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?