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

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.

Providing opportunities for learner and group banter.

Encouraging interactions respectful of individual learners.

Reconciling learner discrepancies as a group.

Communicating learner performance with other groups.

Decide what skills they will achieve

Develop their concepts around the objective

Decide the objectives

Determine how they learn

Authentic assessment

Learning

Skill transfer

Active listening

Inform the class that they need to move on to new material.

Take the learner's questions into private chat.

Use the learner's questions to reinforce the material for the entire class.

Recommend the learner seek outside tutoring.

The instructor is establishing credibility and using appropriate communication skills.

The instructor should avoid using jargon and acronyms before explaining them because it could confuse the learners.

The instructor is establishing credibility but is not using appropriate communication skills.

By using jargon and acronyms the instructor is being arrogant and showing off their skill level in the subject matter.

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.

Tell the learner that their fears are unfounded and to relax.

Inform the learner they will receive from the course what they put into it.

Remind the learner that the course is designed for their level and they should do fine.

Offer to speak to the learner's supervisor.

Making the training relevant to the learner and their job.

Showing how the training will benefit the learners.

Allowing the learners to set their own goals.

Guiding their time to get the most out of the class.

Lecturing as the primary form of course communication.

Determine and apply appropriate motivational strategies for the learner.

Wait and monitor learner progress during training.

Confirm the communication identifies the need for clarification or feedback.

Maintain a consistent behavior with all learners.

Slow the pace of the training down to ensure all the learners are learning at the same level.

Maintain the same pace of the class and work individually with the less experienced learners.

Suggest the learners retake the course again at a later time when they have more experience.

Allow the less experienced learners to have additional lab time before or after class.

Mute the participant and use private chat to ask if they are ready to proceed

Laugh audibly and then comment that the instructor's dog also barks during sessions

Allow the distraction to continue until the participant is finished presenting the point

Interrupt the participant mid-sentence and scold the participant

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.

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.