Focus the trainees attention. By asking a
question about a particular part of a model, mock-up,
chart, demonstration piece, or chalkboard drawing, you
can direct the trainees attention to that immediate area.
Review the subject matter. Devise questions
requiring trainees to solve problems that will provide
them with an opportunity to apply knowledge. Again, ask
questions that emphasize the ability to reason and not the
ability to recall mere facts.
Drill on the subject matter. To help trainees
remember certain facts, figures, shapes, formulas, and so
forth, use preplanned oral questions to reinforce a subject
matter in the trainees minds. This technique eventually
will lead to the trainees mastery of the subject on which
they are being drilled.
Check for comprehension. Ask questions
covering the main points of the lesson to detect and
correct errors in thinking and to locate areas you need to
trainees to take an active part in the instruction by
allowing them to both answer and ask questions.
Increase trainee learning. Encourage trainees to
ask questions to help them learn. Trainees remember
information longer if the material is given as answers to
their own questions.
Develop communication skills. Allow trainees to
ask and answer questions to improve their speaking
skills. Active involvement in the class discussion
increases their listening skills. Asking and answering
questions helps trainees organize their thoughts.
To get the best results from training aids, use the
Always preview the aid. Look at the film, listen
to the recording, examine the chart, and check the
visibility of the chalkboard drawing before the
instruction period. Never lose valuable instruction time
and waste the time of the trainees by stopping instruction
to learn how to use or adjust an aid. During your preview,
check for points that need clarification or emphasis.
Select and prepare aids that emphasize or
illustrate points in the lesson. Rarely, if ever, use aids
only because they are pretty or nice to look at. Test the
usefulness of an aid by asking yourself what important
points it reveals or clarifies.
Plan how and when you will use aids during the
lesson. Mount or prepare the aid, but do not expose it in
advance. Exposed aids may distract the groups attention
from other steps in the lesson.
Plan how you will introduce and what you will
say about an aid. Provide time for the trainees to view,
listen to, examine, handle, or operate the aid. However,
dont expect them to listen to you at the same time they
are reading or studying the aid.
When possible, have a trainee take over as the
instructor by going through the explanations and steps
you have given. That will help clear misconceptions and
keep the trainees attention.
Be sure every trainee can see and hear the aid
and has the opportunity to handle it if required.
When using an aid, stand so that you do not
block the trainees view; use a pointer to locate parts on
the aid; and above all, talk to the trainees, not to the aid.
REVIEW 5 QUESTIONS
What are the three methods of instruction?
What is meant by the terms class discussion and