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

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

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.

A pre-class and post-class assessment

A verbal quiz to be given at the end of each course topic

A comprehensive lab that incorporates all of the skills taught in the course

A written exam to be given at the completion of the course

Answer the question in short form, citing where it was covered previously.

Redirect the question to the class, and allow other learners to answer.

Provide a more in-depth answer to the question so that the rest of the learners gain more from the discussion.

Ask the learner to remain after class to review the material that was already covered.

So it is just out of reach of all the learners.

So it is reasonably achievable by everybody.

Low enough that everyone succeeds.

So only the best can achieve it.

Ask the sponsors of the program to release an employee communication plan regarding the changes

Develop a plan for how to overcome the likely resistance in the classroom.

Talk to a few employees who will be attending the session to get their take on the changes.

Continue to prepare for the course as planned.

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.

Learning is enhanced through interaction and conversation

Designate someone in the group to be the leader

The group's individual knowledge of the members of the group

The amount of time it takes for each group to solve an issue

Wait for the updated curriculum from the regularly scheduled developer review.

Make revisions and changes to the existing materials and activities so the materials will be more effective for subsequent courses.

Report recommended revisions and changes to existing materials, and make suggestions for new programs and activities as appropriate.

Inform the developer each time an improvement needs to be made so the change can be implemented immediately

Use closed-ended questions to not intimidate any of the learners.

Use interesting questions to make the material significant.

Tell them that their performance will be reported at the end of the session.

Change the course to all labs so learners stay focused.

A benefit to the visual learner.

Distracting to the learner.

An excellent use of training materials.

A creative use of resources.

The instructor's contract manager because pre-course student assessments should have addressed this need.

The instructor because a pre-course classroom setup assessment should have been conducted.

The client's training manager because they should know how to properly deliver this training.

The client's training coordinator because they should setup that class according to delivery method normally used for the topic.

Review the presentation in more detail.

Hand out copies of the procedure from the slide presentation.

Ask probing questions to trigger the learner's memory of the procedure.

Quickly lead the learners in a question and answer session.

Stop the class and ask if there were any problems with the instruction of the class.

Pull individuals aside to identify reasons for lack of participation.

Inform the class that everyone needs to participate to pass the class.

Assign small groups and give each a task.