By Kelly William Enos
As vice chair of a college criminal justice program, I’m always looking for new instructors who bring not only work experience but also the passion to teach the next generation of law enforcement professionals. During public speaking engagements, I often encourage officers to consider training as the next step in their careers. After all, each of us has benefited from someone who took the time to teach us — and stepping into that role for others is both a responsibility and an opportunity.
Whether you’re already leading classes or preparing to teach for the first time, success in the classroom depends on more than subject-matter expertise. It’s about how effectively you engage students, communicate information, and assess their learning. In this article, I’ll share practical tools and techniques — from writing learning outcomes and using informal assessments to incorporating flipcharts, whiteboards, and technology — that can help you become a confident and impactful police trainer.
Determine student learning outcomes
One of the first steps in designing a training class is determining what students should be able to do after the class is over — these are called student learning outcomes. For example, if a narcotics officer is teaching a course on heroin, a learning outcome might be: “The student will be able to recognize the symptoms of heroin use.”
Once the learning outcome is established, the instructor works backward to create objectives that help students achieve that outcome. For example, the training might begin by explaining what heroin is, where it comes from, and how it’s transported and packaged for street sale. Following Bloom’s Taxonomy, effective learning begins with foundational skills — like remembering and understanding — before progressing to higher-order thinking tasks such as applying, analyzing, evaluating and creating.
After establishing a foundational knowledge, the instructor introduces the symptoms of heroin use, and finally, how to evaluate someone under the influence. In this way, the course gradually builds students’ knowledge and skills, culminating in the intended learning outcome.
Once outcomes are set, the instructor continues designing the course by determining how material will be delivered and how both instruction and learning will be evaluated.
Informal assessment techniques
While we typically associate assessments with formal exams and grades, police in-service training often doesn’t include traditional tests. That’s why we can borrow from academia, which has long used informal assessments to evaluate student understanding. Here are a few informal assessment techniques that can be easily integrated into police training:
The one-minute paper
The one-minute paper is a common assessment technique used in academia to gauge both what students have learned and what remains unclear. Take, for example, a two-day training class. Midway through the first day, the instructor hands each participant a 4x6 index card and asks two questions:
- What is the most important concept you’ve learned so far?
- What is still unclear to you?
These anonymous responses are collected and reviewed during the break. This quick feedback allows the instructor to identify what’s working and what needs clarification — while there’s still time to adjust the training.
In many training environments, instructors cover material and then ask, “Any questions?” More often than not, no one raises a hand — typically out of concern about asking a “dumb question.” As a result, instructors may never know if their message is truly getting through.
The one-minute paper helps overcome this challenge by encouraging anonymous feedback. Attendees who might never speak up in class will often write down their questions or concerns when given a private, judgment-free option. The big advantage? Instructors can catch misunderstandings early and make real-time corrections — improving the overall effectiveness of the training.
The muddiest paper
A variation of the one-minute paper involves asking just one question: “What is still unclear at this point in the class?” This streamlined technique gives the instructor quick insight into where the class stands with the material and highlights which key concepts still need clarification.
Mid-workshop evaluation
This technique is especially useful for multi-day courses. For example, at the end of day one in a three-day training class, the instructor distributes a brief anonymous survey to assess both the teaching methods and how well students are absorbing the material. The survey typically includes two questions:
- What have you found most helpful so far in this class? (Please list one or two examples.)
- How could the class be improved? (Please provide one or two specific suggestions.)
Too often, instructors wait until the end of a course to collect feedback — when it’s too late to make meaningful changes. With a mid-workshop evaluation, instructors can identify what isn’t working and make real-time adjustments to improve the learning experience before the course concludes.
Start, stop, continue
This is another effective method for assessing what’s working — and what’s not — for students during a training session. Halfway through a two-day class, the instructor writes three words on the board: Start, stop, continue. Students are then asked to take out a half sheet of paper or use a provided 4x6 index card and respond to the following prompts:
- What should the instructor start doing to help you better understand the material?
- What should the instructor stop doing that may be hindering your learning?
- What should the instructor continue doing that is working well?
This quick, anonymous feedback tool can be used before a lunch break or at the end of the first day. It provides the instructor with actionable insights to fine-tune their teaching approach in real time.
Student response systems
Learning is most effective when students actively engage with the material rather than passively watch a PowerPoint presentation. Since nearly everyone carries a smartphone today, why not use that device to enhance interaction during training? Kahoot might be the answer.
Kahoot is a free, game-based learning platform widely used in classrooms across the U.S. to engage students and assess understanding. In a law enforcement training context, for example, an instructor might show a video of a police shooting and then ask, “Was the shooting justified?” To assess the class’s reactions and attitudes, the instructor projects the question on the screen, asks students to open the Kahoot app, and enter a session code to participate. As students vote, they create anonymous usernames that appear on the screen for everyone to see. When the timer ends, the instructor displays the vote tally to spark class discussion.
In addition to polling, Kahoot also enables instructors to quiz students with multiple-choice or true/false questions to test their knowledge of the material. During these interactive quizzes, attendees can compete to earn the highest score, with Kahoot displaying a live leaderboard to further encourage participation.
Kahoot is a quick, easy and fun way to engage students. The basic version is free for both instructors and participants. Polling questions can be created in under three minutes, and results can be downloaded in Excel format for recordkeeping. I use Kahoot in both my college courses and law enforcement trainings — often wrapping up a two-hour block with a short, three-question quiz to gauge retention.
Instructional techniques
Effective training isn’t just about what you teach — it’s how you teach it. Using a range of instructional techniques ensures that your message connects with all learners, no matter their learning style.
PowerPoint
People learn in different ways, so it’s always a best practice to use a variety of instructional methods during training. PowerPoint remains the default tool for many trainers — but it’s often misused. Most of us have sat through a presentation where the slides are packed with text, unreadable from the back of the room, and the instructor simply reads them aloud. That’s not effective instruction.
PowerPoint should be used to spark or guide discussion, not as a script. It’s most effective when supplemented with other instructional tools like flipcharts, video clips, handouts, props, and interactive student response systems. Incorporating different methods keeps learners engaged and increases retention.
If you’d like to sharpen your PowerPoint skills, here are three excellent resources:
- slide:ology – The Art and Science of Creating Great Presentations by Nancy Duarte. This book offers a deep dive into visual storytelling and slide design.
- Presentation Zen – Simple Ideas on Presentation Design and Delivery by Garr Reynolds. Focusing on the role of technology and storytelling, it emphasizes simplicity and clarity, which are key elements in any training environment.
- Kickass Presentations by Dan Fraser. This guide covers everything from vocal delivery and body language to eye contact, humor, and presentation software. I’ve attended Dan’s sessions in person — he’s engaging, polished and knows how to connect with an audience.
Flip charts
Flip charts still have a place in modern training classrooms and offer a wide range of uses — too many to list here. A great resource for creative and effective flipchart use is The Big Book of Flip Charts by Robert Lucas.
One example from my experience illustrates how flipcharts can be combined with other tools to create a powerful learning experience. While teaching a class on heroin use, I used a sketch of a heroin user that I had saved from a past training. I converted the sketch into an overhead transparency and projected it onto a flipchart using an overhead projector. I then traced the image onto the flipchart paper.
I created eight of these charts, one for each small group of four students. Each group was asked to mark on the figure where they believed symptoms of heroin use would be visible. This created a visual, hands-on learning experience that encouraged discussion and collaboration. We remember images far longer than we remember words on a slide or page — so incorporating visuals into your training sessions can significantly enhance retention.
Props and artifacts
Incorporating props and artifacts into your training brings lessons to life. When students can touch, hold, or examine real-world items related to what they’re learning, the instruction becomes more tangible and memorable. These hands-on elements help make abstract concepts real, and they keep learners engaged.
Whiteboards
Whiteboards or dry erase boards continue to be valuable tools in training settings. However, instructors should be mindful of how they’re used. Be sure to choose marker colors that are easily visible from the back of the room — darker shades like black, blue and red typically work best. It’s a good idea to test visibility yourself by sitting in the back row to see how your writing looks from a distance. Also, ensure your handwriting is large and clear enough for everyone to read.
Final thoughts
I hope this article has given you the motivation to become a trainer and the tools to start your instructional journey. Like law enforcement, teaching is an honorable profession. When done well, it is a powerful way to pass on hard-earned knowledge and experience. You have the potential to shape the next generation of officers — and that’s a legacy worth leaving. Now go teach!
Ready to get started?
How does a new police trainer begin their career? One of the best first steps is attending a basic instructor school. Many options are available, including those offered through your state’s Peace Officer Standards and Training (POST) office. These often include both basic and advanced instructor programs. The International Association of Directors of Law Enforcement Standards and Training (IADLEST) also offers an International Instructor Certification. I was fortunate to attend a 40-hour basic instructor course with the FBI. Whichever route you take, it will provide a foundational understanding of how to develop and deliver training classes.
References
Duarte N. (2008). slide:ology: The Art and Science of Creating Great Presentations. O’Reilly Media. Sebastopol, California.
Fraser D. (2022). Kickass Presentations; Wow Audiences with PowerPoint Slides that Click, Humor that’s Quick, and Messages that Stick. Spirit Bear Books.
Lucas R. (2000). The Big Book of Flip Charts. McGraw Hill, New York.
Reynolds, G. (2012). Presentation Zen: Simple Ideas on Presentation Design and Delivery. New Riders, California.
About the author
Kelly William Enos is the former acting dean of academic affairs at Los Angeles Mission College and currently the vice chair of the administration of justice program. He is a 10-year veteran of law enforcement, serving as a police officer with the Culver City Police Department and later as a deputy sheriff with the Los Angeles County Sheriff’s Department. He regularly instructs at the International Law Enforcement Educators and Trainers Association (ILEETA) conference. Contact Kelly here.
