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I'm often asked questions about specific audience involvement techniques. Here are some typical questions and my answers:
Q. I teach technical topics. My courses are composed of mostly lecture and I find the participants aren't with me. I've even had some of them nod off. There must be a better way. What do you suggest?
A. Get your audience involved. Adults learn much better by doing, not just listening. Lecture for ten minutes max. If you lecture for more than 10 minutes, participants get bored, no matter how interesting you and your topic are. Get them involved by asking them non-rhetorical questions. A simple technique you could use in every session is just having them raise hands in response to your questions. For example, "Who ever had a claim on their own insurance?" Getting them to respond by asking them relevant questions and commenting on their responses is a simple way to involve them. Utilize the participants as resources. Get them to contribute their examples--you and they will learn more.
Q. You say to ask questions of our participants, but I'm not sure how to do that.
A. Ask open-ended questions, questions that have many answers or questions that ask their opinion. When you ask questions that only have on answer--your answer--it makes the participants not want to guess and feel stupid when they guess wrong. Give rewards if you do ask questions that have only one right answer. Adults like rewards as long as they feel the reward is not condescending and has some value. You also need to introduce the reward by saying "We're going to make this a little more fun by giving a (free lunch, dollar bill, candy, ?) to whomever has the right answer." If it's not introduced properly it may backfire as the participants may feel it is condescending.
Q. In the technical classes I teach, I want to give the participants as much information on the subject as possible. Therefore, I prepare a lengthy workbook which goes over everything in detail that we'll cover in class. People tend to read ahead when they get bored and I lose the class involvement. Also sometimes they leave at break and tell me they don't have time for the class so they'll read the handout. I know they probably won't and that they'd get more from the class discussion if they stayed. How can I prevent this?
A. Provide handouts that reinforce your points but don't give away your program ahead of time. Help them take notes and keep them focused by designing your hand-outs to use occasional fill-in-the-blanks. When you do give them the fill-in of the blank make sure you let them know, e.g.: "and 80 goes in that blank…" A few won't like it, but it will help the rest retain the information.
Q. My workbooks and overheads are all text. How can I find illustrations to liven them up?
A. Using illustrations in your handouts and overheads will help stimulate right brain learning (most classes are taught for the left side of the brain). Royalty free illustrations are found in a number of electronic clip art disks. Look in your local computer store for some to get started. There are also clip art books, as in the series put out by Dover Publications (31 East 2nd Street, Mineola, NY 11501) and by Graphic Source (Rolling Meadows, IL 60008). Most bookstores can order these for you. Each publisher has a series of various clip art titles, all for less than $10.00 each.
Q. Using flip charts have become awkward for me. Either people can't read them because of my handwriting, the color of the pen, or the position of the lettering. How can I use these tools more effectively?
A. Generally, flip charts are best used for spontaneous listings. Even pre-prepared charts are often difficult to read and sometimes sloppy. If you do use a flip chart, only write on the top two-thirds because the audience has difficulty reading anything on the bottom third. Avoid red pens. Instead, use overheads for information which will be re-used from class to class.
Q. I've noticed that classes with different room set ups have different dynamics. I'm not sure which ones I should use to create an atmosphere conducive to interaction, yet allow everyone to see the visuals easily.
A. U-shape (with chairs only around the outside) is my favorite for small groups, for larger groups I use chevron classroom style. This style has the tables slanted as in a "V". It works with groups even as large as 100.
Q. I've heard that you speak on adapting games to use in adult classes, and I bought the two games books you carry, but how can I get ongoing ideas for games?
A. Games Magazine is an excellent resource for game ideas as well as specific games you can use in your class room. The magazine can be ordered through: Games Magazine, P.O. Box 10147, Des Moines, IA 50347.
Q. I like to have laughter in my classes, yet I'm not a good joke teller. The laughs now are mostly generated from others in the room. Should I buy a joke book?
A. First, notice situations and lines you find funny in your own life. Then see if you can adapt these to be relevant to your topic. Use short stories (not jokes) from your own experience to illustrate your points. Even though old jokes may get laughs from some, they are seen as old hat by most. Also, study comedians you like. Listen to their rythym-to see how they tell their jokes. Practice on your friends and family before you try it in the class. If they don't laugh, chances are your participants won't either. Use stories and anecdotes which do not portray you always as the hero. Self-depreciating humor, in moderation is better in the classroom than the Don Rickles style.
Copyright 1996 Morgan Seminar Group
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Rebecca L. Morgan, CSP, is a dynamic speaker and seminarist. She is the author of four books, TurboTime: Maximizing Your Results Through Technology, Calming Upset Customers, Life's Lessons: Insights and Information for a Richer Life, and Professional Selling. For information on her speaking services, books, and tapes contact her at 1440 Newport Ave., San Jose, CA 95125, 408/998-7977, 800/247-9662, fax: 408/998-1742, rebecca@RebeccaMorgan.com, www.RebeccaMorgan.com. Please contact Rebecca for permission to reprint or repost this item.
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