problem  situations,  challenging  statements,  and rhetorical   questions   (a   question   to   which   no answer is expected). Another device is the use of suggestions, such as  “I  want  you  to  think  along with   me,”  and  “Consider  your  reaction  to  this situation.” DISCUSSION  METHOD Discussion  methods  are  effective  in  getting  the trainees to think constructively while interacting with  the  rest  of  the  group.  Conduct  discussions with  large  or  small  groups;  however,  small  groups are  more  desirable.  You  can  control  and  direct a  small  group  more  easily  than  you  can  larger groups  of  10  or  more  trainees.  If  a  group  is extremely  large,  break  it  into  smaller  groups  or teams  with  a  discussion  leader  for  each  team. The  use  of  the  terms  class   discussion   and directed   discussion   in  this  text  refer  to  a method  in  which  you  direct  and  control  the  verbal exchange  of  the  class.  To  use  this  method,  first lay  a  suitable  foundation  for  the  discussion  by asking one or more challenging questions. Then stimulate   the   trainees   to   discuss   the   basic questions;  finally,  guide  the  discussion  to  a  logical conclusion. In  the  directed  discussion,  you  act  as  the chairman  or  moderator.  As  a  result  of  your questions,  suggestions,  and  redirection  of  ideas, the  trainees  in  the  class  become  genuinely  in- terested  in  exploiting  all  angles  of  the  central problem.  They  forget  the  normal  classroom  re- straints  and  begin  to  talk  to  each  other  as  they would  when  carrying  on  an  ordinary  conversation. A true class discussion requires a trainee-to-trainee interchange   of   ideas.   An   instructor-to-trainee interchange of ideas during a typical question-and- answer  period  is  not a  class  discussion. To conduct a class discussion, you must make more extensive and more thorough preparations than  you  would  for  a  lecture.  Although  the trainees  supply  the  ideas,  you  must  have  a thorough  knowledge  of  the  subject  matter  to  be able to sift out pertinent ideas. Be aware of ideas that may lead the trainees off on a tangent; steer the discussion away from these ideas. Guide the trainees away from irrelevant ideas and toward the   desired   goals   without   dominating   the discussion. You  can  adapt  certain  ideas  to  discussions more easily than others. The most easily adaptable require trainees to compare, contrast, and weigh facts,   concepts,   and   ideas.   They   also   require trainees   to   solve   problems,   particularly   those dealing with human relations, and to glean hidden or  obscure  information  from  scattered  sources. To  receive  full  benefit  from  the  discussion,  the trainees  should  have  some  previous  familiarity with  the  subject  matter.  They  could  be  familiar with  the  subject  matter  as  a  result  of  outside reading,  prior  Navy  training  and  experience,  or civilian  training  and  experience. To help make the class discussion a success, arrange the classroom in such a manner that you are  a  part  of  the  group.  If  possible,  arrange  for the group to sit around a table so that all of the trainees  can  see  each  other  and  you.  Use  the discussion  method  only  when  classes  are  small enough to allow everyone a chance to take part. Use the following techniques in conducting a classroom   discussion: 1. 2. 3. 4. 5. 6. 7. Build a background for the discussion. The development  of  an  appropriate  background tends to focus the trainees’ attention upon the central problem. An appropriate back- ground also limits the problem to an area that can be covered in a reasonable length of time and creates interest in the solution of  the  problem. Ask   thought-provoking   discussion   ques- tions. Ask  questions  to  keep  the  discussion  in bounds, to bring out the desired aspects of the  main  problem,  and  to  guide  the discussion  toward  the  desired  conclusion. Encourage  the  timid,  restrain  the  talkative, and  maintain  a  standard  of  discipline  in keeping  with  the  maturity  level  of  the trainees. Be   willing   to   accept,   temporarily,   an incorrect  idea.  A  hasty  “No!”  or’  ‘You’re wrong!” can bring sudden death to any dis- cussion. Avoid expressing your own ideas until the trainees  have  had  ample  opportunity  to express theirs. Summarize  the  discussion  at  intervals.  Use the chalkboard for this purpose. Give due credit  to  the  trainees  for  their  contribu- tions.   Clear   up   misunderstandings   and emphasize  correct  ideas. DEMONSTRATION   METHOD Use  the  demonstration  or  “doing”  method  to teach   skills.   Demonstrate   step-by-step   the procedures in a job task, using the exact physical procedures  if  possible.  While  demonstrating, explain  the  reason  for  and  the  significance  of  each 5-5