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Teaching Tips

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This activity is for the trainer to use as a checklist or guide when initiating the educational process with a client or group of clients.  Simply answer the questions in terms of the client’s involvement with and participation in the learning process.  The more responses there are that are less than affirmative or positive, the more problematic the process will be at that point and time.  Conversely, clients for whom all of the responses are affirmative or positive are well engaged with the learning process.

The activity should also be used at those points where the learning process seems to be difficult or somewhat problematic.  Using the checklist will enable the consultant to pinpoint areas or issues that may be contributing to the difficulty.  If so, use the specific question as a guide for clarifying and working out problems within the learning process.

For example, if difficulties develop, the problem may relate to questions one.  Take time to be sure that the client knows what is expected in both general and specific terms.  In addition, be sure that there is a clear understanding of what is expected, with that understanding developed in terms that are meaningful and can be personalized by the client.

1. Does the client know and understand what is expected in both general and specific terms?

2. Does the client know how to do what is expected?

3. Is the new learning related to or extended from things the client already knows, understands, or has previously experienced?

4. Are you emphasizing and reinforcing progress and de-emphasizing difficulties or what is left to learn or accomplish?

5. Are you modifying and tailoring your approach and specific goals and content to the unique client?

6. Are you developing and maintaining a positive learning environment for the client?

7. Does the client understand and appreciate why some things are wrong, inappropriate, counterproductive, or ineffective in terms of the client’s behavior, actions, attitudes, and so on?

8. Are the steps or learning pieces clear and small enough to make it easy for the client to succeed?

9. Are you accepting as much or more of the responsibility for any progress difficulties as you are attributing to the client?

10. Are you understanding and using what actually motivates the client in terms of that which develops a personal “payoff” for the client?

11. Are you well organized and prepared for each opportunity with the client?

12. Are you remaining consistently calm, patient, and supportive with the client?

13. Do you believe that you understand and are able to work with the client and that he/she understands and is able to work with you?

14. Do you like the client; and do you feel that he/she likes you?

15. Are you managing your relationship with the client in ways that allow that relationship to be used as a standard of comparison from the client’s point of view?

16. Are you and the client evaluating and trying to understand why a problem or difficulty has come up in the learning process before trying to do something about it or making suggestions for its resolution?

17. Do you believe that the client can and will make progress?

18. Are you keeping your approach flexible and responsive to the client?

19. Are you consciously using a variety or mix of techniques and approaches?

20. Are you familiar with and do you understand the specific skills and content being taught?

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Please send comments or questions to Gary A. Crow, Ph.D.