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always ask, what is the purpose of what I am listening to?
By doing this, the listener can relate the words to the overall
concept.
The instructor must ensure that the student is aware of the
danger of daydreaming. Most people can listen much faster
than even the fastest talker can speak. This leaves room for
the mind to get off onto some other subject. The listener
who is aware of this problem can concentrate on repeating,
3-10
Instructional Enhancement
An instructor never stops learning. While professional
development is discussed in greater detail in Chapter 8,
the more an instructor knows about a subject, the better the
instructor is at conveying that information. For example, a
maintenance instructor teaching basic electricity might be
able to teach at a minimally satisfactory level if the instructor
had only the same training level as that being taught. If
asked a question that exceeded the instructor’s knowledge,
the instructor could research the answer and get back to the
student. If would be much better if the instructor, through
experience or additional training, was prepared to answer
the question initially. Additional knowledge and training
would also bolster the instructor’s confidence and give the
instructional presentation more depth. It is important for
an instructor to tailor whatever information that is being
presented with the learning level of the students.
Chapter Summary
An awareness of the basic elements of the communicative
process (source, symbols, and receiver) indicates the
beginning of the understanding required for the successful
communicator. Recognizing the various barriers to
communication further enhances the flow of ideas between
an instructor and the student. The instructor must develop
communications skills in order to convey desired information
to the students and must recognize that communication
is a two-way process. In the end, the true test of whether
successful communication has taken place is to determine if
the desired results have been achieved.
In contrast, closed-ended questions tend to evaluate the
student’s understanding only at the rote level of learning.
Closed-ended questions can be answered by “yes” or “no.”
When used in a multiple choice scenario, closed-ended
questions have a finite set of answers from which the
respondent chooses. One of the choices may be “other.” It
is a good idea to allow respondents to write in an optional
response if they choose “other” because developing the
student response may lead to insights into the learning
process.
One benefit of closed-ended questions is that they are
relatively easy to standardize and the data gathered easily lend
themselves to statistical analysis. The down side to closedended questions is that they are more difficult to write than
open-ended questions, generally lead the student towards the
desired answer, and may under certain circumstances direct
the conversation toward the instructor’s own agenda.
To be effective, questions, regardless of the type, must be
adapted to the ability, experience, and stage of training of
the student. Effective questions and, therefore, effective
communications center on only one idea. A single question
should be limited to who, what, when, where, why, or how
and not a combination of these. Effective questioning must
present a challenge to the student. Questions of suitable
difficulty serve to stimulate learning.
Two ways of confirming that the student and instructor
understand things in the same way are the use of paraphrasing
and perception checking. The instructor can use paraphrasing
to show what the student’s statement meant to the instructor.
In this way, the student can then make any corrections or
expansions on the statement in order to clarify. Perception
checking gets to the feelings of the student, again by stating
what perceptions the instructor has of the student’s behavior
that the student can then clarify as necessary.
Since it is important that the instructor understand as much
as possible about the students, instructors can be much more
effective by using improved listening skills and effective
questions to help in putting themselves in the place of the
students. Questions should be phrased to focus the student
on the decision-making process and the exercise of good
judgment.
Knowledge of the subject material and skill at instructional
communication are necessary to be an instructor. Increasing
the depth of knowledge in either area makes the instructor
　
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