ing the skill themselves. Otherwise, they will mentally have to
reverse everything you are showing them.

Make it realistic.
If you can use the real thing rather than a model or an illustration,
then do so. If you have to use pictures, make them as close in scale
to the real thing as possible.
When the demonstration is over-made as clear as possible-then
it is crucial to meet the next condition for learning which is
practice.

Consolidate immediately with practice.
It is rare that a skill can be learnt just by watching someone else
perform it. One of the most common mistakes of teachers is that
they do not give enough opportunity for learner activity. But not
only is practice fundamental to effective learning, it is also condu-
cive to interest and enjoyment. We all must have experienced the
buzz of excitement and animation that occurs as soon as groups are
invited to try out things for themselves.
However, the practice phase is not an opportunity for you to relax!
To meet the next of the conditions you will need to be alive to what
is happening, ready to correct mistakes, but always quick to note
and encourage success.

Provide feedback and reinforcement.
Make sure that the farmers know exactly what are the tests for a
successful performance of the task. Have the cobs been shelled
without damage to the grains? Has the dust been applied evenly
over the whole heap of grain?
People tend to learn quicker, better from encouragement rather
than criticism. Point out errors but also be sure to praise success.
The last of the conditions relates to materials-the exhibits, equip-
ment or illustrations you will need in order to give an efficient
demonstration.

Prepare in advance.
Assemble everything you and the farmers will need before you start
the demonstration. Perhaps it is an important element in what you