Langevin Blog

Every instructor has been there. You were tracking the discussion in the classroom like the champ you are. You refocused the group and were about to neatly wrap up the exercise, and….

What were we talking about? You don’t have a clue!

But, first, a reality check. Is this just something that happens to “senior” instructors? Absolutely not. It happens to all of us. Fatigue is a factor that all trainers live with. Distractions in and out of the classroom can put that train of thought right off the rails. The tangential question can also take you right out of the zone. There are many reasons for the trainer’s mind momentarily looking like a blank slate, so the real question is, “What to do when it does happen?”

Here are some recovery techniques that I’ve used.

• Keep the focus on the learners. One easy way of doing that is to make your next statement a question such as, “What’s your opinion on the key part of this process?” At a minimum, this gives you some precious time to think—out of the spotlight.
• You might defer a question to the table groups (e.g. “I’ll give you two minutes to discuss this in your groups.”) The processing time for learners to consider a question or have a brief discussion is probably more than the time you need to get yourself back up to speed. And, if you monitor the table discussions, chances are you will pick up a key word or phrase to jump start your memory.
• Consult your notes. Most trainers have their lesson plan or notes to refer to during class. If you’re stuck, take a moment to look at your notes and collect your thoughts. Your notes should be a road map for the course; maybe they will help you get back on course. In my opinion, you lose no credibility referring to notes; the learners expect it.
• On the subject of road maps, do you have a posted agenda? If so, glance at the agenda. It may get you back on track, but, if not, it may give you an idea of where to transition for the next subject area—again, getting through the blank spot.
• Use a central graphic. If there’s a central graphic you use frequently in the class, use it to refocus the group—and yourself. Display the graphic and it will remind you of things to say.
• Admit guilt. An aircraft pilot is taught to handle a difficult situation with the three “C”s—climb, communicate, and confess. For pilots this means that altitude is always a good thing but they need to get in touch with flight service or air traffic control to let them know if they’re in a predicament. For some pilots, the communication of a problem they can’t handle is difficult. I could stretch the analogy a bit, but let’s just take the confess part. For many instructors, it is difficult to say, “Oops, let me regroup here for a moment.” Still, do your learners expect you to be perfect? Mine definitely don’t. When all else fails, just take a moment to “reboot.”

A final comment…most trainers devote a fair amount of time establishing a good climate for learning in the classroom; this includes rapport with the students. If our learners really believe it is a cooperative and safe learning environment, then it is probably alright to have the occasional lapse where the perfect word or phrase just doesn’t come.

What additional survival tips do you have for other instructors who might find themselves in this situation?

Paul

Tags: instructor-led training, tips-for-trainers

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