So what happens when you have presented an topic, and it isn't getting across? Are you prepared to cover the topic again...and again if necessary to achieve understanding?
We all have challenges like this. Certain learners just don't understand what we are trying to say. How do you handle it? Well let's talk about some ways to diagnose the situation, and then reach that level of understanding the learner requires.
First things first, don't assess blame. It is really (and I mean REALLY) easy to assume you are doing everything right and this learner just doesn't get it. Admit it. I believe we have all thought that. Usually at the end of the day, after a long class. It is easy to blame. Don't! It's wrong and you know it. As they say about all start athletes, this is what you are paid for. Think of this as a challenge and take it on. I know you will feel rewarded for the effort. 
Once you have gotten yourself out of the matter, let's look at what we can do to get the point across. Remember, different learners learn differently; so to assume your one way of teaching will always work is a mistake.
So what type of learning are we dealing with; auditory? visual? tactile? thrill oriented? (We won't discuss the last type here, as I don't want to cover what it will take to give this learner the thrill required to learn this stuff!)
Chances are pretty good that the learner in question is not an auditory learner. These are the folks that are most comfortable in a lecture class, listening to learn. Trainer over the last several hundred years has focused on the auditory learner, and my guess is that your class has plenty of lecture. We can help it, only in the last 75 or so years have we really began to focus on different learning styles. There is plenty for the auditory learner in most all training classes designed today.
What about auditory learners? Well, pretty obvious. Use a projector to show the process, several times if necessary. The challenge is to get the learner to focus on what you are doing. Make sure they are watching, only watching, while you present. If necessary, sit next to the learning in question and have them watch. You see, a lot of visual learners need time to focus on one thing. There is a lot going on, and they may be distracted. The same is true with all learners, but it seems that visual learners have the most trouble with this. 
Now to the tactile (I call the active) learners. They need to try, to do, to move. These are the folks that take things apart and hope to remember how to put them back together. Frustrating? Yes, but they are important to several fields in industry today. Well, let them drive. Sit behind them and direct them only when they get stuck. Have them practice again and again. As they get more and more comfortable, remind them of the process, so they can see how both come together.
You can often mix a presentation to your Kronos class to incorporate several learning styles. In the past, I have reviewed a topic by showing it on a project, but only moving forward at the direction of the class, forcing them to take me from step to step. This works well with visual and tactile learners. I have incorporated "mini exercises" in a class, asking learners to do a quick process that isn't in the book. This will really keep tactile learners abreast of what is going on.
There are lots of ways to keep these different learners occupied and interested in class. I have mentioned only a few. I would love to hear what you do to keep these learners focused and, well, learning. Please send me a note with your ideas at dlambrigger@improvizations.com. I look forward to hearing from you.
Good luck on your Kronos training implementation.
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