of parts. The following suggestions should prove helpful: a.   List   the   names   of   parts   on   the chalkboard. b.  Refer  trainees  to  any  available  chart that  shows  the  parts  and  names  of  parts. c. Conduct a terminology drill on the parts of the training aid while the aid is in its assembled or  disassembled  condition. 5.   Check   trainee   comprehension   carefully. Ask  questions  during  the  demonstration  step— questions   that   require   the   trainees   to   recall nomenclature,   procedural   steps,   underlying principles,  safety  precautions,  and  the  like.  Watch for class reactions that show a lack of attention, confusion,  or  doubt;  but  do  not  depend  solely upon   visual   observations.   Instead,   check comprehension   after   each   major   step   or procedure. REPETITION STEPS. —Generally,  you  need to use one or more repetition steps between the demonstration step and the performance step. In deciding how many and what kinds of repetition steps  to  include,  consider  several  elements,  the most important being the complexity of the skill. As a general rule, the more complex the skill, the greater  the  need  for  repetition  steps.  Another element  you  must  consider  is  the  nature  of  the skill. In some skills, such as visual signaling, speed is  an  essential  element.  In  other  skills,  ease  of manipulation,  conservation  of  materials,  or  safety is  the  essential  element.  Last,  consider  the  ability of the trainees to acquire the skill and the amount of  time  available  for  training. Try using the following repetition steps; Navy schools  have  used  them  with  good  results: Instructor  Repetition.  Repeat the job without noticeable interuptions, restating the procedures and  the  important  safety  factors  while  performing the  steps.  This  step  has  two  important,  though secondary  purposes.  First,  it  shows  continuity (how  the  procedural  steps  follow  each  other  under actual  operating  conditions).  Second,  it  sets standards  of  ease,  speed,  and  accuracy. Trainee Repetition. Ask a trainee to act as an assistant  instructor  by  repeating  the  job  and restating the procedure and the important safety factors  while  performing  each  step.  Important secondary  purposes  of  this  step  are  to  motivate the trainees by proving they can do the job with the  instruction  you  have  given  and  to  help  you see  areas  that  need  strengthening.  One  of  the advantages   of   this   step   over   the   instructor repetition  step  is  the  great  amount  of  trainee interest   generated. Group Performance Repetition. Repeat  the job slowly, one step at a time, while the trainees watch and imitate your actions, one step at a time. Use  this  performance  repetition  step  to  teach simple,  nondangerous  physical  skills  such  as  knot tying,  sending  semaphore,  and  performing  the manual  of  arms.  You  will  also  find  it  effective in  teaching  mental  skills,  such  as  solving mathematical or maneuvering problems or filling in  forms. Coach-and-Pupil Repetition. Divide  trainees into  small  groups.  If  a  group  consists  of  two trainees, one (as a pupil) performs the job while the other (as the coach) checks the performance. After the pupil has acquired a certain degree of proficiency, have the coach and the pupil reverse positions.  Use  this  step  to  teach  skills  in  which performance  involves  potential  danger  to  per- sonnel  or  equipment;  for  example,  firing  small arms  or  troubleshooting  electronics  equipment. PERFORMANCE  STEP.   —Acquaint  the trainees  with  the  activity  they  will  complete  when using  a  skill.  Then  organize  the  trainees  into working  groups,  supervise  their  practice  of  the skills involved, reteach the skills, and evaluate and record the results. Supervise trainees while they practice the skills you  demonstrated  during  the  preceding  instruction until  they  attain  the  required  proficiency. Some  skills  (knot  tying,  welding,  machinery repair)  require  a  proficiency  in  creating  a  finished product.   Therefore,   allow   trainees   to   practice those  skills  until  they  can  meet  the  required standards of ease and precision needed to make the  product.  Normally,  speed  is  not  important. Communications skills (typing, visual signal- ing, radio-code receiving) require a proficiency in speed  and  accuracy.  Allow  trainees  to  practice those  skills  until  they  can  meet  the  required proficiency  in  speed  and  accuracy. General Hints Make  every  effort  to  get  trainees  to  observe correct procedures the first time they try a new task.  The  most  effective  learning  results  when trainees  use  a  skill  immediately  after  you  have 5-7