TK0-201 CTT+ Exam (Certified Technical) Questions and Answers

Disable the chat feature to avoid interruptions by learners

Review the policy on proper etiquette for online chat

Post the lesson online for learners to view

Have learners podcast their comments to the instructor

The trainer should never speak while any students are chatting.

Because some students are distracted by the chat area, they should never chat while the trainer is teaching.

The students must know that the chat area is public.

Spelling must be checked before sending anything in the chat area.

Ask the learners if they have any questions

Ask the learners to introduce themselves

Tell a story to humor the learners

Review all of the learning objectives and start teaching the course

Ask the learner to complete multiple-choice quizzes.

Ask the learner to write a summary.

Ask the learner to complete short-answer questions.

Ask the learner to take a timed comprehensive exam.

Assigned seating

Instructor-led feature/benefit discussions

Fill-in-the-blank

Use closed questions

Game show using buzzer devices

Skip the first three chapters of the material and spend more time on the remaining material.

Skip the first three chapters of the material and reduce the length of the course accordingly,

Quickly cover the first three chapters of the material ensuring the learners actually know it.

Follow the syllabus and pre-set time table as the course has been designed.

Attempt to quickly fix the projector.

Move the class to another room.

Take a class break and find another projector.

Cancel the class and reschedule for a later date.

Purchase small USB drives that support encryption. Place the file on each USB drive and then ship the drives to the learners prior to the class.

Place the file on a media share website. Email the learners a link to the location of the document and ask them to download it prior to the class.

Print copies of the document and mail them to the learners prior to the class. Refer to the printed document during the virtual class session, and display it in the presentation.

Email the document prior to the class and have the learners figure out how to access it with limited bandwidth.

Use markup tools (e.g. highlighter) to guide the learners focus.

Record as much as possible ahead of time to avoid misspeaking.

Use open-ended questions to facilitate discussion.

Only use live video as a backup plan due to bandwidth restrictions.

Ask the student to describe to the class how the lab ties in with the topic

Ignore the student; other students need more help

Watch the student in future labs to ensure no cheating is occurring

Quietly comment on how the student has done a good job

In a cluster with other, similar skills

Just in time for the learner to apply it

As part of a summary of related skills

As part of a review session prior to an examination

Give an advanced activity to the other learners and re-teach the morning activity to the learner who has not mastered the concepts.

Re-teach the concepts taught in the morning session to the class, but use different handouts.

Pair the learner with one of the more advanced learners who likes to share knowledge.

Continue to teach the course as outlined, and after class offer to help the learner who has not mastered the concepts.

Create an evaluation that covers the course objectives to gauge the learners’ level of understanding

Create an evaluation for the learners to evaluate the other learners’ understanding of the material

Create an evaluation of how well the trainer is performing to gauge the trainer’s delivery methods

Create an evaluation of the learning environment to understand if it is affecting the learners

Ask all participants to ensure that their microphones are muted

Use private chat to address the issue with the distracting participant

Ask an overhead question to identify the distracting participant

Address all participants humorously to avoid embarrassing the distracting participant

Use the public chat tool to point out the distracting participant

Providing name cards on the tables before class begins

Removing the coffee pot and tea pot from the room before the class begins

Removing all coins and keys from pockets

Creating all flip chart pages ahead of time

Four weeks before the end of the course to allow time for processing

At least two weeks before the end of the course

Within the last week of the course

At the beginning and end of the course for comparison purposes

Meet with the student outside of class to discuss their interruption.

Direct the student to the course developer.

Explain that the course is pre-built and cannot be changed.

As time permits, include information about the missing objective.

The course website had not been updated with the course enrollment.

The files sent exceeded the email server’s limit.

The download site for the files requires students to log in.

The trainer used their personal email address.

Learners may not know the answer to the specific question.

The question was not directed to a specific student to answer.

The trainer is pausing too long for a response.

Closed-end questions do not require answers.

Slow the pace of the training down to ensure all the learners are learning at the same level.

Maintain the same pace of the class and work individually with the less experienced learners.

Suggest the learners retake the course again at a later time when they have more experience.

Allow the less experienced learners to have additional lab time before or after class.

Review or revisit call center standards.

Create a special session just for the managers.

Provide a cheat sheet for the add-on products.

Monitor the agents for a week to truly understand their world.

Cover it just like the other material

Use a monotone delivery method

Change the pitch of delivery

Highlight in the instructor's manual

Use more pronounced hand gestures

Closed questions.

Hypothetical questioning.

Higher-order questioning.

Probing questions.

Building a model of success socially

Exploitation of personal interests

Using criterion-referenced learning

Utilization of situational awareness

Use the administrator control panel in the virtual classroom client to cut off access for the irate user until the learner is calm.

Send the user a private chat message explaining the concept better and add a positive emoticon to calm the learner.

Reply to the class and ask the class to use appropriate netiquette when responding to any messages.

Rephrase the comment into an anonymous question in case other learners are confused and discuss as a group.

Mute the participant and use private chat to ask if they are ready to proceed

Laugh audibly and then comment that the instructor's dog also barks during sessions

Allow the distraction to continue until the participant is finished presenting the point

Interrupt the participant mid-sentence and scold the participant

Discuss the missing material with the client

Teach the material as-is per the contract

Add additional material into the class as needed

Create an end-of-class handout with additional information

Purchase additional content from another vendor

Dismiss class early once a month.

Offer snacks and refreshments.

Vary learning activities every hour.

Provide more frequent breaks.

Create opportunities for learners to contribute to the discussion

Plan and use a variety of reinforcement techniques during training

Adapt learning methods as intended by the course designers

Enhance, substitute or create media as appropriate

Inform the customer that updated material is available.

Ask the learners if they want to use the old material or the new material,

Use the present material because the learners will not know the difference.

Modify the material to meet current standards and teach the class.

Authentic assessment

Learning

Skill transfer

Active listening

Ask the learner to sit closer to the whiteboard so it can be seen easier.

Approach the learner during lunch to see if the material is being understood.

Ask one of the advanced learners to check on the frustrated learner.

Give the learner homework to see if they understand the lesson.

Call the learner to the front of the class to explain some of the material.

Send the trainer to a Train-The-Trainer workshop for the content area being taught.

Record video of a class and evaluate it with a more experienced instructor.

Record audio of a class and evaluate it with a more experienced instructor.

Discuss the metrics that are currently being used and provide additional measures of performance.

Give the class an extra break to refocus the group.

Finish the conversation and adjust the remaining class time and objectives.

Guide the discussion back to the objective.

Overlook the off-topic conversation and continue with the discussion.

Brainstorm

Lecture

Role play

Virtual

Implied agreement

Hands-on activities

Audio recordings

Teacher demonstrations

Teach the course as it was designed by the development team.

Remove the content and expand on other objectives.

Explain the need for the content to the organization.

Replace the content with an unwritten topic.

Distracting questions from other learners

Surroundings of the distant learner

Inappropriate comments in chat

Motivation of the learners in the class

It measures the application of the skills taught.

It validates the quality of the course material.

It requires the learners to use what they learned.

It helps to reinforce the learning concepts.

Use jokes to build a personal connection to the learners.

Post evaluation scores to encourage competition.

Add the students to the trainer's personal social networks.

Have students post a photo or avatar to represent themselves.

send each participant an email quiz on the steps of the model two weeks after class.

provide each participant with a laminated job aid which outlines all the steps of the model.

ask that the participants call the instructor within one week to inform the instructor how they are using the model.

ask that each participant’s manager discusses the class content with their employee.

Immediate results.

Better grades in class.

Competition with others.

Improvement over time.

Matching

Fill in the blank

Multiple choice

Essay function

Give the students a paper quiz.

Ask students at breaks if they are learning anything.

Ask the students probing questions by name.

Send a message to their managers explaining they are not responding.

Classroom debate.

Group dynamic.

Discussion group.

Online lecture.

Give the learners a break so they refresh themselves

Ask learners if they have any questions about the material

Conduct a review of the material to assess what the learners have retained

Use a variety of delivery methods to reinforce training and motivate learners

Request the client to use a known book

Search the publishers’ website for current errata

Postpone the session

Contact the book author requesting changes to the book

Use of information in terms of existing experiences.

Only instance where humor is accepted.

Insertion of examples the learners are unfamiliar with.

Way to concentrate all learners on the objective.

Meet with each participant at break time and after class to address individual needs.

Make a list of all the participants' suggestions for the course.

Communicate clearly what the course will and will not address.

Change the course content to meet the participants' expressed needs.

A pre-class and post-class assessment

A verbal quiz to be given at the end of each course topic

A comprehensive lab that incorporates all of the skills taught in the course

A written exam to be given at the completion of the course

Evaluating the course and modifications made during the course

Giving the learners a grade

To emphasize the amount of work the learners did

Use to report the work to the learners supervisors

Ask the sponsors of the program to release an employee communication plan regarding the changes

Develop a plan for how to overcome the likely resistance in the classroom.

Talk to a few employees who will be attending the session to get their take on the changes.

Continue to prepare for the course as planned.

So it is just out of reach of all the learners.

So it is reasonably achievable by everybody.

Low enough that everyone succeeds.

So only the best can achieve it.

Do not respond to the two learners and continue with the class.

Smile and call on the two learners very frequently.

Keep eye contact with the learners and spend time with them after class.

Speak louder to the two learners when explaining.

Answer the question immediately so it will not hang in the background distracting others

Inform the student that it is an off-topic question and has no place within the material

Redirect the question to another learner so their knowledge can be shared with the class

Defer the question, promising to get back to it as soon as is reasonable

The trainer asks a specific learner to answer the question.

The trainer asks if anyone in the class knows the answer.

The trainer answers the question.

The trainer asks all learners to read a specific page in the textbook.

Instructional relevancy

Frequent assessments to gauge understanding

Cost of the course

Prior knowledge of the learners

Direct the learner to the Internet to get more information

Reschedule the learner for another course

Maintain the current pace and continue to answer questions as needed

Tell the learner to ask all questions at the end of the class

review all the materials in all the previous sessions.

outline the material to be covered in that session.

set up the students’ computers.

ask the students to introduce themselves.

Choose several delivery methods.

Ask for audience feedback during breaks.

Revise the content of training from session to session.

Review data and comments from surveys.

Provide quizzes and written exams on the learning objectives

Conduct practical applications and role plays

Ask the learners to complete an end-of-course critique

Encourage the learners to ask questions

Review the learning objectives periodically during training

Ask the other learners if anyone understands the question.

Confirm understanding by restating the question.

Ask the learner to stay after class to clarify the question.

Answer the question with the information provided.

Ask the learner to restate the question.

move the desks to block the aisle so that students cannot walk there.

teach the class without using a projector and have it removed.

inform the client and ask to have the cord taped down.

cancel the class because a safe environment cannot be maintained.

Use real world examples that relate to the information.

Give a writing assignment on the information.

Give the class a pop quiz on the information.

Tell the class to pay attention.

enhancing and engaging learners through appropriate anecdotes stories and analogies.

opening a training session and facilitating group activity in a positive way.

handling relevant learner inquiries on topics for which the trainer has less expertise.

using activities and media to support learning objectives to handle minor problems.

keep the learners engaged.

monitor learners’ progress.

speed up the pace of the lesson.

enrich the course content.

Provide the class with the instructor’s contact information

Designate a time after the session for individuals to print the training manual

Have the group exchange contact information and emails

Provide support documentation via the web

Repeat the explanation of the topic.

Use a real-world reference.

Use humor to explain the topic.

Start asking the learners closed-ended questions about the topic.

Slow the pace of the class to meet the needs of the learner.

Ask the learner to keep up with the person next to them.

Ask the learner to answer more questions than other classmates.

During a break, discuss challenges with the learner.

Right hand moving parallel to the floor

A fist with the index finger extended upward

Using both hands out front, palm to palm and spreading them slowly apart

A closed fist

Adjust the pace of the training and check periodically with the participants to see if further adjustments need to be made.

Set expectations for the training at the beginning so the participants will know what pace to expect.

Continue the training as delivered because the leader’s guide was followed and that is what was most important.

Test participants at the beginning of the course and exempt anyone who makes a predetermined score.

Modify the delivery to match the abilities of the learners.

Use the results as a baseline to measure learning.

Remove the over-qualified learners from the class.

Remove the under-qualified learners from the class.

Ask the learner to repeat the response.

Ask other learners what they think about the response.

Restate the question again to the same learner.

Ask clarifying questions about the response.

Consult the learning objectives and grade the student accordingly.

Stress to the student that it is important to pass the written exam as well as the practical exam.

Ask the student’s advisor if the written exam can be waived.

Provide additional materials to the student to help pass the written exam.

Present the material in front of a senior instructor

Consider reviewing the material again

Assess the validity of the evaluations based on the score of the students

Ensure that the trainer is knowledgeable in the subject material

Ask each student about their level of knowledge about the content in order to tailor the courseware

Incorporate more demonstrations during course delivery to make the content more interesting.

Immediately discuss the nature of the situation with the course contact and ask how much of the content should actually be taught

Reschedule the class after a skills assessment to better prepare for the class.

Offer fee based consulting for the program

Divide the class into groups with similar skill sets

Provide additional material on the technology

Contract for additional training time

Use a variety of activities that will quickly engage the students.

Train the students only on the content in which they are interested.

Convince management to delay the training until employees are committed to the training.

Ask the students why they do not want to attend and then make adjustments accordingly.

Request assistance to locate outlets or for an extension cord to be run into the room.

Instruct the learners at the beginning of the class that laptops will not be used in the course.

Run the class on battery power using the laptops as minimally as possible.

Select a different room that accommodates twelve learners and has visible outlets.

Remain open to ideas that may differ from the instructor's ideas.

Limit learner dialogue during the course so that the learners do not get confused

Strive to influence the group to adopt a neutral viewpoint.

Value diversity, accept learners as they are.

Break up the learners into cultural groups.

Discuss how this violates the contract for the event.

Demand full payment for the day immediately.

Discuss which topics should be covered and which should be cut.

Inquire as to the reason why the course is being cut short.

Conduct a pre-course assessment to defer any questions

Ask all participants to hold questions until the end to manage time

Prepare answers to common questions ahead of time

Only allow five minutes for questions at the beginning of the training

Take a break and have technical support address the problem.

Lecture from the instructor notes until the next break.

Dismiss the class until the projector can be fixed.

Have technical support correct the problem immediately during class

Switching from lecture to a more visual training method.

Quiz the learners during the virtual session.

Conduct a quick review session.

Introduce supporting materials.

Conduct the class expected by the learners.

Contact the training coordinator and ask for further instructions.

Cancel the class because not enough time was given to prepare for the unexpected subject matter.

Conduct the class according to new material.

Use the provided material as a guideline and use additional resources to clarity the course.

Present the material as it is written and request the learners inform the company of the quality of the material.

Rewrite the course and deliver the newly written material to the class.

Request different material be purchased and reviewed before delivery of the upcoming class.

Ask learners to come after class and redo the assignment.

Redirect the learners who deviated from the directions.

Change the pairing of learners to prevent further deviation from assigned tasks.

Bring the learners deviation to the attention of the class and make them an example.

To encourage all learners to get to know each other and build rapport.

To slow down the pace of the class when there is limited content.

To allow the trainer to see which learners work best with each other to create a group of the best students.

To allow learning without building self-confidence.