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Counselling skills of teaching staff
Counselling skills of teaching and training staff
Teachers/trainers in their role of learning consultants should not:
- give detailed instructions regarding the tasks of trainees and intervene at once at the smallest slip
- withhold information on significance of the programme or the task on hand
- openly mistrust the abilities of the trainees
- show lack of respect to the trainees
- show lack of interest regarding the learning subjects
The model training consultant
- stays in the background, but is available for questions
- motivates trainees and helps them overcome obstacles
- keeps appointments with the trainees
- holds review meetings at intervention points
- reflects own behaviour as learning consultant
Checklist for trainers:
- Am I aware of the personal learning objectives of the students?
- Do I know, what motivates them?
- How much do I know about external factors influencing the performance of the trainees (time constraints, social relations, leisure activities)?
- Do I provide opportunities for individual, flexible learning?
- Do I encourage realistic objectives and action plans?
- Do I provide a variety of learning sources and media to cater for different learning styles?
- Do I encourage trainees to share their knowledge and co-operate?
- Do I help learners with reflecting and evaluating their progress?
- Do I think over also my own behaviour when problems arise?
- Do I know, when I have to contact external professionals?
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