Til aspektlari amaliyoti

AFTER DEMONSTRATION
1. Return all items used during demonstration to their storage places. 
2. Make arrangements to have the trainees practice the skill as soon as possible in a practical class 
session. 
3. Observe and analyse trainee(s) performance and correct mistakes. 
4. Offer reinforcement where necessary. 
5. Coach weak or slow trainees. 
6. Check trainee‘s completed work for accurate performance There are different types of teaching 
methods which can be categorized into three broad types. These are teacher-centered methods, 
learner-centered methods, content-focused methods and interactive/participative methods. 
(a) INSTRUCTOR/TEACHER CENTRED METHODS
Here the teacher casts himself/herself in the role of being a master of the subject matter. The 
teacher is looked upon by the learners as an expert or an authority. Learners on the other hand are 
presumed to be passive and copious recipients of knowledge from the teacher. Examples of such 
methods are expository or lecture methods - which require little or no involvement of learners in 
the teaching process. It is also for this lack of involvement of the learners in what they are taught 
that such methods are called ―closed-ended‖. 
(b) LEARNER-CENTRED METHODS
In learner-centered methods, the teacher/instructor is both a teacher and a learner at the same time. 
In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well ―so that in 
his classroom extends rather than constricts his intellectual horizons‖. The teacher also learns new 
things everyday which he/she didn‘t know in the process of teaching. The teacher ―becomes a 
resource rather than an authority‖. Examples of learner-centered methods are discussion method, 
discovery or inquiry based approach and the Hill‘s model of learning through discussion (LTD). 
(c) CONTENT-FOCUSED METHODS
In this category of methods, both the teacher and the learners have to fit into the content that is 
taught. Generally, this means the information and skills to be taught are regarded as sacrosanct or 
very important. A lot of emphasis is laid on the clarity and careful analyses of content. Both the 
teacher and the learners cannot alter or become critical of anything to do with the content. An 
example of a method which subordinates the interests of the teacher and learners to the content is 
the programmed learning approach.