29) Ask them what they want to get out of the class.
28) I engage them by asking specific questions t them and using their name.
I allow them to be a lead in an activity; sometimes they just need encouragement.
I place them with others who are positive and have more knowledge so they can learn from others and not just from me.
27) Identify what's in it for them to learn the material
26) While you want to avoid confronting them, it often is best to enlist those who are your fan base to reach out to them or someone who they do connect with to possibly bring them into the process. Sometime humor and small good faith efforts help. Also figuring out and acknowledging their source of resistance can help unlock their holding back.
25) Doug: We use a lot of table group discussions and rotate the table leader for each round so everyone is leader at least once during the class. We also acknowledge everyone's contributions with a positive spin, even if it doesn't totally match what we are looking for or expecting. Try to make it a "safe" environment.
24) engage in conversation...not necessarily about the training directly
23) We require that a learner has his or her leader's approval before participating in our corporate university classes. We send pre- and class emails to learners' leaders, giving them instructions on objectives for the class and the pre-assignment we expect learners to bring with them to class. Learners are asked to share their post-assignments with the instructor and with the leader. In class, one of the best ways to involve the reluctant learner is to include opportunities for break-out discussions that report in to the main group during the debrief. It's almost a guarantee that others within the break-out group will expect participation from everyone.
22) I held a training class and there was one gentleman in the back of the room. Instantly I could see that he was not participating in the group activities. He was an older gentleman - perhaps about 62 years old. I walked up to him during an activity and asked him why he wasn't participating. He said, "I didn't come here to play games." I told him that was fine - that all of us learn differently and that if he was uncomfortable participating, I was okay with that. So, I asked him how he liked to learn, and he said he liked quizzes. I said "okay" - and rolled out a series of questions along with a "pop" quiz during the next exercise. He was hooked from there and became one of the most interactive attendees of the class!
21) Write/Pair/Share
Nominal Group
Speaking to the RL privately at break
Standing near the RL really cuts down the side-bars-texting and distracting activities.
20) Focus on how the learner can help you in the classroom. Maybe they have an area of expertise they can share. Maybe they are a subject matter expert and can help you with the instruction. Show them that you appreciate what they bring to the class and you could use their help.
19) acknowledge their experience and get them involved.
18) Try to connect with them on a personal level. We change for those we care about.
17) try to engage them in some discussion where they are the expert and can share their knowledge, then reward them.
16) I need to find out why the learner is reluctant then find a way to prove that what I'm teaching will satisfy a need/want of the learner's so they will decide for themselves that learning the info is worthwhile. Sometimes we can take the reluctant learners concerns and have their peers give answers as to why they find the training valuable. The peers may do the job of convincing the reluctant learner so that I don't have to, this also helps to cement the willingness of the peers to learn.
15) I am working with adults, some don’t like to play or participate and others want to run the class, both have needs and I believe if the room is safe, everyone wins. Reluctant is not disruptive, and if the group allows disruptive activity there is no safety to join in. It is my job to guide with modeling positive opportunity with rewards.
14) Start by engaging those around the relunctant learner. Make sure you ask what it is that they hope to get out of the session from those around the learner and make sure you highlight these things, that way they cannot take their negativity to the others around them. They may come around or they may leave, but they usually keep their negativity to themselves because those around them are getting what they came for.
13) Find/ask them what is one thing they would like to learn about the topic, then deliver!
Get them involved in the conversation - sometimes they are reluctant because they feel the training isn't up to their experience level - if so, ask them to contribute or how they might handle a situation, or what their experience has been.
12) Reluctant participants give us a valuable gift by providing feedback. Obviously, there is a disconnect between what these participants perceive to be their needs and what we think they need. This is a motivational problem that requires immediate attention.
11) I trust my participants and my training activity. Unless there is a major emergency, I find that most groups are self-correcting social systems. I'd rather have some active hecklers in the group than a bunch of passive aggressive characters.
10) In the opening beats of a session, I'll mention different types of learners (i.e., reluctant, prisoner, tourist, engaged). I put the responsibility on the participant by stating that they get to choose which they want to be, and encourage them get a return on the investment of time they're about to make.
9) Nigel - I find that if I make a personal connection with reluctant learners they sometimes become keen learners. The connection can start with a few words over tea followed by an offer of my help during a training activity to asking them for feedback on the workshop.
8) 1. Reshuffle the crowd and ensure that those not interested arent sitting together
2. Get them nearer to the instructor
3. Ask them questions / views constantly
4. Make them the leaders for any group activity to ensure involvment
5. Ask the person to stand at the podium and share some story etc
7) ask questions, assign partner
6) Let them lead a group with one of the training modules.
5) start interaction with positive observation.
with reluctant learner.
prefer their opinion on related topics.
give sugesstions to change the atitude based on other trainees experiances.
show the differnce in outcome with proper implementation.
pratibha kamath
4) Most importantly I do not want everyone else to focus on the "negative" person. I want everyone to focus on the positives. As soon as the "negative" gets attention it wil grow and the attitude might be passed on.
TO help the negative learner I mjight engage them in a way that makes them seem competent, or if that fails have a quiet chat on the side and ask what is going on. If there is no solution I might ask him or her to leave.
It has all happened to me before and it seems to work well. It all dpeends on the group size of cause. Oh, and who the person in question is. He better not be the client....
3) I let participants move at their own pace. As long as their interactions do not negatively affect others. On one occasion I did confront a participant who was disrupting the class. I invited him to consider leaving if the class was not increasing his possibilities for effective action.
2) fhyh
1) From my colleagues in corporate adventure training, I learned the concept of "participation by choice". At the beginning of the session, I explain that nobody is required to participate unless they want to. I also tell the participants that if they have something more important to do, they have the full freedom to leave the class.