1-15 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: · Build  a  background  for   the   discussion.   The development  of  an  appropriate  background   tends   to focus the trainees’ attention upon the central problem. An appropriate  background  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 questions. · 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 discussion. · Avoid  expressing  your  own  ideas  until   the trainees  have  had  ample  opportunity  to  express  their ideas. · Summarize the discussion at intervals. Use the chalkboard  for  this  purpose.  Give  due  credit  to  the trainees for their contributions. 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  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, 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.