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Teaching adult learners can be incredibly rewarding, but it also comes with its own set of challenges. Sometimes, we are faced with difficult participants in the classroom. You’ve got the prisoner, latecomer, sleeper, know-it-all, sidebar chatter, bored, confused, domineering, challenger, and preoccupied, just to name a few.
So, what’s a trainer to do?
First, let’s think about how we can prevent this from happening in the first place. You’ve likely heard the expression, “An ounce of prevention is worth a pound of cure!”
1. Create a respectful and inclusive environment where every learner feels valued and heard.
2. Clearly outline your expectations regarding participation and behavior right from the start.
3. Incorporate practical and relevant content that is directly applicable to their jobs.
4. Engage learners with active learning techniques such as group discussions, case studies, and hands-on activities.
Unfortunately, even if we are proactive, we can still experience difficult behaviors in our class.
Let’s use the prisoner as an example. You know the type—the person who would rather be ANY OTHER PLACE than in training. Maybe it’s a mandatory class, like OSHA compliance training, as per the Occupational Safety and Health Administration. Come to think of it, I wouldn’t be too excited for that class either.
Well, we always begin with subtle, non-confrontational techniques. For example, if I know ahead of time most of the learners are feeling resistant, I acknowledge their concerns at the outset. I allow them to vent at the beginning of class. Now, mind you, not for the entire class. Perhaps the first 5-10 minutes. Then I ask, “Can this be changed? Yes, or no?” If the answer is no, I follow up with this question: “How can we improve our acceptance of it?” In other words, “I’ve heard your concerns. Let’s try to make the best of this situation.” At the end of the day, people want to feel acknowledged and understood.
Next, I would follow this up with other behavior management techniques like sharing the benefits of the session and asking the learners to help me with simple tasks such as distributing materials. The best way to make a friend is to ask that person for a favor and to thank them for their help.
We also like to use positive reinforcers, if possible, along the way. Studies show that people respond better to praise of their positive behaviors versus punishment of their negative ones. If all else fails, as a last resort, I would have a one-on-one private conversation with the participant outlining my concerns.
Dealing with difficult participants is what I dread most as a trainer, but I have learned over the years to resist the urge to become defensive and/or jump to conclusions. Bottom line: for all difficult participants, something is keeping them from learning.
Years ago, my colleague shared an insightful quote that really resonated with me. “Find out the pain they’re in before dealing with the pain they’re causing.” Our job, as trainers, is to do our best to remove those barriers so they, and others, can learn.
Dealing with difficult learners requires patience, empathy, and a strategic approach. Check out part two of this article where I break down our 6-step model to deal with any difficult participant, including the best language to use during the private, one-on-one conversation.
For an arsenal of techniques to handle difficult behaviors, as well as ways to create an enjoyable, successful learning experience, our Instructional Techniques for New Instructors workshop has you covered.
What do you do when dealing with prisoners or other difficult participants?
This article was first published March 29, 2022
