Teacher Mark Cao shares: Guidance skills for training activities, starting from promoting effective learning
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](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikQF6Ww2Bygk1rKh6F9Tq 9sW3eSZozYK_N242I-Upmn5Vurxw-sviW3FeuggIYyvNpeqVoXmrwIp5VpAkeIdxbaeAAvNy-MSz9Iza1Ypg bmUnSf2bYT-N4kUvMGokluIUDYD_DsKnV1OW6/s1600/%25E5%259F%25B9%25E8%25A8%2593%25E6%25B4 %25BB%25E5%258B%2595%25E5%25BC%2595%25E5%25B0%258E%25E6%258A%2580%25E5%25B7%25A7.jpg)
This article is written by Debrasun. Thank you for your permission to publish it. I would like to express my gratitude.
This grass is actually not small at all
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](https://blogger.googleusercontent. com/img/b/R29vZ2xl/AVvXsEjqrr7aTs5jtTIBYkUbI7R3EAvCuzLkeqRcb6m24wNs45KdGv8qIO485wPglgug54P7V6jgbpUS9wbl_ZVZ4yQ7VVSHe0_f-O1epKozK602tp W9fxHbXsTiasRNC2Lu9dFwP3RW2Xc8CpU/s1600/145.jpg) I cherish every sharing session held by “Professional Lecturer’s Business Thinking”, so I must write down my experience after each class. To be honest, my purpose is not to post on Facebook or show off my vast network of connections, but because knowledge should not be gained for nothing.
Whether the speaker regards this gathering as a warm-up mechanism or a course promotion platform, I am willing to record my true feelings! Because this is my original intention of hoping that more and better lecturers will emerge in the knowledge circle. In other words, the entry of new lecturers into the market has nothing to do with my personal business model, but it is just a desire for knowledge!
Markgrass The first time he made me cry was when he faced the low-willing students in the moral supplement course and actually taught the warm-up activity “Raise your hands up” more than 40 times. Finally, someone raised their hands. He used this very simple warm-up section to lay out what he wanted to say to this group of students with great sincerity:
“If someone won’t give up on you, why should you give up on yourself?”
Now that I am typing this paragraph, I still get goosebumps.
A few things I like
- In the pre-class questionnaire, you must first understand the attributes of the students. Students can be divided into four quadrants based on “willingness” and “need” and should be given different main axes: close combat (two high), scare him to death (low expectations, high demand), make him feel that he has learned (low desire, low demand), and learn from each other (high desire, low demand). Therefore, open classes are actually very challenging. I think this is a relatively high challenge for in-house training, especially when the general manager and chairman of the board are sitting in the back. If I want to ask them to move, I have to put in a little effort from the front. Suddenly I remembered that one time after the class was over, the window told me that she was scared to death. What did I say? You just scolded me for not bringing a pen to class. That’s the head of human resources! I just ignored him and discussed the matter. As a result, the foreign businessman jumped ship to the other side and became a new customer again.
- Identify what stage the students are currently at before interacting. It turns out that I was very brave and directly passed the microphone to ask the students to answer my “designed” expected answers. No wonder when I was training new instructors, I could never figure out where their fears came from. It was probably because the questions I designed were already experienced in practice and had a success rate of 97%, so I forgot about the worries of novices. I will pay special attention to this when making new lesson plans. It is best to start with a single question and then give multiple choices to the students, and slowly warm up the situation until the students are willing to self-disclose and share their own experiences, and finally the students can answer the “standard” answers we want.
- Clarify the teaching purpose and then design the course. Design the highlights of the course for self-imbalance and group imbalance, allowing students to become each other, stimulating an atmosphere of learning motivation and producing results. Xiaocao and I both felt that the lecturer’s instruction and explanation of the rules of the game were not detailed enough. As soon as the group discussion started, we would see the lecturer pick up the microphone to “add additional explanations”, or after the rules were explained, everyone was confused and didn’t know where to start. Good rules explanations require special effort when preparing lessons, find someone to practice with, or record them to confirm whether you understand the “listening”. It also tests the goals in the speaker’s mind and whether there is a way to cut the steps clearly. This part is very similar to the details in the boring book “How to Design a Micro-Lecture” introduced by Brother Feng.
- Share theoretical experience to increase participation. If the trust level is high, you can directly let students experience the designed activities. If not, as mentioned above, students with low willingness and high demand may first explain the theoretical basis of the knowledge segment, and then ask students to experience the activities before giving corrections, which will be more authoritative. Well, after I finish the opening remarks, I will immediately start a frightening activity. This is probably the theoretical stage of raising my will after self-disorder!
I am very happy to see the serious lecturer
I am indeed a learner with low needs, but if I can listen to a lively and heart-warming lecturer’s sharing, it is enough to compare with the joy of watching a musical! When everyone is fortunate enough to see many speakers who continue to learn and have accumulated a lot of experience, and even practice deliberately in the parts they are least good at, move forward with humility, and improve themselves with the ingenuity of others, all these make me feel that knowledge is really the greatest power. Let good friends expand more, become more spiral, leaner and more influential. This is really the small but constant voice in my heart!
★ Photo Credit: Xu Hanting, Professional Lecturer’s Business Thinking
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