b. Student Response -- When Asked. Frequently students address their
answers to the instructor in a low tone which can be heard by the instructor but not by
the rest of the class. You may need to ask students to stand and address their answers
to the class.
c. Student Response -- Unasked. When students become very interested in
the topic, they tend to answer the questions without being called upon. Do not allow
this kind of response. It cuts down on the participation of others.
3-14. ASKING FOR QUESTIONS
Students should be informed at the beginning of the lecture that their questions
are encouraged. Stop often during your presentation to allow for their questions. This
is especially crucial if the material is difficult or quite involved. The number of questions
asked is a good measure of the students' interest in the presentation.
a. Encourage Student Questions. Some students may be hesitant to ask
questions because they fear that the question is "dumb." Assure the student that if he is
confused about a point, then there are others in the class who are also confused.
b. Response to Student Questions. Sometimes it is a good idea to repeat a
student's question to the class and ask if someone can respond. If you cannot answer
the student's question, do not try to bluff. Tell the student that you do not know, but will
look up the answer and have it the next day the class meets. Then be sure to carry
through on your promise.
Section III. TRAINING AIDS
Training aids can make good instruction into effective instruction. In the hands of
good instructors, they are powerful tools. Like skilled craftsmen, instructors must know
how to make the best use of the tools of their profession. They must become expert in
the selection, procurement, construction, and use of training aids. Good instructors use
training aids because they recognize their value.
3-16. WHAT ARE TRAINING AIDS?
Training aids are visual and/or auditory learning helps.
a. Types of Training Aids. There are many types of training aids. Visuals may
be still, such as charts, pictures, graphs, or slides. They may also use motion, such as
films, filmstrips, videotapes, or skits. Audio aids may be tapes of sounds or lectures.
Many training aids use some combination of visual and auditory sensory modes. Each
has advantages and limitations, depending on the lesson and the subject.