What can and can’t I do?

Tuesday, 20 December 2016 by

It is very useful to know what is appropriate behavior and compare it with inadequate one. For example, “In this area we need to wear boots and sandals are prohibited” or “you need to speak with respect, we can not scream.” By having both behaviors next to each other we can compare them and therefore

What’s the question?

Tuesday, 13 December 2016 by

Usually exams are full of questions. What if we give answers instead of questions? Think of phrases or 10 possible correct answers and ask participants who will take the test to think what could be the question to such an answer. For example, “15 years” and the question that the participants should make would be

Don’t know!

Tuesday, 06 December 2016 by

I love it when I do not know the answer to a question. I love because it means that participants are really taking their learning seriously and they are not sticking just to the superficialialities. Ask participants to ask you tough questions. Give them some time to come up with challenging questions within their group.

Questions for them and for you

Tuesday, 29 November 2016 by

When convening participants to a training, it is very important that you explain the objectives of the course and what they will learn. To encourage that they actual look forward to joining, ask every participant to come up with 3 questions that they want answered in class. Make this exercise mandatory. Collect all questions and

Your comfort zone

Tuesday, 22 November 2016 by

Distribute among participants sheets of paper with a large circle drawn in the center. Asks each to draw their comfort zone. What does that mean? Well, within the circle they will draw those things that feel comfortable doing and outside the circle those things that they feel unable to do or makes them feel uncomfortable.

Hats

Tuesday, 15 November 2016 by

Bring two hats to class: a green one and a black one. Propose a challenge to participants, a challenge that they have to overcome. Ask participants to come up with concrete actions to face this challenge. Tell them that the important thing is to generate a lot of ideas and not to assess whether they

Just for fun

Tuesday, 08 November 2016 by

Although we create a safe environment in class in which participants feel comfortable to express themselves, share concerns and even make mistakes, participants feel closer to the trainer or facilitator during the breaks. Try to lunch with participants or spend some time during the breaks chatting to them. It is true that breaks are important

3 days 3 things

Tuesday, 25 October 2016 by

Believe it or not participants are very observant. They observe our body language, how we dress and all the elements that we bring to class. They are so observant that most of the time they think “what will she bring tomorrow?” You could play with that curiosity participants have and bring items to class. For

How are you doing?

Tuesday, 06 September 2016 by

I was recently in a factory where each department measured the number of incidents or deviations from occupational safety and health standards that had been identified. Thus, each month you could see how the standards were fulfilled in each department and what were the causes of deviation. To motivate each department, those with fewer deviations

What can and can’t I do? Copy

Monday, 05 September 2016 by

It is very useful to know what is appropriate behavior and compare it with inadequate one. For example, “In this area we need to wear boots and sandals are prohibited” or “you need to speak with respect, we can not scream.” By having both behaviors next to each other we can compare them and therefore

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