INSTRUCTIONAL   METHODS AND  TECHNIQUES All  methods  of  instruction  can  be  classified as  telling,  lecturing,  or  discussing;  showing  or demonstrating;  or  any  combination  of  these. Often the best method of teaching combines the various  methods.  You  must  decide  which  methods to  combine  and  the  emphasis  to  place  on  each unless  the  curriculum  itself  dictates  the  com- bination  needed.  In  making  that  decision,  consider (1)  the  nature  of  the  trainees,  (2)  the  subject matter,  and  (3)  the  limitations  of  time. LECTURE  METHOD The  lecture  is  still  the  most  frequently  used method   of   instruction.   However,   presenting   a lecture  without  pausing  for  interaction  with trainees can be ineffective regardless of your skill as a speaker. The use of pauses during the lecture for  direct  oral  questioning  creates  interaction between  instructor  and  trainee.  Unfortunately, when  classes  are  large,  the  instructor  cannot possibly interact with all trainees on each point. The learning effectiveness of the lecture method has been questioned because of the lack of interac- tion;  but  it  continues  as  a  means  of  reaching a  large  group  at  one  time  with  a  condensed, organized  body  of  information.  Providing  trainees with   lesson   objectives   before   the   lecture   will enable  them  to  listen  more  effectively.  It  will  help them to take concise, brief notes concerning the objectives  rather  than  writing  feverishly  through- out the lecture. We  discuss  the  lecture  method  first  because the techniques involved serve as the basis for other methods of training. Those techniques apply not only  to  lectures,  but  to  many  other  kinds  of presentations in which oral explanations play a secondary,  but  important,  role.  Every  method depends on oral instruction to give information, to arouse attention and interest, and to develop receptive  attitudes  on  the  part  of  the  trainees. Therefore,  as  an  instructor,  organize  your  oral presentations  with  the  following  techniques  in mind: 1. Maintain good eye contact. As you speak, shift   your   gaze   about   the   class,   pausing momentarily  to  meet  the  gaze  of  each  trainee. Make  the  trainees  feel  what  you  have  to  say  is directed  to  each  one  personally.  Your  eyes  as well  as  your  voice  communicate  to  them;  and their  eyes,  facial  expressions,  and  reactions communicate  to  you.  Watch  for  indications  of doubt, misunderstanding, a desire to participate, fatigue,  or  a  lack  of  interest.  If  you  are  dealing with young trainees, you may sometimes need to remind them that they must give undivided atten- tion  to  the  instruction. 2.  Maintain  a  high  degree  of  enthusiasm. 3.  Speak  in  a  natural,  conversational  voice.’ Enunciate your words clearly. Make certain the trainees  can  hear  every  spoken  word. 4. Emphasize important points by the use of gestures,   repetition,   and   variation   in   voice inflection. 5.   Check   trainee   comprehension   carefully throughout  the  presentation  by  watching  the  faces of  the  trainees  and  by  questioning. Observing facial expressions as an indication of doubt or misunderstanding is not a sure way of   checking   on   trainee   comprehension.   Some trainees  may  appear  to  be  comprehending  the subject   matter   when,   in   reality,   they   are completely confused. Trainees who are in doubt often  hesitate  to  make  their  difficulty  known. They  may  hesitate  because  of  natural  timidity, fear  of  being  classified  as  stupid,  or  failure  to understand  the  subject  matter  well  enough  to explain  where  their  difficulty  lies. Frequently ask if the class has any questions, thus  giving  the  trainees  an  opportunity  to  express any doubts or misunderstandings on their part. Based   on   your   personal   knowledge   and   past experiences,  ask  specific  questions  about  those areas  which  might  give  trainees  the  most  trouble. Some  instructors  make  the  mistake  of  waiting until  the  end  of  the  presentation  to  ask  questions. The best time to clear away mental fog is when the  fog  develops.  Mental  fog  tends  to  create  a mental   block   that   prevents   the   trainee   from concentrating  on  the  subject  matter  being presented.   (Later   in   this   chapter   we   discuss techniques  related  to  asking  questions,  calling upon  trainees  to  answer  questions,  and  evaluating answers.) 6.  Instruct  on  the  class  level.  Use  words, explanations, visual illustrations, questions, and the  like,  directed  to  the  needs  of  the  average trainee in the class. 7. Stimulate trainees to think. Think, as used here, refers to creative thinking rather than to a mere  recall  of  facts  previously  learned.  Use  a number  of  instructional  devices  for  stimulating trainee   thinking.    Among  those  devices  are thought-provoking  questions,  class  discussions, 5-4