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 step. To be effective, plan the demonstration 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,  the  techniques  for  imparting skills  are  presented  in  steps,  rather  than  activities. When setting up an instructional plan, understand that you don’t have to follow these steps in the sequence presented;  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. 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 taught it. So as soon as you teach trainees to do a job, have them practice the skill. Teaching   applicable   safety   precautions   is especially  important.  Teach  a  safety  precaution  just before reaching the point in your demonstration where it applies. State the reason for the precaution so that the trainees will understand the need for compliance. Patience is a virtue for any petty officer. If it does not come naturally to you, you must train yourself to be patient.   A   slow   learner   may   never   acquire   the knowledge or skill you are trying to impart if you are impatient. Avoid sarcasm toward a bungler; that person may be trying harder than you suspect. Nothing exhausts the  patience  of  the  expert  as  much  as  the  fumbling attempts of a beginner; however, the instructor must patiently  demonstrate  and  explain  until  the  trainee acquires the needed competence.  “Good instruction” means a more effective crew, and such an asset justifies any amount of patience. If you find that your trainees have not learned what you tried to teach them, do not react as if they disobeyed orders. If trainees do not understand a certain lesson or operation, that could indicate a poor job of teaching. The old  saying,  “If  the  learner  hasn’t  learned,  the  teacher hasn’t taught” might apply in some situations. RELATED TECHNIQUES You can use instructional techniques with any of the above methods. These techniques include the use of the lesson summary, oral questioning, and training aids. Lesson Summary The term summary as used here refers to that part of  the  lesson  in  which  the  instructor  reviews  the material  covered.  When  summarizing,  keep  in  mind two major aims. First, you want to help the trainees identify and organize the subject matter. Second, you want to assist the trainees in understanding and, where necessary, in memorizing the subject matter. Use the following techniques in summarizing a lesson: · Introduce the summary properly. · Summarize  the  subject  matter  thoroughly.  Plan the summary so that it assists the trainees in organizing 1-17