Many trainers forget to introduce themselves to the class, simply assuming that they already know their name from the paperwork which they received upon registration, or because they’ve written their name on the blackboard. Even in such cases, introductions are still important – and professional – and help to break the ice.
As an extension of that, an attempt should be made to have students introduce themselves, so that they can begin to feel more comfortable and more a part of what’s happening around them. Since they’ll be interacting on some level throughout the course, it’s always best to get the introductions over with, en masse, so that there’s no awkwardness later on if students are called upon to work together. If the training is being done within a working arena, many or all of them may be already acquainted; otherwise, introductions aid in getting the class to gel from the onset.
Just as in the case of K-12 teaching environments, it’s best to maintain some amount of professional distance. The difference with teaching in the adult arena is that, since you’re – more or less – surrounded by a group of your peers, it can be a bit more relaxed. In other words, be yourself and do your best to impart the information effectively, without appearing to be unapproachable or, worse, superior. If you keep the perspective that you’re simply sharing your knowledge with others who are interested in what you have to say, then you should be able to avoid those traps.
This isn’t an invitation to stand up in front of the class and tell them your personal history. Unless specifically asked, you shouldn’t use the classroom as a forum to spout off about your own qualifications or accomplishments. This will only put a barrier between you and the adult learners, and you’ll most likely be seen as arrogant. That’s no way to gain their confidence. In the case of a college or technical school – in which the students have to pay in order to attend – this will only waste time and, in effect, waste their hard-earned money.