News Archive

Last week I shared what MRWED was doing in response to the COVID-19 pandemic. The situation is clearly changing rapidly, with more than 400 confirmed cases in Australia, a significant increase in the last 7 days. State and federal governments have introduced various new measures designed to slow the curve of the COVID-19 outbreak.

Managing difficult behaviours in training can sometimes be more challenging than learning the subject matter or getting the timing right. Often classroom management is not covered in trainer preparation courses (or undergraduate teaching degrees, for that matter) so we are often ill-prepared to deal effectively with distracting, negative or counter-productive behaviour. Below are four techniques to assist trainers in getting back that control.
Regroup

Every trainer has found themselves in the predicament of standing in front of a classroom full of people who would rather be anywhere else. It feels like an impossible task to overcome: We know that people learn best when they are motivated, but you cannot motivate other people. So, what is a trainer to do? You may not be able to motivate others, but you can create an environment that encourages self-motivation.

During a debriefing, the answers you give are just as important as the answers you’re getting from your learners. Good questions need good answers, and in order to ensure your learners are getting the most out of debriefings, good answers are vital. So how can you make sure you’re giving the best answers, and getting them from your learners? Below, we outline five tips for giving and receiving good answers in debriefings.