So I had to go to a training session today for work and while I was there I realized I was actually doing more assessment of the teacher than actually listening to what was being said. I guess studying educational philosophy makes it hard not to scrutinize those who have to teach you. Here's some things I noticed about them and their presentations in general.
1) I have noticed many of them try to engage the audience in some way. Now this is a double edge sword. On the one hand it keeps your students alert and interested in the topic at hand, even if it is a boring class such as: "How to talk to girls 101." However, this also can hurt the presentation if you demean them in some way, such as asking a lot of questions you know they can't answer correctly and making them look like a fool in the process.
2) Powerpoints. Everyone today uses powerpoints. They are a wonderful edition when you need visual information displayed such as pieces of art or photographs for examples. They are, I think, one of the best new technologies lecturers and teachers can use to help visually involve you're audience and take the eyes off you (especially if you're not the most attractive person). I don't think these are necessary for EVERY teaching session though. I find it very tiresome to have to watch a teaching/lecture session in the dark with this bright image I don't need distracting me. I also don't see how logical it is when usually you're given the same information in a handout (sometimes more) while it's presented on a screen that people with visual impairments might not be able to read.
3) Doing some kind of an activity with your classmates can be a very fun and memorable experience. I have to say it's one of the things I remember most from training classes is the people I interact with. I think this is actually one of the most positive ideas added to training sessions. I think it's a great time waster (if you need something to fill space) and an even better ice breaker if it's going to be a long class. Some trainers though forget that you need to wrap these things up by using the information gathered by groups to lead into more of the lesson. I think it's also important to let these groups share their views to other members of the class. Peer teaching it probably one of the best ways to have your students remember a concept, idea, or skill.
4) Questions. Okay, this is one I'm going to rant about. I love it when trainers point to a questioner, listen to the query, then tell them "we'll get to that in a minute." It's awful and I'm not sure how to remedy this, but it feels like the question is never fully answered. I'm never satisfied with the explanation I'm given. Perhaps a broad answer to satiate the questioner would be better then explain, "If you don't understand that now it should make more sense farther into our training." Another thing with questions is the, "Any questions" asked at the end of a lecture. That needs to be dropped and instead a "feel free to ask questions at any time during the lesson" should be added at the beginning. I mean, how often do you actually WANT to stay longer in class? I don't feel this is a very effective place to state that since no one wants to be the person that keeps everyone any longer.
I really think lectures/training classes are a necessary evil. Issues need to brought up to your workers and policies have to be explained somewhere. No one reads the 500 page code of conduct. Who has time? However, I feel that trainers are some of the worst educators and really should look farther into their bag of tricks to find gems that will make training more bearable and enriching.
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