Read the directions and questions aloud to those students

Allow an aide to stay with and encourage the student

Allow the student to take the test with the student's textbook and notes

Give the test over several short periods

Provide the class with the instructor’s contact information

Designate a time after the session for individuals to print the training manual

Have the group exchange contact information and emails

Provide support documentation via the web

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.

making modifications as needed, while delivering the new version of the courseware.

monitoring the vocabulary and jargon in the material that may not always apply.

providing adequate break time from the training room so the participants can take calls.

meeting the specific objectives of the application and preserving the original course design.

move the desks to block the aisle so that students cannot walk there.

teach the class without using a projector and have it removed.

inform the client and ask to have the cord taped down.

cancel the class because a safe environment cannot be maintained.

Tell the students that this is a necessary skill that will benefit them.

Review the course again emphasizing that this will benefit them.

Ask for examples from other students on how this may benefit them.

Re-teach the lesson emphasizing that this will benefit them.

Inform the learner that interruptions during lecture are not permitted.

Ask someone else to take the learner to the restroom.

Briefly tell the learner how to find the nearest restroom.

Ask the learner if there is a problem.

contact the students to establish a social presence.

start all communication at the pre-defined time to set expectations.

meet with the students in person to cover the format of the training.

ensure the students’ environment is conducive to learning.

Reply that the question is outside the scope of the course, but an answer can be researched after class.

Let the learner know an answer is not known and the topic should not be discussed again.

Ignore the question and move on to the next learning objective.

Open the question to the class as an answer is not available.

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

Ask questions about the material

Start the lesson over

Review the objectives

Ask the assistant instructor to review the material

Find out who the last trainer was and inform the trainer not to work for the client anymore.

Let the client know about the conversation and have them reassure the students.

Approach the students and tell them the last trainer was new and is no longer working for the company.

During the introductions to the class, present certifications and credentials.

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.

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.

Direct the learner to the Internet to get more information

Reschedule the learner for another course

Maintain the current pace and continue to answer questions as needed

Tell the learner to ask all questions at the end of the class