It is difficult to ‘learn’ to use training methods effectively simply by reading a Toolkit. Ultimately, you have to try them out, and be prepared to make mistakes. Do not be surprised if things work out in different ways than you expect. Keep a record of the methods you use, and reflect on your own experience of using them, to help you adapt and improve them. Even better, ask colleagues or friends to observe you using different methods and get feedback. The participants in your training courses can also give you feedback on the methods you introduce; after all, they are the ones who should be benefiting from the training directly.
As we saw in the previous topic, you should select the most appropriate methods in relation to the content and learning materials, which are needed to bring about the achievement of the learning outcomes. You may develop skills in using a wide range of methods, but do not be tempted to use all those interesting methods in one session. The participants may enjoy them at first, but too much variety may cause confusion and frustration. Teaching methods are used to enable learning to take place, not to prove that the teacher or trainer is a good performer.
If you are training future trainers to use methods, then you will follow a different approach. In this case, you may focus completely on demonstration and practice of different methods in the training course, and ensure that the participants have enough time and opportunity to test them out for themselves, ideally in front of other participants. This is known as microteaching; you can even video a teacher giving a portion of a lesson and then let the teacher watch it afterwards, complemented by a debriefing. You might have someone video yourself when teaching as well – watching yourself teach or train is always a good learning experience!