TK0-201 CTT+ Exam (Certified Technical) Questions and Answers

Probe learners for information

Tell stories during the class

Use a variety of techniques during training

Provide end-of-course exams

First explain to the class how the materials apply to Brand X. and then do the same for Brand Y.

Do not mention either brand by name, but refer learners to the manual covering each of the respective brands.

Provide a guide that relates Brand X to Brand Y computer functions

After providing the planned instruction on the Brand X computers, discuss differences that Brand Y computers present to the user.

Have the learners introduce themselves.

Lecture on the topic and then ask questions about the lecture.

Have the learners stand around and talk to each other.

Give a survey to assess each learner's knowledge.

The course website had not been updated with the course enrollment.

The files sent exceeded the email server’s limit.

The download site for the files requires students to log in.

The trainer used their personal email address.

Ask for a show of hands.

Ask a participant to come up to the head of the class to speak.

Pick a random participant to address the question.

Wait for responses.

Assigned seating

Instructor-led feature/benefit discussions

Fill-in-the-blank

Use closed questions

Game show using buzzer devices

Present the material in front of a senior instructor

Consider reviewing the material again

Assess the validity of the evaluations based on the score of the students

Ensure that the trainer is knowledgeable in the subject material

ask participants what they did the previous evening.

move right into day two material since there is still a good deal to cover.

ask participants to share a learning concept from the previous day.

summarize the key points for today’s presentation.

Create an evaluation that covers the course objectives to gauge the learners’ level of understanding

Create an evaluation for the learners to evaluate the other learners’ understanding of the material

Create an evaluation of how well the trainer is performing to gauge the trainer’s delivery methods

Create an evaluation of the learning environment to understand if it is affecting the learners

Post signs in the break room asking for quiet.

Talk louder so that the students can hear more easily.

Report to the company and have the break room closed.

Work with the noise since the training is onsite.

direct the student to the course description.

direct the student to the school’s student handbook.

direct the student to a classmate.

direct the student to the course syllabus.

Reschedule the lab to facilitate the learning environment for all participants

Explain the Internet can be problematic and refer the learner to the help desk

Advise the learner to refresh the screen to clear the problem

Have the affected learners skip the lab and await further lecture

Ask for everyone’s attention and review the classroom rules

Move to the back of the room and read the social networking posts

Extend the length of the break and begin at a later time

Ask that all cell phones are brought to the front of the room

Business results

Environment

Learning effectiveness

Courseware

The learners were disinterested in group discussions about the topics.

The learners were neither familiar with nor understood the assigned topics.

The learners were not comfortable with the members of the group.

The learners were ready for a break and the instructor failed to recognize this.

Likely, because the more advanced learners will feel flattered by being asked to act as tutors.

Likely, because the less advanced learners will respond positively to peer tutoring.

Unlikely, because the more advanced learners might not have any teaching experience.

Unlikely, because instructional time will be reduced for the less advanced learners.

Provide real-world examples in the exercises.

Conduct pre-class assessments to determine the skill levels.

Provide a written exam before the exercises.

During introductions have the learners assess their knowledge.

Go to the learner privately and ask if there are any questions to clarify the material.

Ask the learner in front of the class why they do not understanding the material.

Make note of the learner's facial expressions, continuing on with discussing the topic to see if they later understand the subject.

Ask the learner to come forward and demonstrate the information that was just presented.

Website links to external websites

Demonstrations during the session

Close-ended questions during the session

Host discussion areas on the website

Inform the student that their actions are inappropriate and they should stop.

Attempt to determine if a word used during training has a different meaning locally.

On break, report the behavior to the training center for proper disciplinary actions.

Tell a humorous story to achieve a bigger laugh.

Authentic assessment

Learning

Skill transfer

Active listening

Answer the learner's questions by completely verifying their understanding of the subject.

Answer the question by referencing supporting documentation so the documents become tools.

Preface the answer with the learning objective and referenced section of the training course.

Create an open culture of information taken from every learner's background and job experience.

Objective evaluation

Formative evaluation

Skill transfer

Summative evaluation

Inform the customer that updated material is available.

Ask the learners if they want to use the old material or the new material,

Use the present material because the learners will not know the difference.

Modify the material to meet current standards and teach the class.

An instructor asks a specific student a question.

An instructor tells a fictitious story to illustrate an example.

An instructor asks how many steps are in a process.

An instructor asks learners to compare and contrast two elements.

True/false questions

The Likert scale

Open-ended questions

The comment section

Stand in front of the projector at the front of the classroom.

Sit at a desk at the back of the classroom to watch all of the learners.

Sit behind a computer terminal in the front of the classroom.

Stand off to the side of the presentation screen at the front of the classroom.

Determine and apply appropriate motivational strategies for individual learners.

Provide assistance for learners to identify and achieve initial, intermediate and terminal objectives.

Control the flow and timing of the course based on learner needs ensuring that objectives are covered.

Monitor learner comfort level during the use of participatory activities.

Give an advanced activity to the other learners and re-teach the morning activity to the learner who has not mastered the concepts.

Re-teach the concepts taught in the morning session to the class, but use different handouts.

Pair the learner with one of the more advanced learners who likes to share knowledge.

Continue to teach the course as outlined, and after class offer to help the learner who has not mastered the concepts.

Convince the learner they should feel confident because of the recommendation by the learner's supervisor

Offer to contact the learner's supervisor and verify that the learner has the prerequisite skills for the course.

Monitor the learner's performance during the first part of the course and meet with the learner at the first break.

Assure the learner that the course material for the workshop will teach what the learner needs to succeed in the course.

Use the provided material as a guideline and use additional resources to clarity the course.

Present the material as it is written and request the learners inform the company of the quality of the material.

Rewrite the course and deliver the newly written material to the class.

Request different material be purchased and reviewed before delivery of the upcoming class.

Building a model of success socially

Exploitation of personal interests

Using criterion-referenced learning

Utilization of situational awareness

A trainer should attempt to measure performance on an objective service instead.

Ask the controller what percentage of improvement they think the organization will experience as a result of the training.

Create a pre-test and deliver it at the beginning of the class and again at the end of the class.

Create a post-class essay question and assign the essay as a final test of the group's writing improvement.

Content expertise

Proper use of non-verbal communication

Proper use of communication and presentation skills

A comfortable learning environment

Have one of the other learners inform the disruptive learner that they are affecting everyone's ability to learn.

Firmly tell the learner they are disrupting the class in front of the entire class.

Pull the learner to the side and let them know they are distracting the class.

Ignore the learner's comments and continue to teach the material.

Keep the learners 30 minutes longer to make up the training

Reschedule the training for another day

Continue the training as scheduled and do not make it up

Adjust the schedule to allow 30 minutes for lunch instead of one hour

Use more elaborative questioning to elicit connections.

Continue with the course and make no adjustments.

Create scenarios on more interesting topics than the objective.

Remind the students that this is a requirement.

Internet speed

Volume control

Sound quality

Video quality

Direct the students to the publisher’s website

Email the material to the students

Provide handouts to the students

Post the objectives in the front of the classroom

the learner is allowed to learn at their own pace without time constraints.

the learner and the instructor must be located within the same classroom at the same time.

a combination of live classroom and live on-line learning are utilized.

the learner and the instructor work together using various Internet technologies.

Be sure to enunciate all appropriate jargon and acronyms so the students learn the material

Speak very slowly and distinctly so the students cannot misunderstand

Reschedule the class until proper accommodations can be made for the students

Speak with those who arranged for the class to discuss appropriate options

On a break verify the information and inform the class of the findings.

Inform the class the student is incorrect.

Ask the student if they are an expert and let them know not to interrupt.

Inform the client that they need to change their material to match the procedure.

Design of the courseware materials

Accuracy of the courseware

Cost of the courseware

Instructor's use of the courseware

To the pace of the slowest learner

To the pace of the average learner

To the pace of the course suggestions

To the pace of the fastest learner

Use the standardized material and supply the learners with supplemental visual aids,

Modify the standardized materials as necessary to suit the expectations of the corporate client.

Use the standardized material and explain how this material will be sufficient to meet their needs

Ask the corporate client to supplement the material after the class.

Contact the course coordinator to remind learners of the requirements

Remove the sharing of applications as the entire class cannot participate.

Change the applications that are shared to ones that are compatible to all systems

Request the learners use systems that are compatible with the course.

Give the learners a break then re-teach me topic

Administer a short quiz to see where the confusion is

Present a video clip of the topic in question

Ask general questions to check understanding

An activity that uses questions to lead learners to the application of knowledge.

An active listening technique used in a classroom setting.

An activity that encourages learners to ask and answer their own questions.

An activity that creates opportunities for learners to contribute to the discussion.

Suggestions that focus on procedures versus the concepts

Measurable results from summative assessments

Specific comments on errors with suggestions on how to improve

Comparing learner performance with other learners

The instructor should incorporate more visual aids during instruction in order to improve the level of interest.

The instructor should encourage the learners to repeat the course when they are ready to participate.

The instructor should schedule a meeting with each individual learner to discuss the lack of effort,

The instructor should adjust the instructional approach to better meet the learner backgrounds and skill sets

The instructor should assign relevant practice and offer positive feedback where appropriate

Likely, because the offering of additional learning exercises extends the learning concepts detailed in the courseware

Likely, because the instructor is using experience with the courseware to supplement where necessary.

Unlikely, because the instructor is relying on student motivation rather than instruction techniques.

Unlikely, because the offering of additional material would be of little relevance to the students.

Look around the room as to not intimidate any specific learner.

Briefly make eye contact with each learner as the instructor moves around the room.

Stop and look at each individual for a few seconds to let them know they are important to the class.

Avoid contact and focus on the media being used so the learners can do the same.

Ask each student about their level of knowledge about the content in order to tailor the courseware

Incorporate more demonstrations during course delivery to make the content more interesting.

Immediately discuss the nature of the situation with the course contact and ask how much of the content should actually be taught

Reschedule the class after a skills assessment to better prepare for the class.

Attempt to save the situation by telling another joke

Pretend nothing happened and continue with the lesson

Retell the joke explaining its punch line

Decide not to use humor in future presentations

Link learning objectives and activities directly to business goals.

Interview the organization's senior executives regarding training needs,

Participate in the strategic planning process.

Offer classes that will benefit employees.

Reassure everyone that they will perform well and monitor their progress on a more personal basis.

Give the learners extra time to complete the exercise.

Present the lecture portion again to reinforce the exercise and then follow up with a question and answer session.

Tell a humorous story to make the learners feel more comfortable during the exercise.

Have the learners memorize the directions.

Have test questions or directions read aloud.

Distribute written directions or write them on the board.

Use flow charts and diagrams for note taking.

Teach by lecture and break the learners into study groups.

Meet with each participant at break time and after class to address individual needs.

Make a list of all the participants' suggestions for the course.

Communicate clearly what the course will and will not address.

Change the course content to meet the participants' expressed needs.

Go over the material several days prior to the class to be more prepared

Assign each of the learners a question and have them find the correct answer

Ask if any of the learners in the class if they knew the answers to the questions

Instruct the learners to hold all questions until all the material is covered

When the instructor has polled the participants and all agree that they should be used

When the course ware specifies that technical jargon can be used

If the instructor had received permission from management

When facilitating a subject related to a profession in which the learners are highly familiar with the terms

Hand out written instructions so the learners can refer back to them

Demonstrate the assignment for the learner

Review the instructions and check for understanding

Email the instructions before the course starts so the learners can prepare for the assignment

The instructor compared learning achievements to learning objectives

The instructor failed to monitor learner progress during training

The instructor failed to properly motivate the class.

The instructor used too many delivery methods during training

Yawning during learner lab exercise

Reading other material while a lecture is being given

Poor posture throughout the class

No eye contact during group discussions

Minimizing note taking provides a new approach that will likely gain the approval of the student group creating a pleasant learning environment.

The instructor will waste valuable time giving instruction on note taking prior to delivering the presentation.

Instructor notes given to learners will contain more detail and will ensure that all the learners have the same information to work from.

The effort required in extensive note taking could be better directed toward the processing of the information being presented.

Body movements and gestures

Technical terminology and acronyms

Proper syntax and use of grammar

Voice inflection and rate of speech

Let each participant tell their own story about how they have applied the course content.

Share many examples of how the content should be used.

Allow for sufficient practice time.

Have the participants brainstorm ideas for content application.

Modify the material anyway for the client and do not tell them about the regulations.

Call the developer to see what the charge would be to change the material.

Advise the client of the copyright regulations and offer to use different material.

Tell the client class cannot be conducted because of the copyright regulations.

Ask the learner to see the instructor during a break

Answer the question as the instructor understood it

Ask another learner if they understood the question

Ask the learner to repeat the question

Study objectives

Pre-requisite knowledge

Inferred knowledge

Course objectives

Guide the learner to answering their own question.

Employ active listening and respond with a complete answer.

Request another learner answers the question.

Diagram the steps needed to answer the question

Directly ask the learner during the exercise if there is a problem.

Discreetly go over to the learner and ask if help is needed.

Call on the learner to answer a question.

Ask an advanced learner to assist this learner.

Create written vocabulary quizzes for each module of the course.

Provide and use a reference page or glossary of terms.

Ask the learners to review the terms in the materials during breaks.

Have the learners quiz each other over the terms in the first part of class.

Use markup tools (e.g. highlighter) to guide the learners focus.

Record as much as possible ahead of time to avoid misspeaking.

Use open-ended questions to facilitate discussion.

Only use live video as a backup plan due to bandwidth restrictions.

Create empathy with the students by stating you do not want to be there either.

Allow students to determine their break times to provide them a feeling of control.

Rush through the material so that the class ends early.

Inform students that their participation in the class will be evaluated and reported.

Create a discussion board on the topic.

Refer the students to the textbook.

Ask an advanced student to respond to the questions.

Answer each student individually.

The number of learners taking the course.

Opportunities for students to contribute to the class.

Comparing and contrasting upcoming local events.

Additional content at the trainer’s discretion.

Real-world examples of practical applications.

Open

Probing

Closed

Hypothetical

Print and distribute copies of the course objectives

At the beginning of class inform the students of the issue

Record the sessions for review after the class is over

Outline the cover material at the beginning of the class

Create a data dictionary

Read the handout backwards before approving it

Consult a recognized style guide

Solicit a colleague as a proofreader

Create session summaries

Request students to not use all capital letters in assignments

Never perform tasks that would upset the class

Request students to use emoticons within assignments

Elaborate on the emotion perceived in emails

Explain that the question is outside the scope of the course.

Use an open-ended question to the class requesting verification from students.

During the first break period assist the student in finding the answer.

Delay class while finding the correct person to answer the question.

Unless mentioned by another student, avoid the topic.

On a break acquire an air freshener.

Interrupt the lab to ask the members of the group if they want to be reassigned.

Have the class go on a break and discuss the issue with the student.

Hard copy notes from the auditorium presentation showing state-of-the-art technology in use.

Instructor supervised lab while learners have work benches and stools to use if desired.

Detailed instructions of navigating the source website for future resources.

Verbal and visual lecture while learners have comfortable desks for note taking.

Diagram the lecture material on the board.

Directly ask those who are confused which parts did not make sense.

Ask an overhead direct question of the entire class.

Ask closed questions of the confused learners.

Contact the student’s academic advisor.

Email the student with encouragement and suggestions.

Offer to meet the student to discuss academic alternatives.

Allow the student to retake the last exam.

meet the participants after work at their favorite restaurant.

weave into the discussion something personal about each participant.

dress in very casual attire so the class feels comfortable with the trainer.

spend break time swapping jokes with the participants.

Post a discussion on a relevant topic.

Open private chat windows during the lecture.

Assign a paper about student experiences.

Share student’s personal email addresses.

Discuss the missing material with the client

Teach the material as-is per the contract

Add additional material into the class as needed

Create an end-of-class handout with additional information

Purchase additional content from another vendor

Email the students a corrected version.

Search the Internet for the students’ phone numbers and call them.

Contact the client’s IT department to see what they think should be done.

Ignore it since some of the missing data is in the book.

Reduce the amount of time for questions and elaborate on the topics.

Put the struggling students in a group to accomplish tasks.

Have side conversations with the struggling students to develop a plan.

Ask the class more open-ended questions to determine the retention level.

Reschedule the class until the Internet connection is working

Report the problem and conduct the class using available resources

Explain that the network was poorly designed and the problem will occur again

Inform the students that another training center nearby has a better connection

Ask the learner to complete multiple-choice quizzes.

Ask the learner to write a summary.

Ask the learner to complete short-answer questions.

Ask the learner to take a timed comprehensive exam.

Require the student to re-take the evaluations

Meet with the student in private

Have the student partner with an advanced student for labs

Adjust the course to increase the number of labs

Divide the class into groups

Utilize overhead-direct questions

Continue asking overhead questions

Avoid asking further questions

Demonstrations during the session

Host a recorded session on the website

Links to external websites

Open-ended questions during the session

Look for eye contact from the learners.

Ask hypothetical questions to the class.

Point out students to summarize each step.

Determine if the learners have questions.

Check with the learner to see if further clarification is needed.

Review the topic again and continue with the training.

Review the topic again to ensure all learners understand the content.

Inform the learner that any concerns will be addressed at the end of class.

Ask students to sit according to age when entering the room

Place students who have previously attended classes in the back of the room

Have experienced users in the front of the room

Remove assigned seating in the setup

To document any disciplinary issues that arose with training personnel

To document any modifications the trainer made from course design

To evaluate the success of course design

To protect the trainer from participant formal complaints

To evaluate the competence of the course designer

Give the students a break to absorb the information.

Watch for non-verbal communication from the students.

Create a hypothetical scenario.

Generate a skills inventory on the next subject.

Perform a teach-back through role play.

Ask probing questions to select students.

Take a short break to come up with an interactive discussion

Stop lecturing until the class regains focus

Create a loud noise to get students' attention

Turn the lights on and off to increase students' awareness

Create a group setting by assigning roles

Use formal classroom training as a delivery method

Scale objectives based on learners capabilities

Ensure that instruction is self-paced based on learners needs

Ask the learner to repeat the response.

Ask other learners what they think about the response.

Restate the question again to the same learner.

Ask clarifying questions about the response.

Right hand moving parallel to the floor

A fist with the index finger extended upward

Using both hands out front, palm to palm and spreading them slowly apart

A closed fist

Have the students take a quiz on the outcomes to test their knowledge.

Have the students explain how they would utilize the skills on their job.

Have the students write the outcomes in their own words to submit to their managers.

Have the managers speak to the students to ensure the outcomes were covered.

Work with the client to remove material they believe is not needed.

Do not allow any questions from students to save time.

Skip covering the course objectives; they will be covered in the material.

Talk faster to allow more material to be covered.

Classroom ranking scale

Self assessment

Grading rubric comparison

Percentage score

Overhead-direct question

Open question

Direct question

Overhead question

Survey

Activity handouts

Instructor’s guide

Website

Reading from the book

Lecture periods

Discussion sessions

Hands-on lab sessions

When the student makes a mistake point it out to the class to embarrass them.

Publicly announce that the interruptions will not be tolerated.

Ask the student’s boss to leave the class in order to stop the interruptions.

On a break talk to the student and ask them to limit their interruptions.

Recognize the learner with the highest exam percentage.

Determine which learners will retake the training.

Assess the needs of the organization.

Compare learner achievement to course objectives.

Adjust the pace of the training and check periodically with the participants to see if further adjustments need to be made.

Set expectations for the training at the beginning so the participants will know what pace to expect.

Continue the training as delivered because the leader’s guide was followed and that is what was most important.

Test participants at the beginning of the course and exempt anyone who makes a predetermined score.

Use real world examples that relate to the information.

Give a writing assignment on the information.

Give the class a pop quiz on the information.

Tell the class to pay attention.

Question and answer periods

Using analogies and humor in discussions

Observing and facilitating group activity

Formative and summative evaluation

Inform the students they do not have the prerequisite knowledge and cancel the course.

Prepare supplemental materials to cover the prerequisite knowledge.

Spend the first day covering the prerequisite material and drop the last day's material from the class.

Let the client know the students will not be able to learn the material and the trainer should not be blamed.

Review the content and ask if there are any questions.

Conduct practical applications to assess learning.

Ask the learners to evaluate the instructor.

Ask closed-ended questions to assess learner knowledge.

Select partners and conduct peer reviews.

Tell learners to conduct research if they have any questions.

Redirect the question to the class.

Research the question over a break, and then provide an answer.

Discuss how that topic is outside the scope of the class.

Provide an answer that sounds plausible.

Admit lack of knowledge on the topic and move on with the class.

asking the student’s supervisor how much the student learned at the completion of the course.

using an evaluation at the end of the course.

asking the student to evaluate what was learned.

monitoring the student throughout the course and evaluating progress with an exam.

Blame the quality control department.

Delay the class to inform the training center manager of the errors.

Disregard the errors and continue with the course.

Make corrections to the material as the course progresses.

Ask the other learners if anyone understands the question.

Confirm understanding by restating the question.

Ask the learner to stay after class to clarify the question.

Answer the question with the information provided.

Ask the learner to restate the question.

Conduct the class expected by the learners.

Contact the training coordinator and ask for further instructions.

Cancel the class because not enough time was given to prepare for the unexpected subject matter.

Conduct the class according to new material.

Justification for any report critiquing the learning objectives

A final assessment tool to evaluate the learner’s knowledge

A tool toward improving the trainer’s future performance

Evidence to the client that participants learned the topics covered

Lecture

Role play

Discussion

Brainstorm

Inform the students that the question will not be on the test

Explain politely why the question is off topic and move on

Ask the student to research the question

Clarify with the student which topic the question pertains to

Deliver the training and omit overhead projection until a different time of day.

Ask if there is another room available in the facility that will accommodate the course.

Use pages from the easel pad to block light from the windows.

Contact the building’s facilities manager to provide a different projector.

Ask to team teach the course with an expert

Accept the offer contingent upon six weeks of preparation time

Decline the offer based on lack of knowledge of accounting principles

Accept the offer and learn the content by observing accounting experts

Ask a question about a scenario that relates to a subject or process.

Ask a general question followed by more detailed questions on a subject or process.

Ask a basic question and ask the learner to apply a real world answer.

Ask a specific question and then have it redirected to other learners to probe their understanding

Inform the learner that the question can be asked during a break

Answer the question as not doing so may cause the learner to be confused.

Defer the question and assure the learner that it will be covered later in the course.

Inform the learner that the question falls outside of scope and will not be answered.

Regularly asking questions during a course helps to identify those that are paying attention.

Effective use of questions will enhance learners' conceptual understanding; encourage deep thinking and meaningful participation.

Using a variety of questions during instruction prevents anyone in the group from becoming disinterested with the same question types.

Questions asked often during a course will keep learners engaged, it is not important if they do not know the correct answer.

It was appropriate because use of the exercises covered the gap in the timing of the course.

It was appropriate because the students were given a frame of reference upon which to apply what they learned.

It was inappropriate because it placed a heavy burden on students to successfully complete the exercise.

It was inappropriate because it did not offer students a stated learning result applicable to their experience

Offer fee based consulting for the program

Divide the class into groups with similar skill sets

Provide additional material on the technology

Contract for additional training time

Have a time management discussion with the learner after the lecture.

Interrupt the lecture and acknowledge the learner's return.

Stop the lecture and quickly review with the learner.

Continue on with the class and discuss time management with the entire class.

Higher order

Clarifying

Hypothetical

Closed-ended

Appropriate non-verbal communication techniques that help to keep learners focused.

Inappropriate techniques to use during lectures.

Offensive to the learners and should be avoided.

Inappropriate non-verbal communication techniques that is distracting to the learners.

Open

Clarifying

Closed

Probing

Give the learner additional homework to raise their competency level

Adjust the instruction to meet the needs of the learner while ensuring that all learning objectives are met

Excuse the learner from the class and have them check with their supervisor to determine if they had been assigned to the class in error

Administer a pre-test to all learners to see where the learners are ranking with the objectives

The instructor should include more handouts, charts and graphs in the instruction period; this will keep the learner on task.

The instructor should remind the learner of the benefits of one-to-one instruction and that they need to apply themselves more during the instruction periods.

The instructor should assign additional research to the learner; this will increase the learner's familiarity and interest in the subject.

The instructor should strive to find out what interests the learner and incorporate these things into each instruction period.

Explain to the ten participants present that this was not an error on instructor's part, suggest that they speak with the scheduler to voice their concerns.

Conduct individual interviews at the end of the session to provide insight on whether this type of mistake happens frequently.

Inform the client of the discrepancy and begin the course on time.

Suggest to the client that the class be cancelled and rescheduled for another time.

Instruct the client that the course can only be run with the laptop rental fee.

Bring one laptop and a projector to display presentations and demonstrations.

Increase the price of the class and say the laptop usage is free.

Explain the best return on investment (ROI) will be realized by hands-on training.

Know the answer but do not want to share it with the rest of the class

Are indifferent to the question and want to be disruptive to the class

Are uncomfortable with their knowledge of the correct answer

Are interested, invested but considering their response carefully

Prior to a class by the manager of the organization

After signing-up for the class by the training coordinator

Once the class starts by the instructor of the course

Once the class starts by the training coordinator

Prior to signing-up for class by the training coordinator

Have the second instructor perform a self-evaluation.

Have the first instructor provide feedback to the second instructor's teaching techniques.

Report the evaluation to a supervisor and have the instructor replaced.

Have the class re-evaluate the second instructor using an alternate method.

Teach from the revised material and give additional information to complement the material based on instructor's expertise.

Deliver the revised courseware and explain to the learners that other material is available upon request.

Instruct the learners using the revised course material and solicit feedback from the learners about the material.

Inform the learners that the revised material is a good reference but teach from the previous edition of the course.

Ask the learners to request additional training so that this unrelated topic can be covered.

Explain to the learners that as time permits the skill may be covered.

Introduce the new skill topic once the current topic is completed.

Inform the learners that additional material cannot be covered during the class.

Make the class technology requirements available for the learners before the class.

Buy inexpensive sound cards and headphones and ship them to the learners' locations before the class starts.

Pre-write the speaking portion of the presentation. Use the chat function in the virtual classroom, copying and pasting in relevant sections as they are demonstrated on-screen.

Pre-record the speaking portions of the presentation and make them downloadable from the virtual classroom.

Request other learners share their experiences with similar material.

Clearly and concisely answer the learner's question.

Have the learners get into groups and discuss the question.

Guide the learner to answering their own question.

Closed

Hypothetical

Open

Clarifying

Inform the student that the instructor did not write the objectives.

Identify the objective with an explanation of how the assignment meets the objective.

Direct the student to the instructor’s supervisor for discussion.

Remind the student that not all assignments will align with a course objective.

Work with the most competent individuals and ask them to assist others.

Initiate training and try to compensate for the skill deficiencies throughout the lecture.

Initiate training ignoring the original course design and train on the skills that they currently need.

Report the finding to the organization and suggest another training strategy.

Implied agreement

Hands-on activities

Audio recordings

Teacher demonstrations

Clarifying that there are no winners or losers in the classroom

Allowing the student to make multiple attempts at the labs and providing praise for effort

Explaining that the student’s learning disability is the cause of a failure

Providing customized labs that can be completed successfully by the student

Electronic newsletter

Blog

Email

Telephone

Clarifying question

Direct question

Open question

Probing question

Use student-owned mobile phones with projected still images.

Use an electronic student response device for each team in a game.

Use electronic student response devices with a game.

Use presentation remote devices with an online video game.

Inform the students they will need to learn material not covered.

Research and provide supplemental materials approved by the client.

Purchase another vendor’s materials and add it to the client’s bill after the training.

Create a course outline that includes material not covered in the outcomes.

Integrating typed text into visuals.

Explaining online visuals using jargon.

Combining visuals with audio.

Using visual props during presentations.

Ask the student to hold off until the end of the lecture

Interrupt the student and answer the question

Occasionally ask for clarification

Review the objectives

Put the class on break

Start the next lesson

Begin a thorough review of the lesson

Solicit stories from the students

Identify the developer of this topic.

Contact the course developer for corrections.

Create a supplement to the existing material.

Integrate more probing questions to the learners.

Click the No button

Call the tech support line to forward the question

Email the question to the instructor

Send the question over the chat line

Direct the learner to a more introductory course.

Inform the learner’s supervisor of the concerns.

Have the learner take notes during the lessons.

Wait for a required assessment and report the lack of knowledge.

Teaching how but not why

Poor managerial support

Recall in practical situations

Failure of problem-solving training

Put learners together who do not cooperate.

Handle disruptions discreetly.

Encourage respectful interactions.

Abruptly interrupt any conversations that go off topic.

Give close-ended questions to groups.

Put learners of the same level together.

Purchase the equipment and material needed for the training course.

Conduct a needs assessment with the company managers.

Develop the training course and then ask the company to review it for accuracy.

Ask for a list of personnel that will be attending the training.

Make the exam available just before it is to be taken.

Set a password to open the exam during class time.

Make the exam available only on the date specified.

Ask students to keep the password a secret.

Watching a video

Role play

Silent reading

Flip chart exercise

Tell the learner that you are unsure but will email the learner with the answer.

Tell the learner when the topic will be covered.

Direct the learner to consult another student.

Ask the learner why it is important to have this information.

Scenario-based learning

Course surveys

Teach back

Situational interest

Exclusion from a list

Classroom debate.

Group dynamic.

Discussion group.

Online lecture.

Privately ask the student to refrain from this activity.

Divide the class into teams and ask the student to be the moderator.

Ask the student to answer only one question per class.

Call on other students by name.

Learner satisfaction.

Better student evaluations.

Consolidation of the course objectives.

Learner confusion.

Talk to the learners on break and reprimand them.

Do not make eye contact with these learners when looking for answers.

Ignore the learners so they will know not to answer the questions anymore.

Tell the learners to give other learners a chance.

Ask the student to describe to the class how the lab ties in with the topic

Ignore the student; other students need more help

Watch the student in future labs to ensure no cheating is occurring

Quietly comment on how the student has done a good job

Proceed with the course; no additional action is required

Avoid eye contact during the course

Have the friend reschedule their course

During introductions inform the students of the situation

Opportunities for questions and answers

Interpersonal skills

Group involvement

Management of course flow and training activities

Give the three learners various scenarios about how the acquired knowledge will increase their effectiveness.

Ask the three learners to share information they have learned from their real life experiences to the rest of the class.

Ask the three learners to lead discussions and aid the other learners in the class if needed.

Find out what the three learners know and focus on what they might not know about the subject matter.

The students' education level

The students' gender

The students' experience

The students' employer

Viewpoint questions

Open-ended questions

Closed-ended questions

Run-on questions