Til aspektlari amaliyoti

QUALITIES OF A GOOD LECTURE
1. A good lecture should not be too long as to exceed the trainee‘s attention span (up to 25 
minutes). 
2. A good lecture should address a single theme. 
3. In a good lecture technical terms are carefully explained. 
4. Familiar examples and analogies are given. 
5. A good lecture establishes fluency in technical content. 
6. A good lecture uses illustrations and examples. 
7. A good lecture builds on existing knowledge. 
8. A good lecture employs a variety of approaches. 
2. THE DISCUSSION METHOD
Discussion involves two-way communication between participants. In the classroom situation an 
instructor and trainees all participate in discussion. During discussion, the instructor spends some 
time listening while the trainees spend sometimes talking. The discussion is, therefore, a more 
active learning experience for the trainees than the lecture. 
and record. 
7. Allow sufficient time interval before demonstrating another operation. 
4. BRAINSTORMING
The purpose of a brainstorming session is to discover new ideas and responses very quickly. It is 
particularly a good way of getting bright ideas. It differs from the buzz groups discussion in that 
the focus is on generating as many ideas as possible without judging them. In this technique, all 
ideas are given equal credence. 
Participants are encouraged to let ideas flow freely, building on and improving from previous 
ideas. No idea, however crazy, should be rejected. These ideas are listed exactly as they are 
expressed on a board or flipchart, or written on bits of paper. The combination of swiftly 
generated ideas usually leads to a very animated and energizing session. Even the more reserved 
participants should feel bold enough to contribute. The purpose of listing responses is to collect 
existing experiences and thoughts. 
It is useful to collect answers to questions when you expect much repetition in the responses. 
After a brainstorm session, the ideas can be discussed further and evaluated, for example listing 
the best options in a systematic way. Ideas can be grouped and analysed so that they belong to the 
group rather than individuals. Unlike a buzz session, a brainstorm session can work well with a 

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large group and usually takes less time. It is best to limit the time for plenary brainstorms, as you 
might lose the attention of some participants. 
5. ROLE PLAYS
In role plays, participants use their own experiences to play a real life situation. When done well, 
role plays increase the participant‘s self-confidence, give them the
opportunity to understand 
or even feel empathy for other people‘s viewpoints or roles, and usually end with practical 
answers, solutions or guidelines. 
Role plays are useful for exploring and improving interviewing techniques and examining the 
complexities and potential conflicts of group meetings. They help participants to consolidate 
different lessons in one setting and are good energizers. 
However, role plays can be time-consuming and their success depends on the willingness of 
participants to take active part. Some trainees may feel a role play is too exposing, threatening or 
embarrassing. This reluctance may be overcome at the outset by careful explanation of the 
objectives and the outcome. Some role plays can generate strong emotions amongst the 
participants. It is therefore essential that a role play is followed by a thorough debriefing. This 
provides the opportunity for the trainer and the participants to raise and assess new issues.