is important and you want to emphasize it, that's when you decrease it. And then here's my favorite One of all. Put a star next to this one. The pause, The power of the pause. Watch this. Here's Bob and I, and I'm actually going to show you the screen. Now let me do it to you this way So you can see this Here is the screen. Let's just imagine this is the screen. No, I'm talking to Bob, We're talking to him. Hey, Bob, when we do this again and what happens to get up and so go ahead and click that yet And I stopped. Where did Bob's gonna do? When I stop talking, he's gonna look at me and what am I gonna be doing? And then what's Bob going to Dio? And there you go. How many times have you wanted to train Ito? Look at a screen when you're trying to tutor him. How many times? And you keep saying, Well, could you look at the screen, Bob? What? Could you put your eyes up here, Bob, Bob, could you look up here? Wouldn't you rather just stop and he'll kind of get the drift? Think about how cool this could be for you. You just stop. And pretty soon he stopped. And then he looks at you and then he starts looking at the screen is a Bobby. See that in that cool? That's it. That's powerful. The pause when I'm lecturing the pauses to show important. Yeah, I see that. But when I'm not one on one, it's to get him to look at a screen and then on page 63. There's one more thing I want to teach you, which is your voice inflections. Now watch this. I'm gonna inflect my voice and you tell me what happens. By the way, I'm giving you over 100 things today. You're gonna be able to do all these tomorrow But you're gonna pick your top 10 to 12. You're gonna dio. But here's the first on page 63 at the at the I'm going to do this one just together If I start up and go down Watch this, Bob. If you click on that, that could really be something that could affect your department. What did you do when I went up and then down? Make the dada Dada Dada Dada. Dada What am I doing? Emphasise that what Something bad could happen. Bob number one Write that down. If you start up and go down, something bad could happen. Hey, Trey, If you go in there and get that cookie right now, you may have to take a bummer. I give my son bummers sometimes it's a hilarious When he tested Take one has to think about what he did and what happens when I do my tone gonna matter what I say? I could say, Trey, you're the best kid ever. And I just wanted you to know that he's sick and do so. Oh, some bad is gonna happen. Same thing. One on one. Next one. Start down and then go up. Hey, Bob, look at this. Did you see what happened there? What? What's that going to do? Something good could happen. It's just bad and good. There's only one on one this is all true for. And then watch this one. So this is this the next we're going to, we're gonna click this button. Once we do that, we're gonna go ahead. Write that down. You got two steps now. So go ahead and do that and I'll stop back in one minute. See how you're doing Some good. Great. I didn't change. I didn't go up or down at all, did I? That's when I don't want him to ask questions. I need to get to another person. Seriously, this what you do? If you don't want him to ask another question because he's an op allies in your time. Just that that that that edited it a little better. Hey, Joe, How's it going for you? Seriously, these little tricks are things it took me so long to figure out. What you just get them and you go triumph. They'll help you. You pick which ones you want. In fact, them. Have you do that right now? Let's just quick have you pick which ones you want. It's on the next page. Here it is on the screen. I want you to work with somebody next to you. It's on page 60 four. Here's I want you. Do you ready? I've given you 1234567 Having you seven things you might say in a one on one interaction. I want you to practice saying them to the person next to you, and I want you to adjust your pace and your inflections to get either. We talked about it. Excitement, importance, bad or good emphasized. Then I want you to switch so one of you say the 1st 1 Another person gives feedback. Then the other person says the 1st 1 and the other person gets feedback. Then you move on to number two. I'm going to give you a total of three minutes to do this. 90 seconds per person. Go. But here's what I want to say when you come back from break, here's what we're going to do. We have two things left which are actually the shortest things of the day. I'm going to show you on this manage activity pace. How to ensure every trainee finishes the activity right on time and Oh, good, then But then after that, I think, by the way, if you you've ever seen a training most trainees, when they're doing the activity, this is kind of how they treated, isn't it? They got a train coming, right, And I'll be fine. And the trains right there and then. And if it hits something, you wouldn't want it to hit him. So then the nothing I'm gonna do on page 76 is I'm gonna show you how to prepare how to take everything I've taught you is gonna be a short little one. But you're gonna get all the homework you need, how to take everything I've taught. You actually put this into play when you go back to your classrooms 16. Manage the Activity Pace Part 1: Oh, here we go. We're going to talk now about this guy. And this guy is on page 47. And here's the thing that this guy is what we call a. What kind of learner is E, fast or slow? Do you think? He's, some people said that he's a fast learner because here's the thing. A fast learner. A fast learner isn't necessarily a smart learner. And a slow learner isn't necessarily a not smart learner. I can tell you right now my Dad, I told the story all the time, is one of the slowest eaters I've ever met, but he knows how to use a fork. He knows all about the fork. It's nothing doesn't know how to use it. He just likes to take his time when he eats. And that's what a lot of your slow learners do. In fact, I would even go so far as to say that a lot of the slow learners turn out to be the greatest super-users on your floors because they learn this stuff inside an out, don't they? I'm a slow learner. My brother used to say to me, Were we roomed in college together here at UW, 1990 to 94. And he and I were rooming together and he comes up to me afterwards or before us test a mine and I'm I'm studying all night for this thing. And I've got like 25 different pieces of paper front back and notes and and then he comes up with Jason, what do you do eat. He's a research learner. I'm a create learner because what are you doing? I go, well I'm, I'm I'm getting ready for the tasks. He goes. Yeah, but what are all those notes? He's you take all those in classical. I said no. I said I don't, I don't learn much in class. You know, what are you doing it because, well, I'm rewriting the book. Here's your what does I'm rewriting the whole book. Who's a science class biologist? I'm just rewriting it as if I was going to teach it. Why? He said, why don't you come out with us? It's going to be foregoing out as what I gotta do, what I gotta do to study it. He goes hand, you're weird and walked away. But because it doesn't make any sense to our research and our research stories. Read the book. He's a JS. I just read the book the day before the test and I'm ready to go. That's what he does. But me, I had to rewrite the whole book to get it and it recreate the whole thing. So here's the thing. If you're not a fast learner, you're going to find these people weird, like my brother found me. If you're not a slow learner, you're gonna find those people weird, but it's okay. They're all their own p of once you get these benchmarks and independent assessments in there, this guy's not going to be able to coast anymore. He's not. So here's what you do and the good news is most of the stuff we need to do to handle these people. It's already done with everything we've learned so far. But I'm going to show you how to put it into play. First off, I want you to know on page 67 it says a good trainer. When they tell you it's going to be a ten-minute activity, they finished ten minutes later. And they say it's gonna be a 30. They finished 30 minutes, Larry, exactly on time. They finish every time. And how do they do this? Well, first of all, on page 67, you can write down two or three things I'm going to teach you. I'm gonna show you a hyena handle fast learners. It's number one. I'm gonna show you how to handle slow learners, that's number two. And then I'm gonna show you how to manage activity time, how to actually manage the time. But before we even turn the page, I want you to remind me again, what's a fast learner again, don't tell me smarter. What's a fast learner? They like to run through the activity quickly. What's a slow learner? They like to take their time. I want you to change that paradigm for most people in the hair slower than they think, Oh, that person just not as intelligent? No, that's not what I'm talking about here. I'm Tom by they just take longer to get down for whatever reason, take longer to get to the activity. Okay. Then we go to the next page. If you agree with me on that. Here's the deal. On page 68, second paragraph, I'll read some. Sometimes the people who appear to be fast learners are fast simply because they complete the activity. A 100 line this without really understanding it. Now if coming describe a really well-written activity, can avoid this to some degree, but you still need a great trainer in the room. Third paragraph, the illusion of fast learners is often why some classes seem to progress more quickly than others. I'll never forget. I Yoda head or coached a trainer for six months who had been training for ten years at Epic. He was one of the best trainers I've ever seen. And he used to say to me Jason, my biggest problem. I said, well, what are the three? I always ask people when I first start, where do the top three goals you have for me in for this process? So all my number one goal is I never finished on time. I can't get done on time. I get all these new trainers and they're done a day and a half into the class and it takes me three days and I still need two more. What, why is this happening to me? And of course the answer is, what do you think? He's got so much knowledge? Such an expert he is his trainees do as soon as they get in the room with him, they, they pick up on the fact that this guy knows everything about this application. They do. What do they do? They ask question after question after question, and what does he do? He answers ohm, and pretty soon he can't get finished. Well, the same thing is true with your learners. Fasteners are content to simply finish whatever they're told to do, whether they understand it or not. That's just not okay. So here's what we're gonna do on page 68. First of all, curriculum writers, I got a box for you. Curriculum writers raise your hand. If you write curriculum, there's a box in the bottom of page 68 for you. I want you to define these with me. There's thing called if you have time activities and there's this thing called independent practice activities. If you have time activist underline, this has to be, in my opinion, new content. That would be nice for them to know, but isn't part of the core. Independent practice is review content, IE, old content. That's just a redo of stuff they've already learned. I'm going to suggest curriculum writers that if you want to handle the fast learners, guess which one of these you need to add more of at the end of each of your activities. Be if you have times the new content, because then you reward them rather than penalize them. I'll never forget this. I was in a math class, ninth grade, and I actually majored in math eventually on minimap glass Matt happen to come easy for me. I finished all my activities in the math instructor comes up, math teacher comes up to me and goes, oh, you're all done with 136. Once your work on numbers 37, 350, It was the same stuff. I was still solving quadratic equations just like I solved before at, you know, I started doing, I started moving slower. Because I didn't wanna do another ten problems of what I just did. But when he comes up to me, he goes, hey, now that we're done with this, I got I got a special treat for you. He started figured this out as well. What's the special treaty goes? Well, we got a test coming up and we're going to have people review for the test. You can actually get started reviewing early new stuff we haven't done before. You can start there and then you might not have homework. I was like, oh sweet, I'll take it. And pretty soon I started to work at my capacity speed. So here's the rules of thumb, page 69. There's three rules of thumb. We're going to put them in a box together. You ready? What's one rule of thumb for fast learners is when they finish the main exercises, what do you wanna give me? Just learned this. What does it give some new? What's it called? If you have given me if you have times. Number two, watch this. Now, I got this guy in the room and he's literally checking his phone. The train's coming at him. What's the train? He's going live in two weeks and he doesn't know what's about to hit him. He's checking his phone. I said Go to my say, Hey, you're finished with the activity goes, oh yeah, I've been doing that for ten minutes. Well, normally I'd have to say, OK, walk away. Now what am I going to do after you've learned what you've learned from me today, what could I do? Benchmarks, good benchmarks as number two, I'm gonna say, well, what do you get for number four? And he's probably going to get this wide. Rom. Now watch this. If he was confused or stuck or working really hard and still working, I would help him right now. But he's not going to get that from me because that's a reward for the what he just did. So what am I going to do with him? Do you think when I see that he got number four wrong, what do you I'm gonna do with this guy? I'm going to say, hey, I noticed you got number four. As I answer of B, the actual answer is not B. Then what will I do? Well, I, well, I tutored him right now. Know why will I not tutor him? Am I just a meanie? Why am I not going to tutor this guy? Did he ask me a question? He got it wrong. He didn't ask me a question. Is he is he is he is he working on what he's supposed to be working on? No. So he does he get rewarded for that? So I'm gonna say, hey, I'll stop back when you have the right answer in five minutes. Now, when I come back, by the way, what am I gonna do if I was going to work with the people that actually do have questions had been working hard and we're with them. But when I come back, He's either one of three things is gonna happen. He's got the right answer. Great. In any i actually do what I ask them to do. That's great. Because you have the wrong answer. He's confused. Now what am I going to do? Now? I'm going to tutor him because he's actually puts and offered him. Or he's gonna blow it off again. If he blows off again, he's a challenging trainee. I'll handle him and serenity and come back for that. But just so you know, this is what allows me to do this. Third one is what I do with this guy. When I come back once I've asked him to do this, it's called a tutor and asked for a redo. If they fail the benchmark. If the fast lunar fails the benchmark, you're going to ask the person for a redo and then you'll, you'll want to, to them using all the steps I've taught you. So let me go through them again. Fasteners. You can do that if you have times, and those are rewards, so they have to be new material. Number two, you benchmark the basics. And number three, a tutor in a redo. Now, what do we got a ton of fast learners. Bottom of 69. Read this with me. First paragraph at the bottom is 69. If your class has an abundance of fasts, and if Sx curriculum writers, you have excellent. If you have time tasks, then you're fine. Seriously, you're all good. So we were like, that's it. Yeah. Watch. I'll actually show you with a marker. Look up here. Remember this curve. Remember this curve here. We've got the number of trainees. We've got their speed down here. And let's say we have a bunch of fast learners, all fast learners over here. But just a couple of slows. And I've got some, I give an activity. And I said if you lecture, you should Lecture two, The bell curve. That's true for an activity. You're not lecturing anymore thing go whatever speed they want, can't you? So you just say if you finish early, you can work on the if you have times. So it's it's a 20 let's say it's a 20 minute activity. Watch this. It's a 20-minute activity. And I've done the research and I know that the slow learner is probably going to finish the 20-minute activity when after 20 minutes, the fast learner is probably going to finish. The 20 minute activity went after about ten to 15 minutes right? Now when ten minutes hits prop up 15 for sure. How many people are going to be working on this if you have time activity. Let's say I've got ten people in the room. Eight people are working on this. And what are these two people working on? The basics. But everybody still all good, weren't they? It's still all good. So what's beautiful about these if you have times is no matter how many faster slows you have, you're still good to go as long as you have them. So what I'm suggesting then is on page 70, there's urban page 69 at the bottom. Sorry, 69 at the bottom. Bottom of page 69, last paragraph, it is your responsibility underlying this to make it clear that if the if you have time tasks are not just filler, they cover material that's either on the test or related their jobs being studied. This is what I recommend. Otherwise, it's not a wife. It's not a reward. Here's how it looks you ready? Here we're into a 20-minute activity now. I know some of you are going to finish early. It's totally fine. When you finish. I want you to work on the if you have times. Here's why. Because those are going to be still on your test next week. Or even better though, is still gonna be things you're gonna need to do when you go live with your patients next week. Those of you don't finish early, don't worry. I'm gonna make sure you get through the initial exercise and then you can work on the other ones either at four o'clock today with me, where I can work on those on your own. Let's get started. See this. That's how you do it. Now if you look on page 70, just will reminder for those of you who want to know how to handle fast and slows during elections. Everyone know this during the lecture. What do you do? So if I have this in a lecture, what I say bell-curve, right? I'm a go at this speed for this class, which is a little faster than I might go for a class down here. So here's what I might say. It's called the Pact. It's on page 70. Here's how it sounds. How many of you like to follow along in the computer as I teach, I'm about to lecture. I get a bunch of people to raise their hand. Do great harm if you like to just watch and get a couple more people, arrays RAM. And then I say this question. You can say this to your trainees. Is it possible for me to go at a pace that works for all of you? What will they say? I want them to say that. I do. I want them to say no. Why? Because then later on, look what it says in italics and page 70 all the way down. And if I'm trying to follow along with my demonstration, you get lost. I want you to promise me you will stop. Take your hands off the computer and just watch me becomes demo mode for them. And then all it says in return, I promised to give you time to complete the hands-on exercises at your own pace. We just covered how do this they're going to teach you the same material I just covered. This is one of them is called the Pact. And you've got to get them to agree to this. Because guess what's going to happen halfway through your lecture. And you're going through this, and you're going at this speed. And these two people are trying to keep up, what are these two going to do? Are they going to listen to you go, oh, you know what? He told me, I should take my hands off my mouse and I should just listen to him. I'm just going to be a good little boy and girl and do that right now, or what are they going to do? They're going to get, they're going to start flowering or I'm loss, I need your help and they're going to pull you over and they'll take as much time as you'll give them. And what you're gonna do is walk right up to them and say, hey, tell you what, just take your hands off your mouse and watch me. And we'll cover this in hands-on in just a second things and walk away. It might Did I stayed argue what my tone was a monotone the whole time. So I won't get any questions, right. That's what it looks like. But the pact prepped me for this. That's what you do during a lecture. Here's what I want you to do, page 71, you're gonna do a little activity right now. I want you on page 71 to select an activity right now, in your head, think about it where you struggled to handle fast learners. I want you to choose a circle, which tool you're going to use of the five I just taught you. And I want you to write down a paragraph. So I'm going gonna say oh, paragraph, yes, up paragraph on how you're gonna battle. Better handle them from what I just taught you. Pick whatever you want that I just taught you about. I want you to pick something that you never do or never learned before, and how you can handle the fast learners go one minute. 17. Manage the Activity Pace Part 2: Let's talk about the slows. You're doing an activity and you got a bunch of slows. What do you dio Page 70 to him to give you three things. Number one thing to do with the slowest. Watch this. Now, I got a 20 minute activity. So you're gonna take 20 minutes here. Zero in. Here's 20. What's the slow going to be doing at minute 19? Which part of that TV they're gonna be doing? The basics, or they're gonna be doing that. If you have time, Which one would you be doing? Yep. So you need it. Number one is You need to give the slows enough time. Absolutely enough time to finish the basics. That's number one. There should never be a time where anyone in your class can't get the basics done. If that's happening, you didn't give the class enough time or you didn't tutor to slows to get him up to speed, push him through. You gotta push him through. That's your job. To push him through sin number two, I would write down next to number one, by the way, and then you need to tutor them to get him to this point. some of them. You may need a tutor, which is what I just taught you how to do Number two, though it's a big one. Need to benchmark during the activity, so you can make sure right here. How many minutes did I say you need to benchmark every What? So right there. Hey, you guys are getting this right Here is where my benchmark occurs. And if this slow gets this right and it takes the slow 10 minutes to do it, I'm fine with that. I don't care how long it takes my dad eat it as long as he gets his peas down. So the same thing here, if I have benchmark happens in 10 minutes. I'm good with that. So guess what I'm gonna do with ease slows every 10 minutes. I'm gonna walk around and see if they got C on the multiple choice. And then at the end, there's gonna be one benchmark here. This is benchmark number one. And then there's benchmark number two right there. And now you know, if his long as the slows get the benchmarks right, I don't care if it takes 20 but I want a time curriculum ours. And one time this out with slowest person will finish it 20. What I mean by this is your group of 10 people in the room. One person in the room will never, ever get to work on the if you have times and I'm totally fine with this. I'm fine with it. And everyone else in the room is gonna get to do a bunch of If you have times that are actually rewards cool activities, they get to do that. The slow doesn't get to do until when. Later tonight. Next weekend. Whatever Number three to number two is benchmark number three. Physical proximity is big for the slows. Everything I taught you, physical proximity. Look at page 72 2nd to last paragraph. It says if the class has an abundance of slow learners and you have excellent if you have times, you're good. I said we're like, really again. Yes. Look at this. Here's the Here's the thing again. This is speed. This is number of people in. This is speed. If I've got a bunch of slows over here, all these slows and I got too fast and I in a lecture, I gotta worry about bell curve in. But if it's not a lecture, I don't have to worry about that. All I have to do is say, Hey, let's work on these And all these people are going to take 20 minutes while these two are working on the If you have times and we're still all good. These, if you have times are an amazing, amazing thing. If you look on page 73 it says, How do you handle lots of slow learners during lecture? If you're lecturing, here's what I'd recommend if I'm lecturing. Now watch this. Now I have to bell curve it, and that's how fast I'm going to go. This is how fast I'm gonna go for this class slower than the other class. How are these two going to feel about this? Not happy. So I guess what? I'm going to tell these two people while I'm lecturing. Hey, good news for you. You don't have to listen to my whole lecture. You could just start working on the if you have times because you're gonna be done with this way before in any way. So they're working on the if that's another reason I love you. They have if you have times because the fast could be doing these. If you have times while you're lecturing, if need be and now they're good, That's how you handle it during a lecture. So here's another activity for you. It's pretty simple. I just gave you three things. What were they again? Page 72. Go over the activity. When the slowest are done, benchmark the activity and use physical proximity. I want you to take one minute. And once you decide which one you're going to do right now and higher gonna use it, here's your choices. You can wait to finish till they're done. Benchmark it. Use physical proximity or use. If you have times pick one that you're not doing now. Right. How you're gonna handle the slows in your next activity. One minute. Go. Okay, here's what we're gonna do now. Page 73. I know a lot of you been waiting for this bottom of 73. It's his manage activity time. When you do, any of you run out of time in your activities, yes or no? A little bit. So if you look on page 73 at the bottom. It says. If you find yourself short on time, one of two things happen. There's only two options here. Number one. Either The estimation was wrong. You thought it was a 20 minute activity and it actually was a 30. Or look what it said. You let the thing get out of you. Let that class control the time and take more than was a lot of Seriously, those are the two. Uh huh. These are your two choices. Either the things should have been longer or you didn't control the activity. Those are the only choices. So I'm going to suggest if you look it's it. Look what it says. If the estimate for the activity was wrong and all of your trainees were still actively working on the basics when the time was up, then you're gonna have to improvise and maybe caught a few minutes off of every lesson for the next rest of the day. But then you need to go back to your curriculum writers and say what? Hey, we had everybody still working on the basics at 20 minutes that we needed more time. We need to cut something. But if it's the 2nd 1 Now watch this. Page 74 on page 74 2nd paragraph. If you think the estimate was correct, 74 2nd pair. But the activity still went long. This was an error on your part. Don't let a class takeover and dictate your training time, so look what it says. Second, last paragraph there are under paid 74. You need to recognize which questions air. Okay to answer and which ones aren't. Here's the thing. The benchmarks are gonna handle this too. If you have a 20 minute activity and you don't benchmark, that's why people aren't getting done. But if you say look 10 minutes in, you gotta show me your answer to number four. Then you got a little bit less time to make sure they're caught up. Your job is to find the slows and push them through the race. That's your job. You've gotta push him through. If you say Jason, there's no chance I can push him through. We just didn't have enough time. Then you go talk to your writers. But if you guys agree that it's 20 minutes, you're gonna need to push him, throw or set up a time at the end of the day to push him through with the tutoring time. I call it, you know, it's, um, extra time there. Some of you are saying, But what if I do? You ever have people to show up late? So you go. OK, well, Paige 74 halfway down, I'm gonna suggest Here's how you handle later drivers. If the train's air just a chapter so late inviting misses his second paragraph under manager. Later drivers invite him to sit in on the current chapter and then tell him you go over the previous chapter of breaker lunch. So if they if they show up for Chapter two and you just finished Chapter one say, Tell you what, just sit on. Chapter two will cover this tiebreaker lunch, but look what it says if the trainees. Even better, if the chapters air laid out like the class with screenshots and so forth, you can even tell me to read it on their own or send him out of the room with a co trainer . Now, something I'd like to do is if there are whole Do you ever have a person? It's half a day late likelier they show up. They miss four lessons this ever happened to you. You don't even allow that. So, yeah, If that happens, it's gonna have to come back and redo it. So you were talking about late. You're talking about how much? Usually 30 40 minutes. So if that happens, I'm going to suggest you do then is tell him Hey, just sit in with me. What? Right now and then It's your job to get him car. But break now you might say, Well, Jason, why is it my job? Shouldn't they show up on time? Because that's a challenging training. Give it its job. But I can give you a couple quick tips if you want. Do you want some right now? And you want to go home right now. Okay, so they show up late what typically happens. Let's say this is Bob and he shows up late. What? What is Bob looking like when he comes in? Just teach me what's happening. Your classrooms. So Bob shows up and we're what time did you start class And what time thou coming? So he's in a 38 40. So what does Bob do? Usually does he sit down? He makes a lot of noise when he sits down. What's he do when he says, Are you lecturing right now? You're lecturing. So, Bob, sitting there now, what is what is he usually do with you? Okay, I'm looking around. And what happens? So do you. Stop. He stops or you stop. You stopping? What do you do it, Bob? You get him. Situate, how long does it take you to get Bob situated? Okay, a minute and 1/2. And what's the other trainees doing during this man? And 1/2? Are they waiting? Okay, so that's off limits. They shouldn't have to wait. They don't get the weight. That's not They were on time. Bob is the one that should have to wait. So here we're gonna do it, Bob. Then we'll hear. Is that I'm gonna suggest a directional for everyone else where they don't have to wait. And then a quick tutoring of Bob. Here's what it might look like. What could a direction give me some examples of a directional? You can write them down with me. I could give everybody else so I can get to Bob for a quick second. What's one thing I could have everybody do right now in the middle of my lecture cause Bob showed up late, I could take a break. Yeah, that's one option. But if I didn't want to take a break, what else could I do? Turn to a partner in what? Awesome. Take a benchmark you were gonna do. Here's the thing I ever teaching something. It might be confusing. All you do is is just ask them the confusing question and tell him to talk about it seriously is what you do. You help me, give me example. Give you something confusing your class. They in the first hour. First, our Bob shows up. First hour. What's confusing, Typically, that they're working on smart sets. OK, so what can I have him talk about? When it comes to smart sets, what's what's one? What's one thing that's confusing about smart sets? How do what, how to find them? And what have you taught him so far about smart sets? Well, follow me here. I'm just I'm kind of feeling outsmart set. What do you tell him so far about smart set? What's one question you could ask them that They don't know the answer to yet that you're about to teach him, but they might be able to start talking about it a little. Somebody give it a shot. What could be a benefit? Could there be three? Maybe because I want to give a little I needs 90 seconds. One benefit. Excellent. Give me Babe. I me 15 seconds, but three might. Okay, here's what it might look like. I want you all to take 90 seconds, and you got to give an exact time if you like in this Write this down, take 90 seconds. And I want you to agree of the person next to you on the top three benefits of smart sets that you think when we get this done that they will be. And then I want you to write them. And by the way, I have no place to write about. You Say what? You're right on the top of 74 go. But when a sign wanted be the relay, we're gonna find out what you came up with. So, Bob, now it's Bob's time with me. 90 seconds later. Okay? Re layers. Would you come up with now? Why is this Cool, remember? Look at Look, we get this when I show you my markers. Go. No. Here, there. I want to show you something. This is a powerful thing. Because if you look at the four learning styles, you can do this any time. This is called the agree and see if you're right. Watch this step. Talk research, create like steps, hate steps. Likes to talk, hates to talk. But these two people love, love, love to see if they're right. These two people like to agree in debate This person, even though they hate to talk out loud with another learn they still want a debate. They will actually debate Jew in class and you'll think they're arguing with you and all. They're trying to his learn. It's all you do is you do any green, See if you're right, I want you to turn Bob's in here. I'm just saying what means in my mind, Bob singing everybody. I need to handle Bob for a second. I need to get you all learning. I know you do not like learning together. We're gonna do it anyway. I'm got this new technique, Jason told me. Told the inquiry and see if you're right, you're gonna get 90 seconds. And it just turns out that's how long it takes anyway. So here's what I want you to dio. I want you all to agree with the person next to you on X Y Z assigned a related a writer and then tell us which came up within 90 seconds. Go, Bob! Bob! Bob! Bob! Bob. Back to you. Okay. What? You come up with three layers and that's it. Even better, you could say what you take 60 seconds right down your top three thoughts or with benefits . Smart set are smart, smart. And then I want you to take the next minute degree with the person next to you. Now you bought yourself two minutes. The point is for a late arrive, er you must use a directional. I recommended. Agree and see if you're right. Buy yourself two minutes and then come back. Does that help 18. Prepare to Lead an Activity: but I want to turn to page 76 spend the last 15 minutes teaching you how to prepare yourself with three things. I'm gonna give you the checklists now, and it's time for you to do this. I'm gonna show you on page 75 76 3 things you can do. You can write these with me on 76. I'm going to start with. How do you prepare a pre activity checklist for what you need to do before your activity even starts? That's the first thing you can write in the box on page 76. Then I'm gonna show you how to create a checklist that you used during the activity. And then we'll show you how to apply a checklist that you can use after the activity. By the way, which learners in the room are going to really dig the checklists? The step owner? So this is for you. Stop learners. But in order to help you with this, I'm actually going to give you some page numbers. So watch this. Page 77 in 70 77 the pre activity checklist. I'm actually going to give you in the little boxes do you all see little boxes with bullets underneath? Um, every one of those boxes has specific page numbers. I'm going to give you right now where you can go Look up. Stuff we've learned today. Here's the 1st 1 The pre activity checklist. The thing you do before the active. The first thing you're gonna need to do is to prepare your what top of 77 your hook. You'll find this on pages 22 through 30. Write that down there. 22 to 30 is your hook. There's five steps, focused questions, story trainee tasks, the why and the how I'm gonna review this with you now Ready? Which one's the one that I think the most important off the hook of those five bullets? Which one is the most important? The Why good circle that one. Next one, You're gonna prepare your teaching tools. Write this down. This is on page 52 to 55 a quick review which teaching tool works best for the talk learners, the buddy system and also asking them what questions which teaching to work best for create learners. Actress Sketch, which works best for step learners, direction, ALS and visual aids. Good. Next thing, you're gonna prepare your assessment tools to find out if trainees need help. This is on page 38 2 47 and there's four kinds working the room finds out if they can. What fall along. Benchmark finds out if they what. Understand independent assessment, do and or review. Remember next page Page 78. Proper activity for slow and fast learners. This is on 68 to 74 and then lastly, prepare yourself to facilitate the activity. You're gonna have to do this on your own, but here's what I want you to do. Unpaid 79 I have a lot of trainers asked me this. So if I decide to make a box, traders said, Well, Jason, that's a lot of stuff. Can you just tell me your top five? I said, You know, I'll do you one better. I'll tell my top six. These are the top six things I think you absolutely must do tomorrow If you want to get your activities ready. Here's number one. I recommend you have benchmarks in an independent assessment. Every activity needs benchmarks and an independent assessment. In my opinion, Number two I recommend. Recommend you have an activity hook that tells them why they would want it. And I don't mean why they'd want the material. I mean, why they want to do the what? The activity number three I recommend you haven't or review at the end. These are my heaviest. If you had to tie my hands behind my back and say, Jason, just the top things. These air at number four, I recommend that you practice this activity for 90 10. What do I mean by I mean, you do the activity three times in real time, so you get it. You know exactly what's going down in number four. Number five, I should say I recommend that you have two main tools at your disposal. Number one is a visual aid which has your seating chart on it. This is number five, a seating chart with a visual aid like this, and number two that you know which questions you're going to ask Questions and seating chart. You gotta have those two if you need to tutor. And then lastly, on page 79 I recommend you go to the curriculum writers and you tell him to insert What if you have times Have you tied my hand behind my back? Those this six things I give you Here's what I want you to do. I want you on page 80 right now to circle anything that's important to you prior to the activity. Want you to circle your favorites that your, by the way, don't circle. If you're not gonna hold yourself accountable that you're going to do next month could be one could be 10. But I want you to pick right now. What are you gonna dio to make yours activities Better? Good. Page 81. Now I'm in the activity. I'm about to introduce it right now. I'm in class and you say to me, Jason, what do I do now? Here's what you dio Step one, Page 81 State The what? State the hook. And it's on page 30. Write that down. You can see exactly what you wrote for your hook on page 30. Grt wrote this step to grab your seating chart and work the room. You'll see that on pages 40 and 41. I will tell you exactly what to do when you get there to to work the room. Step three, Apply a benchmark check every 10 minutes. That's on pages 42 to 44. You'll see exactly how to apply your benchmark check every 10 minutes. Step for Start up a conversation. Get in the door at the bar. You see that on pages 50 and 51? Is this handy toe? Have these pages what I just do with you? I got you know what? Say it. No, no. I got you to say it. I said, Is this handy? I know it's Andy that really need to ask that. Remember? I'm never going to see this new class. I'm saying you, but I want you to say it. You can do this with your class. You could say, Hey, was this helpful free for you? When you do your smart sets, what would they say? Only state. If it's true. Next one, Read Miller Trainees Learning Style. You'll find that on page 52. How to read their style next page. You're doing all this during the activity itself. Remember? If Euronext activity or I can remember how to tutor with nonverbals, what do I do? It's on page 80. Go to page 58 to 64 on the bottom of our top of 82. Right down next to tutor with Nonverbals pages 58 to 64. If you want a tutor tutor using one or more of the following teaching tools those air on 54 55. And if you want to manage pace, that's on 71 73. Not two. But And But if you tied my hands behind my back and I had to give you my top six here they are. You want my top six? All right, Number one, I would say you Knost must must when you first start here. State the what? State Dewie the hook. No, this is the same. Is that when I prepared? They're all the same. But this one is number two. I would grab. I would immediately before I even get up to start 200 people. I grabbed my what? My seating chart. That's number to grab your seating chart because I got a little e next to Bob and I got to remind myself that Bob's an expert number three. I would benchmark every what, 10 minutes? Good benchmark every 10 minutes number four. I would get in the door with a what? How do I get in the door? How do I start talking The blob? What's what's an example of something I could do? I could say I see. That's called a what one sense intervention I would get in the door with the one sense intervention is number four. Get in the door with one sentence. Intervention Number five. I would read Bob's learning style and tutor to it. And how did? Just out of curiosity, I do that again? What was the key question? I asked, Do you want to give the steps, Bob, or do you want to figure him out on your own? And then it also asked myself if Bob pulled me over, because if he did, he's probably a talk learner. And if you didn't want to talk it all, he's probably a research learn. And the number six I would manage the pace of Bob. If he's slow, she prefers to use his fork slowly. I would ask him to eat a little faster. Good. Your turn. I want you to use this checklist and I want you to circle right now. The top things that you want to dio of these during the activity next week during your next activity. What's your heavy hitters? Circle those now. One minute. Page 83. Go. All right. Lastly, Paige, 85. This is what a lot of people want to know. Jason, I'm all done with the activity. What I do now, do I just stop and keep going with something else? There's six possibilities I have for you again if you tied my hands behind my back. These are the sex. You ready? If I were you and I was going over an activity, these are my favorites. Number one I would do in or review. It's one of my favorites. Number two. I might go over a benchmark and do the Yes. No thing. Remember that one with Joanna? Number three? I might do an independent assessment or go over one. I'm not gonna do all these. Just gonna pick my favorites. But these are my favorites. Number four. I might do a written review. I might actually give him a piece of paper and ask him to fill out a couple of questions to see if they're remembering stuff. Number five I'll definitely do this, no matter what. I will always reiterate the activity hook. I will always say, Hey, what did you notice about working with each other? I know you were a little trepidatious about the whole partner thing, but how they go and I always have a couple backup plans. In case like I know Joe over there said, Hey, Jason, this whole partner thing, I was afraid of it, But it was really helpful. Then I might say how to go for you, Joe. What do you think about it? Control is going to say I was really helpful, but I want to reiterate that activity Hook number six. I always want to do this one. Also, put a star next to five and $60 on do these. Number six. I want to offer a tutoring session after class for anybody that needs it. And I'm gonna give office hours. How come professors of the only ones that give office are Why can't trainers do this? Hey, anybody? Have you got any nose on those benchmarks? I'm available today from 2 30 at three o'clock. We're gonna end in two minutes, but I'm available for anybody who needs to stick around and all tutor you? I wouldn't say I all to you. I'm seeing this to us trainers, OK, real quick. I want you to circle which one of those six. You pick one. That your or maybe two that you're gonna do in your next activity at the end to help them make sure they got it. Take a look at this screen. Always stop for a second and ask what questions do you have for me on how to get by and find trainees who need help? Tutor, effectively manage the pace or prepare to get ready for your next activity. Here's what I want you to do. You have one last assignment on page 87. There's lots of room at the bottom on 87. I would like you to write down on page 87 the top three things that you learned today that you've never done before. But you're gonna start doing for your activities. You must have three. Go ahead and do that. Now. What are the three things you learned now? I want you to turn. You might not be done, but you can keep working on that turn to page 17. Do this with me. Quick. Turn to page 17 and read the three things you wanted before you started this whole thing. Ask yourself if you got any of that. Page 17. Did you get what you wanted or not? Raise your hand if you got what you wanted. Okay? Now we're gonna do this. I'm I know we've got about We're just about finished here. I'm gonna just take 23 more minutes, and I want to review everything we've done in just three minutes with Bob and with the class. You ready? Here's the deal, though. I'm not gonna get to do it. You have to tell me what to dio. It's before the activity. We're about to do a new activity with partners. What should I say? Why? This is critical. Good. I'll be the one that comes up with the why here They were about to do an activity for 20 minutes with the person sitting next to you. Turns out if you look up here, there's four kind of learners step, talk, research and create. And we're actually gonna be doing something that works for all four of you. Not just one. That's why we're working with partners plus physicians. You know your motto is C one and what do one teach one. This is going to get you to teach, which would make sure you're gonna get to do. Because when you go live next week, you're going to need this. Good. Hey, we're gonna give you 20 minutes to do this. Everybody needs to finish the first set of exercises. And then if you finish early, you can work on the If you have times, go ahead and get started and I'll come around. Help you. Don't worry. I'll be there in case you you need some help. Now I'm walking around. How do I find out who needs help? Look at the screens. What else? Body language. I could see that this guy up here, his name is Joe. He's pretty much on the right screen. We just needs pointing the right direction. So I go up to him and say What? You're probably looking for this good. I didn't need to stay. I didn't need to see. I see that because he just he just needed help with that one thing. Now there's a woman named Joel and she's really lost. Jules lost. What do I do? I want sense. Intervention. Hey, I see you working on entering some orders. Yep. Now what do I do? What do I do know is your life. I got away. I got my visual aid. I got my visual aid. What should I do now? I see. Working on some orders, Joel, which I dio do. You want me to give you the steps you want to figure out on your own? She says I want to figure out on my own. Okay. Sounds good. So go ahead. I'm gonna let you take this. Then she takes this and then I'm gonna ask what kind of question? I'll give you the choice. Relevance review, Leading or expert leading. Good. Ask a leading question. So, Joel, what do you think you do first? Well, I think I do. Dot said I will. Go ahead and try that. What was that that I just said? Go ahead and try that. A directional. Good. Now, when I'm all done with this, look what I got up here. I'm tutoring her right now, and I gotta make sure she's got this. What am I gonna do to make sure she's got it. Let's say that your you got your getting there. Go ahead and keep going. I'll stop back when I'm gonna stop back After. How many minutes? 10. What? I'm gonna check after 10 minutes. Her benchmark. What? She gets it wrong. What am I gonna dio tutor? Hey, Joel. I see. Got be. What am I going to say? That's wrong, Joel. No. Hey, Joe. I see. Got beat. What I'm gonna say. That's right. I'm not going to say the answer C yet. What? Show me how you got it. Nice. Hey, Joel. I see you got beat. Show me how you got that. Now she doesn't know if she's right or wrong, does she? Now I tutor her. I leave again. I'm all done. Everybody's got the benchmarks done. I got this fast learner over here. His name's Andrew. He's totally done. But it's not time yet. What do I do with Andrew? If you hate Andrew, I see you're finished. Yeah. Show me what you got for number 60 you haven't gotten You haven't done those alcohol. Stop back when you got those done. Thanks. Right now everybody's done. It's an into the activity. What do I dio? Hey, let's see if you're getting this. What I'm doing right now, Nora View, which I just modeled. Good. And then I want to reiterate the what? The hook. Hey, what did you think about that activity? How'd that work? Working together with partners. I only want to ask this if they're going to say what? Something great. And I might tee that up by somebody in the room. Hey, you're getting this. Thanks for coming to activity was great to see all again. I do done. It's so funny. Whenever I do, is he really done? Because there's so much role play.