Welcome!

Conducting Classroom Safety

Training
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Trainer introduction Page

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 The big goal

Increase learner awareness of effective classroom

safety training presentations

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Getting Around
Emergency Procedures
Ground Rules
Introductions

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What's Inside?

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 Form Teams

• Introduce yourselves
• Select a team leader
• Appoint spokesperson

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Name your team! Quickly brainstorm a creative
name for your team for the day. Hey, if it's hard to
come up with a name…be afraid…be very afraid ;-)

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 Great Expectations!

• Discuss what you want to learn in this course.

• Write your expectations on flipchart paper.
• Team spokesperson briefly present the team's
list.

Our great expectations!

Other great expectations!

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 1. GET READY... Before learners arrive

What are some things a trainer should remember to do

at least one day before training?

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What about room setup?

• Tables and chairs

• Lights
• Temperature
• Restrooms
• Emergency exits
• AV equipment

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In which diagram is the trainer competing
most with the visual aid?

OOOOOOOOOOOOO
OOOOOOOOOOOOO
OOOOOOOOOOOOO
OOOOOOOOOOOOO

O
O

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What are the advantages and
disadvantages of each of these table
positioning strategies?
O

O
O
O OO O
O
O
O
O O
OOOOOOOOOOOOO

OOOOOOOOOOOOO

O O
O O

O
O

O
O

O O
O
O

O
O

O
O
OOOOOOOOOOOOO
O O
O
O O
O O
OOOOOOOOOOOOO

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Pros and Cons of training aids

Videotapes or films

35mm slides

Computer-generated slides

Overhead transparencies

Handouts

Flipcharts or whiteboards

Job aids/Props

Instruments

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Good example of what NOT to do…

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15
Tips for Using Visual Media

People learn primarily by seeing, and did you

know, 70-80% of adults are visual.

They can also help facilitators to communicate

effectively.

Here are some tips for using visual aids:

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• Let your visuals help your presentation, not be your
presentation

• Present visuals only when you are ready to use

them
• Put visuals away when you’re finished with them
• Rehearse with your visuals
• Test all audio-visual equipment before using it
• Avoid getting between your visuals and your
participants (Use a laser pointer!)

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• Write on flipcharts and whiteboards

• Use assorted color transparencies to add interest

and variety
• Use a pointer of some kind for finding important
items on the screen
• Avoid moving the AV equipment while you're using
it
• Be careful not to use too much animation on
computer slides

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2. GET SET... While learners are waiting
• Just before training begins, while participants
arrive can be a challenging time.
• The trainer may start feeling nervous.
• It's important to have this time planned out.

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The problem: Stress-induced anxiety

• Every trainer has to conduct training the first time.

• You'll normally experience some degree of anxiety

as a result of stress.

• Thoughts about having too much or too little time,

how you look, or how your audience will "like" you,
may cause symptoms of stress.

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Symptoms of stress include:

• Nervous stomach
• Sweating
• Tremors in the hands a
legs
• Faster breathing
• Increased heart rate

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How do you reduce anxiety associated with
training?

What else can the trainer do to make sure he or

she is emotionally and mentally prepared to
lead a training session?

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 3. GO!... Start training

After everyone arrives, you're ready to begin conducting

the training.

To the extent possible, the training should be presented

so that its organization and meaning are clear to the
employees.

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The delivery generally follows this sequence:

Introduction
Preview. Tell them what you going to tell them
Benefits. Tell them why it's important
Main ideas. Tell them
Activity. Have them do something
Benefits. Tell them why it's important
Review. Tell them what you told them
Conclude. Thank everyone and finish paperwork

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Motivating learners

In order to be motivated to pay attention and learn the

material being presented, employees must be
convinced of the...

importance and relevance of the material.

it should be... Applicable and useful!

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Brainstorm this; How can the trainer make the
introductions more interesting?

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How to make the introductions interesting during
the Presentation:

• Thank the audience for coming

• Establish your credibility
• Present the agenda
• Set out any expectations from the audience
• Discuss the schedule for breaks
• Give a time frame for your presentation
• Tell the audience what you hope they will learn
• Do not come across as arrogant and having all the
answers.
• Once you've gained attention, transition

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 Tips for Training Adults

• Tell them what you're going to tell them

• Show them the benefits of the training.

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 Tips for Training Adults

The Three Principles of Motivation:

1. You can not motivate people
2. All people are motivated; and
3. People do things for their reasons, not your
reasons.

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 Tips for Training Adults

The Five Ways to Squelch Motivation:

1. Have little personal Contact: Worse yet, ignore.
2. Get participants in a passive mood and keep them
there;
3. Assume class participants will apply what is
taught;
4. Be quick to criticize; and
5. Make participants feel stupid for asking questions
in class.
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 Tips for Training Adults

What are some of the benefits of safety training?

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 Tips for Training Adults

• Tell them one thing at a time

• Give them time to take notes

How can we best design workbooks and

handouts to limit writing?

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 Tips for Training Adults

• Give them time to reflect or think

• Avoid distractions
• Apply the learning to something
they can relate to
• Give them a list

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 Tips for Training Adults

• Use acronyms
• Let them know what’s important
• Surprise them
• Involve them
• Help them feel comfortable

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 Tips for Training Adults

What's a good training strategy when some

adults have a lot of experience or expertise in
the subject?

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 Tips for Training Adults

What do you do that makes training adults

more effective?

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 Tips for Training Adults

What techniques have you seen other trainers

use to make their presentation effective?

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 What's your style?

Group Exercise: Razzle Dazzle!

• Discuss each topic below. What makes a trainer more

effective?
• List positives (what works)
• List negatives (what doesn't work) for effective
presentations.

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Voice
Pace
Movement - Position
Control
Posture - Gestures
Attire
Attitude
Knowledge - Expertise
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What's the message?
Match the gestures on the left with the message
it might send to you during training:

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 Asking Questions

Asking questions
The two basic types of questions trainer use during a
presentation:

• Open questions and requests

• Closed questions

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 Asking Questions

Closed-ended questions
• Require only a one word "yes" or "no" answer
• Usually begins with "are," "is," "can," or "does"
• This closed question doesn't work: "Are there any
questions?"

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 Asking Questions

Open-ended Questions
• Require an extended response: a discussion of
ideas, opinions, feelings
• Questions usually begin with a "what," "how,"
"when," "why
• Requests may begin with a "discuss," "identify,"
"describe" "analyze"

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 Asking Questions

What are the pros and cons of closed-ended

questions?

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 Asking Questions

What are the pros and cons of open-ended

questions?

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 Asking Questions

What can the trainer do to encourage

questions?

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 Listening to questions

…listen to your audience’s questions and

comments first before thinking of your response.

• Welcome difficult questions

• Look at the person asking the question.
• Focus on the person
• Move towards the person
• Watch your posture, gestures, hands.
• Repeat the question
• Rephrase the question

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 Exercise!
What bugs you?

Check the three conditions you consider most irritating

distractions that interfere with your ability to listen
effectively

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 Answering questions

• Don't answer the question until the question is finished

• Respond initially to the person who asked the question
• Then shift eye contact to the broad audience.
• Answer the question clearly and briefly
• Hold your ground and don’t back down
• If you don’t know the answer, say so
• Conclude by transitioning attention back to the person
who asked the question
• If appropriate, ask, "Did I answer the question for
you?" or "Does that help?“
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 Answering questions

What would you respond, as a trainer, if a

participant responds to your answer to a
question with, “that’s hogwash!”

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Handling Problem Situations
Too much participation
Too little participation

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Handling Problem Situations’
Hostility
Strategies

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 Resolving Conflict in the Classroom
• Understand what's driving the behavior
• What we experience causes thoughts
• The body responds to thoughts by producing feelings
• Behavior represents the outward expression of
integrated thoughts and feelings

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When a participant disrupts the training try
these strategies:
• Acknowledge the behavior by describing it without
evaluation.
• Validate the thoughts that are causing the feelings
• Agree to disagree.

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What other techniques have you seen or used
to resolve disagreement or conflict during
training?

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 Strategize this!

Read and discuss the assigned scenario below. Identify

strategies that your group believes would work in
eliminating or reducing the problem behavior(s)
described.
Scenario 1: Ralph dominates the class…
Scenario 2: Gloria is continually interrupting…
Scenario 3: Bob is responding…

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 4. Finish with a bang!

Finishing Steps
• What. Review what's been achieved during the
training
• So what. Restate why it's important. Have
participants take stock. Ask them to share what's
been most important to them.
• What now. Talk about how they can apply what's
learned to where they work.

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 4. Finish with a bang!

• What's next. Discuss what they can do to further their

learning. Remind them about any followup or
feedback actions after training is completed.
• Loose ends. Finish up with any issues that may have
been "parked" during the training.
• Evaluate. Give participants time to complete the
training evaluation form.

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 4. Finish with a bang!

• Celebrate. Thank everyone!

• Say good-bye! See you next time. Drive safely!
• Reflect. Take time to write down changes,
improvements, thoughts.

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How did we do?

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