MAPDLE Trainer Development: Analysing trainer talk

 

Photo by Austin Distel on Unsplash

As part of my MAPDLE MA Trainer Development module, I have to complete 3 assignments. One of them is a really interesting option that has been recently added. It involved recording and transcribing one of your own training sessions and then analyzing your trainer talk for supportive features. If you're a trainer, have you ever thought about the impact your talk has on your participants?

The session I chose to record was about how to use authentic materials in your lessons, and it was an online session with four participants. I recorded it on zoom and then used the transcription software, Otter.ai. If you're ever looking for a free transcription tool, I would recommend Otter.ai. Overall, it's pretty accurate, although, of course, you have to go over it carefully and check. There were some ridiculously funny errors! It includes the identification of individual speakers and a time stamp. It's about 80% accurate in my opinion. 

There's not really been a lot written about the topic of trainer talk in the training room, but the literature concerning post-observation feedback talk, as well as teacher talk in the classroom and even learned talk is of relevance, as a lot of it is transferrable.

Wright and Bolitho (2007) believe that 'talk is the core of training activity' and that it helps to support learning in a number of different ways.

Although in many respects, trainer talk is similar to teacher talk in the classroom, there are a number of crucial differences. Trainer talk tends to be more hedging and uncertain in nature, it is very often used to communicate the process of learning (which is not so much the case with teacher talk) and also it has a different metalanguage.

After I had transcribed the session, I analyzed the talk, using Bower's Observation Model (1980). I found this helpful, as it includes seven categories that I was able to group my examples into. These categories are: responding, sociating, organizing, directing, presenting, evaluating, and eliciting. 

The category of organizing is connected to the learning process and includes examples such as informing the participants of the procedure, introducing the session, and setting up the activities. 

Sociating is concerned with creating group cohesion, an inclusive atmosphere, and being empathetic. 

The other categories are related to supporting the participants with the content of the session. A major part of this is questioning of various types. Other features in supporting the participants with the content include: scaffolding and using praise, and evaluating. 

Presenting - or advocatory talk - is something that should ideally be limited, as it is very trainer-centered and just transmits information. 

I found the whole experience enlightening as well as very interesting. Trainer talk is definitely a skill that you have to keep developing continually. It's something that obviously can't be planned to any great extent in advance though, as it's impossible to know how the training will develop and what the participants will say. I was quite relieved to find out that my talk did include many of these features and was supportive in helping the participants to understand both the process and the content, as well as to support the formation of a cohesive and welcoming group atmosphere.

Another time I aim to video record and use that as additional evidence. This would allow for the inclusion of facial expressions, body language, etc, and show in a lot more detail the reaction of the participants. 

I highly recommend you try this process if you are a trainer. It's a good idea to do it a few times, notice particular aspects that are supportive, and then try and consciously use these features.