You’ve chosen the best applicants for a training responsibility by ensuring they had the simple ingredients required for success. You’ve helped them develop the skills demanded in the classroom: understanding of the subject matter, faith, knowledge of adult training principles, and performance skills.

But how are they acting? Do they need more practice and coaching, or are they forming a good learning atmosphere and educating learners? You’ll need to evaluate to understand for sure.

Plan to Evaluate
Before you acquire a list of evaluation criteria, decide your goals. You’re still relying on your current trainers to accomplish the assignment for which they were recruited, so you reasonably don’t want to use the evaluation to verify getting rid of one of them.

At this time, you should be reinforcing their improvement by helping them become conscious about their behavior in the classroom and the consequence of action on the students.Your new coach is not seasoned by much practice yet, so encouragement is still essential for his or her self-assurance. Confirming feedback should be accurate and sincere. Constructive criticism should be addressed in a neutral expression and ought to fine-tune the knowledge of the best practices you implemented in your train-the-trainer program. Tie the query to an observable impact on the learners whenever possible, or use it to demonstrate a likely consequence they should try to avoid.One more part of advice before you rest down in the back of the classroom with your red pencil and checklist of guidelines:

Keep it relaxed and non-threatening.

Let your Trainer understand you will be there in a supportive position, to note how well classes are working, and that (by the way) you’ll make any recommendations you think would be useful in future courses.

If this is a regular evaluation for an administrative review, you should share your evaluation criteria with the Trainer in advance. Do your best to downplay your part as a critic—you don’t need to give your trainers grade fright. It would be best if you had converged them on their students, not on you.Evaluation standards

There are many references where you can get lists of criteria against which to rate instructors in the classroom. The Complete Computer Trainer, by Paul Clothier, gives a reliable and straightforward list, along with the right guidance on how to do the evaluation.

Here’s an evaluation checklist I put collectively from various sources, edited for use with beginning instructors.Classroom presentation

  • Was the classroom clean, attractive, inviting?
  • Were trainee workstations ready when class began?

Use of aspirations

  • Were the session’s goals clearly stated?
  • Did learners understand what they implied to be doing that day?

Class command

  • Was the teacher in the room 15 minutes before the session was scheduled to start?
  • Did the teacher greet the students as they came in and make them feel grateful?
  • Did the class begin on time?
  • Did the instructor give an accurate time for breaks? Did class commence on time after breaks?

Emphasis on instruction

  • Did the instructor use the text or lesson plan?
  • Did the lecturer use good judgment in transforming the lesson plan to fit the majority of
  • learners?
  • Before explaining to students how to do a task, did the instructor narrate the topic or present a practical application?
  • Were clear?
  • Is the guidance given before each task? Did the instructor suggest students use other elements and resources to help them with the exercises?
  • Did the instructor combine the significant points of a session, building a link between the ordinary and new, thereby giving the learner a feeling of completion?

Performance skills

  • How well did the instructor use visible aids (flip chart, whiteboard, projector, etc.) to help students understand the text presented? Were they clear and visible to all learners in the room?
  • How greatly did the instructor’s voice project to the end of the room?
  • Did students seem bored because the pace was too quiet or frustrated because it was too hasty?
  • Did the lecturer use verbal and visual cues collectively to meet the requirements of various input preferences among the learners?
  • Did the lecturer use the book manual as an essential part of the class?

Learner participation

  • Did the teacher ask questions?
  • Did the instructor give learners sufficient time to form and ask questions before
  • Proceeding?
  • Did the instructor
  • ask relevant review questions
  • At suitable times?
  • Did the teacher promote participation from all learners?

Train The Trainer