I'm in a giving mood. I usually get paid fairly well for the following tidbits, but hey. *heh*

Please note...none of these are specific to training someone to fly an RC airplane. They're simply a few highlights taken from a successful "Train the Trainer" course...in other words, input on training, not training -_______. Use them or discard them as you wish.

1) Know your student.

This doesn't mean "That's Bob. I know him."...it means know your student. What are his (other, in this case) hobbies? Are they 'technical', like electronics, car repair, audio/video, etc. If so, he's likely to favor the "why" behind the "what". Are they more "creative", like woodworking, painting, etc? Those guys tend to favor the 'how' more than the 'why'.

What's his personality? Outgoing talkative types tend to enjoy exploring the "other stuff". They like to think about the ramifications of one thing on another. "Hey, if that's true, then would this be true too?" The quieter folks frequently appreciate the straight facts, move on.

Look for background that indicates order, organization, or a 'regimented' life. Military, financial industry folks, that sort of thing. They'll frequently like courses that have lots of structure, and move in a known sequence from lesson 1 to lesson 2 to lesson 3. Find someone who's a bit more of a "free spirit", or more spontaneous, and they'll frequently feel "cramped" or "stifled" by such a regimen.

2) Know your subject

You'd think this would go without saying, but you'd be surprised at the number of folks who really don't. This is one of the most common things you'll hear, and indeed, have probably said it about some instructor in your own life. "He knows the book,but doesn't REALLY know the product/subject/technology."

In whatever way is appropriate, dissect your subject. if it's a mechanical device, take it apart...find out how it actually works, what makes it tick. If it's a concept, don't settle for "2+2=4", PROVE it. Know the mechanisms, formulas, or science behind it.

3) Don't be afraid to learn.

It's been said that the best way to learn something is by teaching it to others. While it may not be the BEST way, it sure ain't a bad one. Do NOT be afraid to learn as you go.

The trick to learning as you go is to work your new knowledge into the lesson...RIGHT THEN if you can, the next time you teach it if you can't.

4) Have a style, and make it your own.

If you want to "teach like _____" that's fine. But you're NOT ______...don't try to be. Steal elements from his/her classroom if you wish, but don't try to BE that person. You do yourself AND your students a disservice if you do. See the comments below about individuals.

5) Don't start with a roadmap...start with an endpoint, and a bag of tricks to get there.

Too many people feel that something MUST be taght a certain way, or in a certain order, or whatever. Bah. Know what the end result should be. Student should be able to demonstrate these skills, or this task, or pass this exam, or fix that machine. If you've done #1 and #2, then you'll have a nearly infinite supply of "tricks", teachable moments, lessons, examples, or tools to convey the skills to them.

In short, be prepared AND able to toss "the book" aside, and actually TEACH. ANYONE can read to a class from a textbook...true teachers CONVEY KNOWLEDGE.

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Now, you'll notice, I didn't say a WORD about many of the "common rules" of teaching. Nothing about patience, for example.

That's because you are unique, and so is every one of your students. I can show you some WORLD CLASS instructors without an ounce of patience...and their students worship them. Not every student WANTS a "patient, kind instructor". They feel that the "patience" spent on other students or topics detracts from the flow, or the "back and forth" they may have established with the instructor.

Others want an instructor who will explain something 100 times if necessary. To them, the sign of a "good" instructor is someone who will hold their hand until the subject is mastered....even if that means delaying other lessons.

That's why "patience"...and a host of other supposedly "valuable" traits simply aren't mentioned...because THEY AREN'T NECESSARY. Will you be better able to teach a wider variety or type of student if you possess them? Perhaps. Then again, if you're good enough, you might even get away with being completely void of some of those traits.

The point here is this : EVERY single student is different...as is every instructor. Do NOT feel like you MUST be able to reach every student that ever comes your way. Set a style for yourself, and reward those students who can benefit from it. Over time, your style will expand of its own accord, and more students will be in your reach.

Finally...and this is THE single biggest lesson I EVER teach to trainers....

The idea that you "must establish credibility" early on is complete and utter garbage. It is not only a myth, it is downright HARMFUL in a classroom. It wastes time, energy, money, and actually DEFEATS ITS OWN PURPOSE.

You're an instructor. The student(s) before you have given committed money, time, or effort (frequently all 3) in order to be in your classroom. When they walk into that room, it is YOUR NAME on the door, on the clss schedule, on their transcript, whatever. They are attending "Subject X Taught By YOU"

That "YOU" is your credibility. The very fact that whoever is in charge of such things has deemed you worthy of teaching Subject X means you are presumed capable. Indeed, if you spend any time "establishing" your credibility by discussing your qualifications, awards, certifications, or experience, you are COSTING YOURSELF THE VERY CREDIBILITY YOU SEEK. "Why", your students will wonder, "is he telling us all of this. You're the teacher, I'd HOPE you know this stuff..you don't need to make sure I know you do."

In short...you CAN NOT "establish credibility"...you can only destroy it.

Walk into the room prepared to teach, and teach. By the time it dawns on anyone to "question your credibility", you will have already demonstrated it many times over.

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Like I said above...yours for the taking if you wish. I will, however, leave you with one last bit of wisdom that, imo, isn't a "take it or leave it" proposition, but simply a truism:

If, after seeing your first student accomplish something, you don't get a bigger charge out of it thn you did the first time YOU accomplished it, teaching ain't for you.