1-17 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 reteach. Increase trainee participation. Encourage 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. TRAINING AIDS To get the best results from training aids, use the following procedures: 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 group’s 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, don’t 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 Q1. What are the three methods of instruction? Q2. What is meant by the terms class discussion and directed discussion?