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In deciding how many and what kinds of repetition steps you should 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. Also consider the nature of the skill.
For example, some skills involve visual signaling in which speed is important. Other skills may
involve ease of manipulation, conservation of materials, and safety. Always consider the ability
of the students to acquire the skill and the amount of time available for training.
Four repetition steps used with good results in Navy schools are described in the following
paragraphs:
Instructor repetition step
When using this step, repeat the job without noticeable interruptions, restating the procedure
and the important safety factors as you perform the steps. This step has two important
purposes:
to show continuity (how the procedural steps follow each other under actual
operating conditions); and to set standards of ease, speed, and accuracy. Related techniques of
instruction are as follows:
n Introduce the step properly. Motivate the students to pay close attention by explaining
the nature of the step and by stressing the primary and secondary values.
n Perform the job with the proper degree of ease, speed, and accuracy. Streamline your oral
explanations to the point that they do not hinder your performance. The proper degree
of speed is the standard speed you expect the majority of students to attain by the end of
the scheduled practice period. A lower standard may fail to challenge the average and fast
learners; a higher standard may cause many students to feel the goal is impossible to
reach.
n Avoid any activity that might break the continuity of your performance. For example,
discussion or questions during this step may distract you as well as the students.
However, give students an opportunity to ask questions at the conclusion of the instructor
repetition step. You may need to include more than one instructor repetition step.
Student repetition step
In the student repetition step, select a student to repeat the job, restating the procedure and
the important safety factors as the student performs the steps. This step will motivate the
students by proving that they can do the job with the instruction given. It will show you those
areas of instruction you need to strengthen.
One of the advantages of this step over an instructor repetition step is the great amount of
student interest generated when a student, rather than the instructor, performs the job. The
other students will put themselves in the selected student’s place and perform the job mentally.
Related techniques of instruction are as follows:
n Introduce the step properly. Motivate the students to pay close attention by explaining
the nature of the step and what the selected student must do. In teaching a mental skill
involving computation, set up the problem as part of the introduction. Always use new
values (not those used in your demonstration step) in the problem the student will solve.
n Call upon a student from the average learner group to perform the job.
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