1. Preparing for the Class
2. Introducing the Lesson
3. Delivering Instruction
4. Guiding
5. Controlling
6. Concluding

Preparing for the Lesson

Performance standard 1
Instructor consistently completes preparation activities in time to meet class schedules.
This standard means that when you walk into the classroom you are ready to begin instructing; in other words, there is nothing for which you are unprepared.

Performance standard 2
Instructor consistently reviews session content, including course objectives, before the start of each class.
Simply put this standard means that you prepare yourself in such a way that you have a solid grasp of the content and concepts of the session you are going to teach. There is a wonderful saying: “ If you don’t know where you’re going, any road will take you there.” In the classroom, it matters which road you take. By reviewing session content you become a knowledgeable and ultimately credible guide on the road to learning.

Performance standard 3
Instructor consistently ensures that required training equipment and instructional resources are set up in advance and are in proper working order.
Training equipment and instructional resources must be set up in advance and checked to ensure that they are in good working order. They can help participants to meet objectives, but if they are out of order, they are virtually useless and can even have a negative effect on participant learning.

Performance standard 4
Instructor consistently ensures in advance, that facilities are set up appropriately and checks environmental factors, safety, and room arrangement.
This standard refers to the room you will use to conduct training and everything that affects the comfort of the room, such as lighting, temperature, appearance, safety, and room extent possible, for controlling these variables so that they support learning rather than detract from it. Even if someone else does the actual setup, the instructor is ultimately responsible for the arrangement and comfort of the room.

Performance standard 5
Instructor consistently ensures that required instructional resources are available in time to meet class schedules.
This standard means that you need to have materials ready before the start of each class. Materials include such items as lesson plans, manuals, handouts, flip charts, overhead transparencies, slides, and so forth. As with many of the other preparation standards, the primary benefit of having the appropriate materials available in time to meet class schedules is that it enables the instructor to focus on participants rather than on materials.

Performance standard 6
Instructor consistently ensures that required supplies are set in place in time to meet class schedules.
This standard is basically the same as the preceding standard, with the focus on supplies rather than materials. Supplies include pens, pencils, pads of paper, markers, name tags, and so on. Meeting this standard helps to ensure the smooth and efficient running of the program.

Introducing the Lesson

Performance standard 7
Instructor consistently ensures that the class starts at the time specified on the posted schedule.
Instructors are expected to begin the class according to the published schedule. Even if some participants are late, the class should be started on time. Training participants should be made to understand that all TITI classes start exactly at the scheduled time.

Performance standard 8
Instructor generally motivates the participants of the training.
Motivation may be addressed through personal stories or anecdotes about the class topic; by calling on the experiences of the class participants; by the instructor actually demonstrating the skill. Many techniques are possible. It is up to the instructor to make sure the participants are motivated to learn prior to beginning the lesson.

Performance standard 9
Instructor consistently provides overviews, reviews and previews.
At the beginning of a lesson, the instructor should look back to what has previously been learned and tie that material in with the present topic or skill. An overview of the current topic or skill can act as an advance organizer and assist in learning the new material. A preview of how the topic or skill fits into the overall course or program can allow the participants to see the relevance of the material.

Performance standard 10
Instructor consistently provides course and lesson objectives.
If content and procedure overviews let people know where they’re headed and how they’re going to get there, course and lesson objectives let people know what they will be able to do once they arrive. Training objectives tell people what difference training makes and enable people to measure the value of the training experience. Without objectives, it is impossible to know whether training was of any use.

Delivering Instruction

Content
Performance standard 11
Instructor consistently presents all content accurately, as detailed in the Skill Card and lesson plans.
This standard advises you to use the material you have accurately; don’t make stuff up. Its value is obvious. Accurate information is required to meet course objectives; inaccurate information can prevent course objectives from being met.

Performance standard 12
Instructor generally presents all material in proper sequence, as outlined in the lesson plan.
This standard tells you to follow the training plan. Present your material in the sequence outlined in the lesson plan. As with the previous standard, the only exceptions to this general rule occur when changing the sequence is necessary to meet time schedules or training objectives. The reason for following a planned sequence of events is an important or even essential step to achieving training objectives. For example, imagine what would happen if we failed to train pilots in the sequence of steps to follow in landing an airplane, or picture the frustration of small children who have been trained to tie their shoes before putting them on their feet. By presenting all material in the proper sequence, you increase the likelihood that participants will meet course objectives.

Performance standard 13
Instructor consistently gives many examples and non-examples when teaching concepts.
This standard reminds you that the best way to teach concepts is to do so by examples. The more examples and non-examples of a concept you can provide, the greater the chance that all participants will grasp the new concept.

Performance standard 14
Instructor generally provides summaries and transitions.
Summaries and transitions are like checkpoints along the road to achieving training objectives. Summaries are simply reiterations of key points made at different stages along the way. Transitions move the training from one stage to the next. Let’s assume that a course is offered to equip participants to demonstrate the ten standards covered in this chapter (the objective). The instructor tells the class the standards will be defined and demonstrated one by one (the overview). After the first standard is completed, the instructor reiterates the key points made (the summary) and then makes a statement that moves the discussion from the first standard to the second standard (the transition).

Methods
Performance standard 15
Instructor generally encourages active participation.
Instructors are expected to encourage people to take an active part in the class. By actively participating, trainees invest themselves in the learning process and, as a result, have a high success rate in meeting course objectives.

Performance standard 16
Instructor generally refers to participants by their preferred name.
Most everyone agrees that using people’s names is desirable. However, many do not recognize that this behavior can threaten people as well as reinforce their participation. Consequently, it becomes important that instructors know the difference between using names to gain participation and using names to threaten participants.

Performance standard 17
Instructor consistently provides clear and concise instructions (generally in writing) on tests, exercises, group work and other activities.
Providing clear and concise instructions certainly seems easy enough; after all, we give instructions frequently in and out of the classroom, usually with no difficulty. As a result, we always expect giving instructions to be easy. That is when we get into trouble. At best, poor or inadequate instructions will cause a delay; at worst, they can prevent participants from meeting training objectives.

Performance standard 18
Instructor consistently uses creativity in selecting instructional methods.
Methods are the active ingredient of the teaching-learning process. As such the should be selected to “spice up” the learning. Select methods that actively involve and challenge the learner. Don’t fall into a predictable pattern of teaching activities. Surprise the participants (and yourself!) by using dynamic and even fun training methods.

Performance standard 19
Instructor consistently shows proficiency in using the selected instructional methods.
Before using a new teaching method, study the procedures from textbooks or from discussions with senior trainers. Sometimes, even a “dry run” is needed to make sure the method will proceed smoothly.

Performance standard 20
Instructor consistently changes methodology after every 20 minutes of lecture or illustrated talk.
This standard reinforces what we know about the learning process. After 15 or 20 minutes of lecture or even an illustrated talk, most people lose attention and the effectiveness of the methodology is lost. Instructors should design lessons to actively engage the learner through discussion, group work or other types of participatory techniques.

Performance standard 21
Instructor generally conducts debriefing activities after most activities.
After most instructional activities, some time should be scheduled for debriefing. During this time, the participants can look back on the activity or experience and discuss “What it means to me.” Such a discussion can include discussions of the activity itself, it’s relevance to the learners, and how the learners will plan to use what has been learned in the future.

Resources
Performance standard 22
Instructor consistently uses visual materials to emphasize key points or concepts.
This standard also reinforces what we know about the learning process. Information obtained through the visual sense will probably be retained longer than through any other sense. Needless to say, the visuals should be carefully prepared to illustrate the key point or concept, shown at the appropriate time and shown in a proficient manner.

Performance standard 23
Instructor generally uses instructional resources so that they add to the learning experience.
Instructional resources are developed to enhance instruction not detract from it. They are not intended as a replacement for the instructor; they are intended to help the instructor reach learners. In order to meet this standard, instructors must use these aids as enhancements to learning.

Performance standard 24
Instructor consistently demonstrates proficiency in using instructional resources.
There are a number of ground rules that can help make you proficient in using instructional resources. For tips on using each type of resource, see the appropriate Skill Card.

Performance standard 25
Instructor consistently follows prescribed instructions in caring for instructional resources.
This performance standard is rather obvious. It asks that you take care when using and storing instructional resources and equipment. For example, most equipment (video and tape recorders, cameras, slide projectors, and so on) requires some cleaning and maintenance. When not in use, these items should be carefully stored and protected from dust, heat, cold, and other harm. Basically, instructors are expected to treat instructional resources and equipment just as they would their own personal equipment.

Platform skills
Performance standard 26
Instructor generally manages own nervousness so as not to detract from learning.
Nervousness can be defined as the physical or mental manifestation of a desire to do well. You won’t find this definition in the dictionary, but it’s a good definition because it implies that being nervous before you walk into a classroom is OK, or even desirable.

Performance standard 27
Instructor generally maintains equal eye contact with participants.
This standard means that instructors are expected to look into the eyes of each participant for a second or so. It is suggested that you do this in random order so that participants do not sit there waiting for you to look at them and them nod off as soon as you do. By the way, this is a wonderful standard because it enables you to know what is going on in you classroom at all times. In addition, looking into the faces of participants can calm your nerves as well as the nerves of participants. It also signals that you care about them and are attuned to their needs.

Performance standard 28
Instructor generally uses natural and non-distracting gestures and movements.
The key to successfully meeting this standard lies in the word natural. Be aware that what is natural for one person may be absolutely foreign to another. Consequently, it is useless to expect all instructors to gesture and move alike unless you are partial to unnatural behavior. Instructors who are trained to be formal will look foolish unless that happens to be their natural style. That is just as true with instructors who have been trained to be informal.

Performance standard 29
Instructor consistently speaks in a clear and audible voice, with a variety of inflections.
In simple terms, this standard means that whenever you have something to say, say it in a way that can be heard, understood, and deemed interesting. Have you ever sat through a lecture you couldn’t hear because the speaker spoke too softly or one delivered at such a loud pitch you couldn’t hear yourself think? Can you recall a lecture that was delivered in a perfect monotone? If so, you probably spent the whole time wishing you could leave.

Performance standard 30
Instructor consistently demonstrates an enthusiastic and positive attitude toward the subject matters.
This standard requires some definition because of the words positive attitude. Demonstrating a positive attitude toward the subject matter does not mean standing before a class full of people and telling them you think the material is the greatest thing since sliced bread, particularly if you have serious problems with the material. Conversely, it is deadly to say “I know you’ve heard all this stuff before but....” or “ I know this subject is boring but ....”

Performance standard 31
Instructor consistently uses words that participants understand or else defines new terms.
In simple terms, this standard means to speak in simple terms. In other words, use language that you know participants understand. This increases the likelihood that no one gets left behind, feels stupid, or asks what might be perceived as embarrassing questions. By using words that participants understand, you probably will come across as a good communicator and a human being, both of which will enhance your relationship with participants.

Guiding

Questioning
Performance standard 32
Instructor generally provides opportunities for questions and reviews.
By providing opportunities for participants to ask questions and review key points, instructors will increase participation, reinforce key learning points, and correct misunderstandings. This simple standard can have a strong impact on whether participants meet training objectives.

Performance standard 33
Instructor generally uses open-ended questions to solicit response from participants.
This standard is one of the most important because, when used effectively, it produces big results-namely, abundant responses and participation. It is also a standard that is often not met because instructors do not know how to use it. Open-ended questions force a response other than yes, no, or maybe. Open-ended questions usually begin with who, what, why, when, where, or how. For example, “What questions do you have?”, “How did you arrive at that conclusion?”, and questions. “Who would like to comment?”, “When did this project begin?”, and “Where did you find the information?” are also open-ended questions, though they generally produce limited, rather than full, responses.

Performance standard 34
Instructor, when unable to answer questions asked, consistently researches answers and reports results back to participants.
When you don’t know the answer to a question, let participants know you will find out the answer and report back to them. Then do it. By meeting this standard, you will often exceed the expectations. of participants. When you demonstrate a willingness to go out of your way, participants take notice. When that happens, your credibility goes up and so does the participants’ desire to learn.

Performance standard 35
Instructor occasionally refers questions back to participants.
This standard means that instructors, when asked questions, should occasionally refer them to participants. Let me cite some examples. Barbara asks, “What do you mean by this standard?” Rather than answer this question, the instructor decides to toss it to the group for an answer. The instructor asks, “Who would like to answer that question?”, and Charles does so. Here’s another example: Nick asks, “Why would you want to refer questions back to participants rather than answer them yourself? After all, that’s one of the reasons the instructor is there in the first place.” The instructor says, “That’s an important question, Nick. Who can tell us why an instructor might want to refer questions back to participants?” Diane raises her hand and says, “Referring questions back to participants is way to get people actively involved in the learning process.” The instructor then reinforces the response by noting that abundant participation equals abundant learning.

Performance standard 36
Instructor occasionally guides participants to reach answers themselves.
When appropriate, instructors are expected to help participants answer questions or reach conclusions themselves. Too often, participants ask questions when they already know or could easily figure out the answers, but because they haven’t thought through either the questions or the answers, they simply do not realize what they are capable of doing. For example, Lloyd says to the instructor, “Would you repeat the ten performance standards on questioning techniques?” The instructor recognizes that Lloyd can probably list most, if not all of the standards himself. Instead of answering the question, the instructor says, “Why don’t you tell me which of the ten you already know. Lloyd, and if there are any you can’t recall, I’ll add them to your list.” Lloyd finds that he is able to recall all ten. Here’s another example: Jim says, “Can you give me an example of guiding participants to reach answers themselves?” The instructor responds by saying, “What’s an example you can think of, Jim?” Jim says, “Well, I guess what you are doing right now is a good example.” The instructor responds, “That is a good example.” In both of these examples, the participants, having answered the questions themselves, have come to realize that they are more capable than they thought. This realization is of real value.

Performance
Performance standard 37
Instructor consistently provides ample time for guided practice.
Guided (or supervised) practice is a standard part of any skill based lesson. After observing a demonstration of a skill, the participants need the opportunity to practice under the close watch of the instructor. his is especially true for skills that could be dangerous to the participants or to expensive equipment. Enough guided practice must be provided so that the participant is comfortable with the skill before totally being left alone.

Performance standard 38
Instructor consistently provides encouragement and developmental feedback to participants.
As participants attempt to perform the skill, both encouragement and developmental feedback should be provided. Developmental feedback is intended to help participants develop or correct their performance. It is not critical and does not attack the individual. In giving developmental feedback, state what you have observed the participant doing, state what the correct procedure is, demonstrate the correct procedure, and then observe the participant using the correct procedure.

Performance standard 39
Instructor generally moves among the participants as they learn to perform the skill.
As participants attempt to perform the skill, the instructor should be constantly moving among them, observing, encouraging, providing feedback, answering questions, giving quick demonstrations. This closeness to the learners will encourage them to stay “on-task” and keep practicing the skill.

Performance standard 40
Instructor consistently encourages participants to use proper work habits.
Proper work habits include such things as the proper use of tools and equipment, cleaning up the workspace after the work is completed, cleaning and storing tools properly, helping other learners, communicating in a positive and professional manner, being on time and in attendance, maintaining their physical self in a healthy manner, and wearing the appropriate clothes for the work being done.

Performance standard 41
Instructor consistently provides adequate independent practice opportunities.
Performing a skill once is usually not enough to learn it well. How many times is necessary depends on the learner and on the expected performance. If the skill to be performed contains a time or speed limitation, additional time will be needed for independent practice. Beware however, that just providing the time for independent practice does not always mean that the time is used wisely. The instructor must monitor this time and make sure that all participants are actually practicing the skill and receiving feedback.

Performance standard 42
Instructor consistently emphasizes safety.
Safety begins in the classroom, is shown during the demonstration and then proceeds into the lab or workshop where it is emphasized during guided and independent practice. The safety of the learner should always be foremost in the planning and delivery of the instructor. Learners who violate safety standards or procedures must immediately be halted and corrective measures taken.

Performance standard 43
Instructor consistently evaluates the performance of the learners.
The outcome of skill based instruction should be a learner who can perform the skill. It is this performance that is critical to the success of the training program. Pencil and paper testing alone is not enough to certify the ability to perform. The instructor should combine observations, oral questioning and actual performance testing to insure that learners can perform the skills according to the specified criteria.

Controlling

Learner behaviour
Performance standard 44
Instructor consistently communicates the behaviour expected of learners.
Prior to the start of instruction, the instructor should clearly communicate the standards and criteria of behaviour expected of the training participants. Such standards could include how and when questions are appropriate; what to do if the instructor is late or absent; how to behave during class or lab instruction; the importance of observing safety rules, etc. Also stated should be the actions that will be taken if the expected behaviours are broken or not observed. Good instructors typically try to state these behaviours in a positive manner, avoiding a long list of “Do not.”

Performance standard 45
Instructor generally monitors learner behaviour.
It is of no use to state expected behaviours and then ignore behaviour violations. The instructor should monitor learner behaviour and take immediate, corrective measures when violations occur. While it is normally better to consult with an offender in private after an offense is noted, observed safety violations, which could endanger the learner or expensive equipment should be called openly and immediately.

Performance standard 46
Instructor consistently provides appropriate feedback on learner behaviour.
Appropriate feedback is that which is given non-emotionally and in a positive, professional manner. Typically, this involves stating what was observed and having the learner agree on the observation, stating the expected behaviour that was previously communicated and again, having the learner confirm that such was communicated, and then agreeing on eliminating further similar behaviours.

Performance standard 47
Instructor consistently maintains control of classroom environment.
Control, as the word is used here, does not mean that instructors lead all discussions, demonstrations, and practice activities, nor does it imply that instructors necessarily play any part in these situations other than being aware of what is going on and ensuring that the situations support learning and do not get out of hand.

Use of time
Performance standard 48
Instructor consistently provides clear and concise instructions (generally in writing) on tests, exercises, group work and other activities.
Providing clear and concise instructions certainly seems easy enough; after all, we give instructions frequently in and out of the classroom, usually with no difficulty. As a result, we always expect giving instructions to be easy. That is when we get into trouble. At best, poor or inadequate instructions will cause a delay; at worst, they can prevent participants from meeting training objectives.

Performance standard 49
Instructor generally distributes materials in an efficient manner.
Much time can be wasted in the class, lab, workshop or field through the inefficient distribution of instructional materials or supplies. Any time that training participants are sitting or standing, doing nothing while waiting on something is time that could have been spent learning.

Performance standard 50
Instructor generally keeps all learners “on-task.”
On-task behaviour is any behaviour leading to learning the skill or topic. Off-task behaviour is everything else that learners do in the class, lab or field. The instructor should make every effort to insure that, at the minimum, 70 to 80% of the time of each learner is spent doing things that lead to learning the skill or topic.

Performance standard 51
Instructor generally handles classroom problems so that the effect on learning is minimal.
There are hundreds of problems that can crop up in the classroom, and you the instructor, are expected to handle them in an appropriate manner. What this means is that you are responsible for ensuring that classroom problems do not get out of control, that their effect on training is minimal, and that the self-esteem of participants is kept intact. Handing classroom problems effectively will have a positive impact on learning as well as increase the instructor’s confidence.

Performance standard 52
Instructor generally focuses all activities on stated learning objectives.
It is very easy during instruction to “get off the track.” Sometimes a question from a participant will lead the way off course. An occasional deviation in the path of the planned instruction hurts no one. But when deviations become the normal instructional approach, something is wrong. Time is always at a premium when learning skills. The instructor should stick to the lesson plan and make sure that the current activity is helping to learn a lesson objective.

Concluding

Performance standard 53
Instructor consistently reviews the lesson content and objectives.
No lesson should end without a complete and well planned review of what has been learned. Now is the time to go back to the beginning and review all lesson objectives to insure that all participants have learned them. If an advance organizer was used at the beginning of the lesson, bring it back and use it to show what actually took place. Oral questioning can be used to selectively test for retention of key information. A last look at the products of the lesson can also be an effective way to review the content.

Performance standard 54
Instructor consistently provides previews of the next lesson.
The end of a lesson presents an excellent opportunity to prepare the learners for what is to come next. The instructor should not only tell the name of the next lesson, but should show how the next lesson builds on what has just been learned.

Performance standard 55
Instructor consistently ends all class sessions on time according to the established schedule.
Running a class overtime presents both the learners and the next instructor with real problems. Every class must be considered equally important. Even if a class starts late for any reason, the scheduled end time must be adhered to.

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