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