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.