How to be a successful training lecturer (for supervisors)

How to become a successful training lecturer, how to do a good job in training courses and how to ensure the training effect? A series of questions put forward clear requirements for training lecturers, so how can we become better training lecturers? We will expound this problem from three aspects. First, the pronunciation of training lecturers is mainly manifested in four aspects: sound quality, volume, speed and intonation, and cadence. This is related to the success of training the ideological gap between lecturers and trainees. In other words, whether the trainees can understand the content of the training lecturer, whether they can accept the ideas of the training lecturer and whether they are willing to obey the course arrangement of the training lecturer. We will discuss each aspect below. Sound quality: the magnetism of sound. The first thing people notice is the quality of your voice, whether it is harsh, nasal, soft or loud. Usually, students like that kind of magnetic voice, but not everyone can have it. As a training lecturer, they should at least do the following two things: easy to understand: clear articulation and loud and powerful voice. There is a cadence: when speaking, it is forbidden to have a flat tone. Heavy is heavy, light is light. Volume: that is, the level of your voice. In many cases, volume is your best weapon to control the market. In general, the volume depends on the distance of the audience. The farther away the audience is, the higher your voice should be. When you transmit the sound to a distant place, it will naturally increase the volume (if you are not sure whether the distant audience can hear you clearly, you can ask directly); At close range, the volume may be relatively low, but for the trainer, your voice is always louder than what your audience hears. Volume training: put your right hand on your arm, just under your ribs, and don't lean on it. Take a deep breath. Do you feel your diaphragm swell? Now hold your breath for a second, and then shout "hey" when you exhale. Do you know how loud your voice is? -I haven't yelled yet! Take a deep breath and blow it out, just like blowing a candle. Practice these two movements repeatedly to help you improve your voice without opening your voice. Speech speed: that is, the speed at which you pronounce words when you speak is related to whether the audience can hear what you say clearly. As a training lecturer, in general, the speech speed should be controlled between 120- 150 words/minute. In other words, when you exceed this value, many listeners will not hear you clearly. Below this value, the audience may think that your speech speed is too slow and find it boring. In a general speech, the speed of speech is closely related to the thought of the speech. Speakers who are familiar with the content of the speech will speak at different speeds when they say different content. For example, they speak more slowly when talking about the main points and difficulties than when telling jokes and summing up. Here are some speaking rules: complex thinking, serious humor, excitement, slow speech, slow speech, fast speech, fast speech, cadence: that is, control your own speech speed and tone. Nothing can improve the overall effect of your speech more than changing your tone. If you always speak in the same tone and speed, even if they speak easily, it is difficult to arouse the enthusiasm of the audience. More seriously, it will make the speaker unable to express his ideas and make the audience unable to understand the focus and purpose of training the lecturer, but the real communication is based on this. Second, the main training of training lecturers The training of lecturers is mainly to successfully solve two basic problems of students: whether they can help him solve problems and learn new things. To truly solve these two problems, training instructors must carry out three disciplines: eye training, oral training and leg training. Eye training means that in the process of interacting with students, the lecturer discovers students' problems and understands students' cognitive level of "content", and then chooses his own words and perspectives, so that students can accept the lecturer's views and methods. As a training lecturer, eyesight is the foundation and the highest realm of cultivation. If you want to sweep away students, you can accurately judge the atmosphere, the state of students and the degree of trust in lecturers. It is impossible without long-term curriculum practice and serious summary. The concept of mouth practice is easy to understand, mainly in terms of content. We should be familiar with all theories related to the course and be prepared for any questions that students may ask. When telling a story, tell it when guiding it, tell it when needed, and use cases when needed. The content is well prepared. We should also be good at mobilizing the classroom atmosphere, making jokes when bored, and making humorous comments when interacting. The language should be soft, so that students like to listen, not too blunt, but also seven hours a day for four or five days in a row, with the same sound, crisp and pleasant. Professional lecturers with excellent leg skills sometimes have to attend classes for several days. In class, the lecturer stands and the students sit. In a few days, the body may not be able to stand it, especially the legs. Therefore, as a professional lecturer, we should keep exercising and maintain good physical strength. Without good physical strength, our image will be easily affected, and it will also affect the display of teaching content and the interaction between lecturers and students. Third, the four roles of training lecturers require excellent training lecturers to play not one role but four roles: teacher, actor, coach and consultant. The first role: the teacher's duty is to preach and teach, and to train lecturers is first and foremost a teacher. Therefore, whether teaching students how to succeed or teaching sales, management and financial skills, they must have the same professional knowledge and teaching skills as teachers. 1. The courses for cultivating instructors with the ability to write courses should be systematic and clear. Just like a teacher's lesson plan, each course revolves around a center and systematically solves a certain problem. The most taboo is the course pieced together according to the trainer's subjective logic, which has neither a clear theme nor a complete course. 2. Most lecturers who have the ability to explain in class are not born teachers, and have not received course explanation training in normal universities, but the ability to explain like teachers is an indispensable ability to train lecturers. Interpretation needs to analyze a point of view and a problem in simple terms. No matter how profound or simple, students can understand the views and intentions to be expounded by the training lecturer. For adults, it is not easy to accept other people's viewpoints and methods, because in his mind, he already has his own experience model, which has brought him success in the past. Today, he came to attend the training and learn a new model, so he instinctively and subconsciously contradicted what the lecturer said. They will ask, "Really? Is that so? This is not the case here ",and reduce the effect of training. Therefore, lecturers should accurately grasp the needs of students in class. In view of these needs, if the corresponding content is given, the training effect will be the greatest. The lecturer forcibly "content" is a school teacher, not a professional training lecturer. Professional lecturers will only give "content" when students are ready to accept it. Such "content" can meet the needs of students and be valuable. If you don't know what the students want or what they are going to accept, but give your story, the students will be preaching if they understand it! Such a lecturer will be very dangerous, easily challenged by some students who only know some knowledge, and their basic ability will not be improved, and the effect is similar to reading. The second role: the role of the actor training lecturer is to let the students accept knowledge in addition to imparting knowledge. Teaching and acceptance are completely different concepts, just as students who study in the same classroom finally get completely different amounts of knowledge. Teaching is only a teaching process, while acceptance is a learning process. Therefore, how to make students understand, remember and master what they have taught is a requirement for training lecturers. 1, always attract students' attention like an actor. I have seen many courses to train masters, and most of them have big movements, rich expressions and even exaggerated expressions. If it is estimated that most people can't accept this way of speaking in life, it is necessary to train the lecturer's "performance" in the training class. At this time, the training lecturer is not a "teacher" after class, but an actor in classroom teaching. He needs to guide the students' attention in this way all the time, so that they can see that the clothes of some trainers are similar to those of the performances. Impromptu singing and physical performance in class have proved the role of training lecturers as actors. 2. Deduct the course through performance. In fact, it is not unknown to students to train the teachers' ideas and professional knowledge in the course, so why is it necessary to train the teachers? Because the same words can't be said from different people's mouths, or different expressions give others different feelings. Professional training of lecturers is like putting a gorgeous package on this knowledge. The original simple knowledge or truth has changed from humble to "good words." Through the explanation of the training lecturer, this knowledge makes the trainees feel "so important", so as to firmly remember it in the future practical work, that is, to achieve the purpose of training. The third role: coaching includes coaching function besides teaching knowledge, and the training and cultivation of students are reflected in the whole training process, such as outward bound training, experiential teaching, game teaching and the cultivation of students' ability. It is necessary to train lecturers to assist and guide students, so that students can personally participate in training programs. 1. Demonstration of the demonstration coach. In the training course, in addition to explaining a lot, experimental teaching methods are also adopted, such as computer operation course training. There are many operations that need to be trained by instructors and demonstrated by yourself. 2. Demonstrate the coach's patience and guide excellent trainers to master the knowledge of the trainees. Just like the computer operation course training mentioned above, some students are slow to accept it. At this time, the training lecturer must be patiently guided until every student can master it skillfully. 3. The strictness of the coach is most obvious in the game teaching. In the process of cultivating students' team spirit, there is a game called "We are a family", which requires students to form a circle side by side with each other, and then squat down or stand up while shouting the slogan "We are a family", requiring the students in the circle to be absolutely in step. Many times, it is difficult for students from different departments and even different enterprises to coordinate with each other, but the training tutor is required. This strict explanation shows that training lecturers is not only to impart knowledge, but also to train students. The fourth role: consultant. Excellent training lecturers are also consultants of enterprises, and can make suggestions on training courses and training priorities according to the situation of enterprises. 1. An excellent training lecturer with consulting professional knowledge and rich experience should be an expert in his own professional field. They should not simply copy, but use their knowledge and skills flexibly. They can fully explain in teaching and give accurate answers to students' practical questions with rich experience and knowledge. 2. Have the diagnostic consulting function of consulting consultant. Since lecturers teach students the knowledge and skills to solve problems, they should master these knowledge and skills well, and also reflect the level of "teachers" in diagnosing practical problems in enterprises. Often after a class, students will put forward corresponding questions about the content of the course according to their own questions, hoping to get an answer from the trainer. At this time, the trainer needs to find out the problem and the method or direction to solve it. In addition, before the training of many courses, the trainer can only diagnose the problems of enterprises or students before putting forward corresponding course suggestions and trainers.