step.  To  be  effective,  plan  the  demonstration  in advance so that you will be sure to show the steps in the proper sequence and to include all steps. If you must give the demonstration before a large group or if the trainees might have trouble seeing   because   of   the   size   of   the   equipment involved,  use  enlarged  devices  or  training  aids. When   practical,   allow   trainees   to   repeat   the procedure  in  a  “hands  on”  practice  session  to reinforce  the  learning  process.  By  immediately correcting the trainees’ mistakes and reinforcing proper procedures, you can help them learn the task   more   quickly.   The   direct   demonstration approach  is  a  very  effective  method  of  instruction, especially when trainees have the opportunity to repeat  the  procedures. Techniques Used in the Demonstration  Method The basic method of instruction for teaching skill-type  subject  matter  is  the  demonstration- performance method of instruction. This method is  recommended  for  teaching  a  skill  because  it covers  all  the  necessary  steps  in  an  effective learning  order. The  demonstration  step  gives  trainees  the opportunity to see and hear the details related to the skill being taught. Those details include the necessary  background  knowledge,  the  steps  or procedure,  the  nomenclature,  and  the  safety precautions.  The  repetition  step  helps  the  average and  slow  learners  and  gives  the  trainees  an additional opportunity to see and hear the skill being  taught.  The  performance  step  gives  all trainees the opportunity to become proficient. In short,  this  method  is  recommended  because  it leaves  nothing  to  chance. For  convenience,  we  discuss  the  techniques  for imparting skills in steps, rather than activities. When setting up an instructional plan, understand that, you don’t have to follow these steps in the sequence given below; instead choose the steps in the  sequence  best  suited  to  the  needs  of  the trainees.  Although  you  will  always  include  a demonstration step and a performance step, you must use judgment in selecting techniques to make the   various   steps   effective. DEMONSTRATION  STEP.   —Every  Navy skill,   mental   or   physical,   has   a   body   of background  knowledge  the  trainees  must  know to perform the skill properly. You can best teach some  kinds  of  background  knowledge  in  a standard  classroom  with  adequate,  comfortable seating and the display of training aids. You will present  other  kinds  of  knowledge  in  ships  or laboratories   in   conjunction   with   actual demonstrations. Develop  proper  attitudes  while  teaching  the skill.  Developing  the  desire  to  do  a  perfect  job, the desire to exercise economy of time and effort, and the desire to protect the lives of others are all important attitudes. Use  a  variety  of  techniques  in  presenting background knowledge and in developing proper attitudes.  The  following  techniques  relate  more to  the  actual  demonstration: 1.  Position  the  trainees  and  training  aids properly. If you direct trainees to gather around a  worktable  or  a  training  aid,  make  sure  every trainee  has  an  unobstructed  view. 2. Show and explain each operation. Perform each  operation  in  step-by-step  order.  Whenever possible,  give  the  instructions  while  you demonstrate.  Do  not  hurry;  don’t  emphasize speed in performing operations or in moving from one operation to another during the demonstra- tion step. Make certain the trainees understand the  first  step  before  you  proceed  to  the  second step,  and  so  on.  Repeat  difficult  operations.  Pause briefly  after  each  operation  to  observe  trainee reactions  and  to  check  trainee  comprehension. In certain skills a distinction between right and left is important; for example, the manual of arms or knot tying. When teaching the manual of arms, or  skills  of  a  similar  nature,  use  an  assistant instructor  or  a  well-coached  trainee  to  demon- strate the skill while you give instructions. This method of instruction allows you to observe the reaction  of  the  trainees. 3.  Observe  safety  precautions.  By  observing safety  precautions,  you  may  take  a  few  more seconds  to  rig  a  safety  line,  don  a  safety  mask, or tag an electric cable; but the time is not wasted. You are impressing the trainees with the impor- tance of exercising extreme care in dealing with potentially  dangerous  equipment. 4. Give proper attention to terminology. Call each part of a training aid by its proper name each time  you  call  attention  to  it.  For  trainees  to remember  the  correct  nomenclature,  however, requires more than your use of the proper names 5-6