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This includes not only your preferred methods of delivery, but also how you engage and interact with your students. You may choose to be more formal or less formal, more rigid or more flexible, dispensing knowledge or facilitating learning. Often trainers don’t think deliberately about their philosophy – it simply develops over time; however, there is a real advantage in understanding and defining your philosophy. As a personal aside, I was barely 20 the first time I taught a class as a graduate assistant, and I was 22 when I taught my first class solo (a long time ago now!). I was younger than many of my students at that point, which was a little intimidating. I had to decide how I wanted to run my classroom. I know I had 2 choices, really: I could impose formality and rigidity in an effort to mandate respect; or I could focus on being a flexible and engaging professor who earned the respect of students by demonstrating my knowledge. As anyone in my class can attest, I chose the latter. It is not that one is better than the other with respect to the success of the training; its simply a personal preference and style that suits me.
Write a 500-word essay defining your training philosophy. What is the role and responsibility of the trainer and trainees? As part of this exercise, draft a brief code or “pledge” that you would include in your syllabus to communicate your commitments to your students and your expectations for them. How do you feel that your personal philosophy impacts your efforts to design and administer training?
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