H Give the selected student adequate directions. These directions should include where to
stand, what to do, and how to hold and manipulate training aids. Direct the student in
the use of any other techniques that would benefit the class.
9 Correct errors, but do so in a constructive fashion. Remember that the selected student
is under some degree of mental pressure. Give the student an opportunity to correct his
or her own errors before calling upon other students to help. Avoid the use of mechanical
guidance. When the student has completed the job provide positive reinforcement and
Group performance repetition step
W h e n u s i n g t h e g r o u p
performance repetition step, repeat
the job slowly, one step at a time,
while the students observe and
imitate you, one step at a time. Use
this step for teaching simple and
nondangerous physical skills, such
as knot tying, sending semaphore,
and performing the manual of arms.
To use this step, you must be able
movements and they must be able
to see yours. Also use it to teach
mental skills, such as solving
m a t h e m a t i c a l or
problems or filling in forms. The
following are related techniques of
Position the students properly. The position should provide an unobstructed line of vision
both for you and for students.
Introduce the step properly. Cover orally the general plan. Stress the need for close
observation and exact imitation; the need for the students to keep in step with and not to
get ahead of you; and the need for students to hold and manipulate training aids (if any
are used) so that you can easily see each students work.
Perform the job properly, one step at a time.
For the first repetition, explain the
movements or operations as you perform them. For subsequent repetitions, you may use
briefer directions. Use the techniqum discussed in the section on the demonstration step.
Correct errors. Call attention to errors, demonstrate the correct movements, and then
require the students to repeat the movements correctly. Remember that this is a repetition
step only. It does not take the place of the performance step, during which students
practice individually until they have attained the required standards of proficiency.