Relay  Question Rather   than   answer   a   student’s   question,   the instructor calls on another student to answer. This type of  question  allows  for  more  student  participation. Example: Student asks, “How do you get counselors to give referrals?” Instructor calls on another student, “Petty Officer Smith, you have been very successful in your school canvassing program. Can you answer that question?” Reverse  Question The instructor returns the question to the student who has asked it. It encourages students to arrive at their own answers. The instructor should reword the question  or  add  some  information  to  help  the  students see the direction they need to take. Example: Student  asks, “What   is   cognitive restructuring?”  Instructor  responds,  “We  know  that cognitive refers to thinking and restructuring means changing.   Now,   what   does   cognitive   restructuring mean?” QUESTIONS TO AVOID Some questions should be avoided in the learning environment. They do not meet the characteristics for effective  questions. l Leading questions. Questions that suggest the answer do not demand any thinking on the student’s part. l Catch questions. Attempts to trick students have no  place  in  the  classroom. l  Irrelevant  questions.  Questioning  students  on obscure  or  unimportant  details  destroys  their  confidence. It  becomes  confusing  for  them  to  know  what  is important. l Pumping questions. Don’t waste time trying to elicit  responses  from  students  who  are  unwilling  or unable  to  answer.  Giving  clues  or  goading  will  only accentuate the problem and can demoralize students. l  Oversized  questions.  Questions  that  cover  a broad range of knowledge or are impossible to answer in the time involved are pointless. l   Ambiguous   questions.   Vaguely   worded questions or those that may have a double meaning lead to  confusion. l  Terminal  questions.  Questions  that  require  only a yes or no response are usually ineffective. The student has   a   50/50   chance   of   responding   correctly.   The instructor has no way of determining if it was just a lucky guess or if the student learned from the lesson. TRAINING  COURSES Formal training courses are offered at the Navy Recruiting  Orientation  Unit  (NORU)  in  Pensacola, Florida.  Some  Area  commands  also  have  training courses available. ENLISTED  NAVY  RECRUITING ORIENTATION All production recruiters are required to attend the 5-week ENRO course of instruction. The 9585 NEC is awarded  upon  successful  completion  of  the  course.  The course is designed to provide basic orientation to the students’  new  assignment  as  Navy  recruiters. CRF  ACADEMY All   new   CRF   selectees   attend   a   6-week   CRF academy  before  converting  to  Navy  Counselor  and earning the 2186 NEC. The training is geared to the RINC and ZS level with special emphasis on leadership in recruiting. CHIEF  RECRUITER  COURSE The  CR  course  is  a  1-week  course  in  the  technical, leadership,   and   managerial   aspects   of   recruiting. Attendees must be nominated by their Area commander or COMNAVCRUITCOM. The course is a required part of  the  qualification  process  for  participation  on  the  CR board. EPDS, PROCESSOR, AND CLASSIFIER COURSES The  NORU  also  conducts  courses  for  personnel assigned as EPDS, processor, and classifier. They are required  for  newly  reporting  personnel,  9585  recruiters converting  to  9586  recruiter-classifiers,  and  personnel who  are  being  assigned  as  directors  of  processing stations. 2-19