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Instructor inclusively leading a classroom

Instructor Training:
Running an Inclusive Classroom

Instructors in the armed forces have a pivotal role to play in ensuring how they deliver their training and education courses is achieved in an inclusive way.   Being aware of unconscious bias, personal perceptions and assumptions is vital as it shapes how we interact with individual students and ensures that all have an equal opportunity of achieving their training goal.   The role of instructor holds considerable power and influence, and this needs to be underpinned with appropriate and fair training practices. 

The values exhibited by instructors and trainers in the learning space also needs to reflect the organisations wider ambitions of creating a high performing, inclusive culture. 

 In most cases the culture creation starts in the classroom, here is where standards and expectations can be set and behaviours embedded. Resulting in staff, whether Military or Civilian, understanding what is expected of them moving forward in their careers.


Instructors are adept at achieving the tactical, technical or physical training outcomes of a given course.  However, getting the best from a diverse, challenging cohort of students with different experiences, expectations and backgrounds requires a particular skillset and understanding.  

The Training Objectives

Demonstrate the use of personality types, learning styles, active listening and responding skills in your practical activities
Develop your facilitating style and see how self- awareness and inclusiveness can enhance the student/DS/DSD relationship
Understand what Inclusive Classroom Management is and how it can enhance the learning experience and success of students
Improving student engagement and focus
This Programme Covers

Embedding the standards of an inclusive culture starting with setting an

example at instructor level

Management of diverse cohorts

Instructor Training, Train the Trainer in action

Personnel not confident in using the English Language

How to identify, and react to, non-verbal communication

Inappropriate gender-specific language

Dealing with difficult students

Managing individuals behaviours from loud and dominant to reserved and quiet

How to provide feedback

"Invisible" students

“The use of actors in scenarios worked well and the role playing they delivered was to a high standard.”

Defence Academy

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