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Instructor   repetition   step
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Coach-Pupil   repetition   step
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 feedback. 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 t o readily   see the   students’ 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 maneuvering problems   or   filling   in   forms.   The following   are   related   techniques   of instruction: 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  student’s  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. 58

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