Junior Cadet
Instruction Cadre
THE PRINCIPLES AND TECHNIQUES
OF INSTRUCTION
INTRODUCTION.

The effectiveness of training and instruction will largely depend on the
ability of the instructor to teach.

All Instructors must expect to have to instruct because soldiering and
instructing go hand in hand.

They must therefore, know thoroughly, not only their military and
professional subjects, skills, techniques but also how to instruct.
INSTRUCTOR QUALITIES.
The qualities of a good instructor are :
CONFIDENCE In his own ability to instruct by having a thorough knowledge of
his subject and how to teach it by being an expert performer in any required skill.

LEADERSHIP He must have a good man management and know when to
encourage and when to drive. He must be approachable and understand the
meaning of discipline.

ENTHUSIASM The instructor must picture himself as a salesman earning his
pay on commission and MUST sell his subject.

MANNER
This is largely an individual matter but enthusiasm and
confidence will play an important part. He must watch his personal bearing and
turnout.
THE PRINCIPLES OF INSTRUCTION.


Preparation and planning.
Promotion and maintenance of the desire to learn.
TECHNIQUES OF INSTRUCTION.


Question Technique.
The selection and use of instructional aids.
PREPARATION AND PLANNING.

All instruction and training requires preparation, step by step, taking into
account all the relevant factors.

Careful and systematic planning must follow so that it is presented and
performed logically and progressively in the best possible way to achieve
it's own particular aim.

For every period of instruction the instructor requires a clear plan which
takes into account the condition of work.
This plan will show :


What he intends to teach.
How he is going to do it.
What equipment, apparatus and aids he needs.
PROMOTION AND MAINTENANCE OF THE DESIRE
TO LEARN.

Students cannot be forced or made to learn, learning is a voluntary
process.

Students only learn when they are willing to learn and when they
understand the reason/purpose behind the learning.

They need to be encouraged, led or stimulated throughout the period of
instruction. Instruction must therefore be planned with this in mind.
QUESTION TECHNIQUE.
To teach effectively and to keep his students mentally active/alert.
The instructor must know:


The purpose of questioning in instruction.
How to put questions to his class.
How to handle question from his class.
THE SELECTION AND USE OF INSTRUCTIONAL
AIDS.
The instructor therefore needs to know :
How to select the right instructional aid for his particular purpose.

How to use it to the best advantage.
SUMMARY.
EVERY instructor must be constantly aware of the principles and
techniques of instruction which must be applied with common sense
and enthusiasm
Questions
Junior Cadet
Instruction Cadre
PREPARATION OF INSTRUCTION
INTRODUCTION

To be successful, instruction must first be prepared so that it can be
properly planned and presented.

Preparation will require time which is often very limited.

To ensure the best use is made of the time available the process of
preparation must be logical.

The factors which will eventually effect the plan must be considered.
FACTORS TO BE CONSIDERED
INSTRUCTIONAL OBJECTIVE
The instructor, having briefly considered the subject matter, must define :


Exactly what the student should be able to do
Under what conditions he will do it
How well he should be able to do it.
The instructional objective must be : DEFINITE
 LIMITED
 CLEAR
 ATTAINABLE.
Before it can be considered attainable it must relate to :-
THE TIME

How Long is a period?
THE CLASS



How many students are there?
What do they know about the subject already?
How quickly can they learn.
Having defined the objective the next subject is to collect the subject
matter.
TEACHING POINTS



The instructor must know his subject.
He must carefully consider and study the subject matter that might be
necessary to achieve the objectives.
This should be grouped under main headings.
METHODS OF PRESENTATION



Different methods of presentation will suggest themselves.
The instructor must decide the most suitable way for his particular period
of instruction.
The instructor must take into account the objective, time and class.
AIDS

Consider what instructional aids may be required to help the students
understand.
CONDITIONS OF WORK


Conditions should be such that the students learn best.
Occasionally conditions must be accepted but at least they should be as
good as the instructor can make them, considering the circumstances
and subject matter being taught.
ADMINISTRATION

Methods of presentation, aids and conditions of work must all be
supported by sound administration.
SUMMARY
In preparing a piece of instruction consider the factors :Define the OBJECTIVE and relate it to :TIME
THE CLASS
SUBJECT MATTER
then consider
METHODS OF PRESENTATION.
AIDS.
CONDITIONS OF WORK.
Questions
Junior Cadet
Instruction Cadre
PLANNING INSTRUCTION
INTRODUCTION
Any form of instruction, whether it be a lecture, lesson, discussion or any
other method of presentation, must be arranged that it is presented to
the class in a logical progressive manner.
Very generally all instruction can be divided into three parts.



THE BEGINNING
THE MIDDLE
THE END
- where the class is prepared for instruction.
- where the instruction is presented.
- where the instruction is consolidated.
THE BEGINNING.
When considering a lesson the instructor should plan and allow time for
the following points.
PRELIMINARIES

To prevent distractions during instruction, time should be allowed so that
the instructor can check those things that can only be checked when the
class is present e.g.. Roll Call, Safety Precautions, Checking correct
equipment is available etc
REVISION

The main reason for revision is to ensure that the students have the
necessary knowledge to progress. It may also provide a link with
previous instruction.
INTRODUCTION

Here the instructor is able to introduce the subject and promote in the
students the desire to learn.

Therefore always "State the instructional objective".

Give a good reason for learning what is to be taught.

Provide a personal incentive, where possible.
Lesson Plan
Subject:
Aid:
Lesson:
Training Group:
Stores:
Location of Lesson:
Dress:
Beginning
Time
Preliminaries
NSP's:
No off:
Intro:
Positions:
Revision:
Aim:
Reason:
Incentive:
Notes
THE MIDDLE

The middle contains the main instruction.

This subject matter has already been grouped under main headings in
the preparation phase.

The subject matter, listed under each heading, must now be studied.

Eliminate irrelevant and unnecessary matter, i.e. PRUNE carefully down
to what is essential to achieve the objective.

Both the headings and the matter, under each heading, must then be
arranged in a LOGICAL and progressive order.

The next step is to divide this middle part of the instruction into STAGES.

Each stage being such that the class can absorb it without difficulty.

This may mean grouping subject headings together to form one stage or
possibly dividing the material grouped under one subject heading into
several stages.

The instructor should confirm each stage. This confirmation must be
planned.
Middle
M.O.I.
Key Points
Notes
THE END

To complete the instruction, the following sequence which must always
be followed for a lesson should be planned.
QUESTIONS TO AND FROM CLASS

To clear up any doubts they may have on the instruction.
TEST

Designed to check the instruction has been assimilated i.e. that the
instructional objective has been achieved.
PACKING UP

This should be done before the summary if possible.
SUMMARY

To emphasise the points of the instruction. Nothing New must be
introduced.
LOOK FORWARD

The opportunity should be taken to arouse the interest of the class in any
future related instruction.
Timing to establish accurate timings for the period the instructor must
REHEARSE. Remember to allow time for class participation.
End of Lesson
Time
Key Points
Confirmation that the lesson has been understood (Test)
NSP's
Summaries on the whole of the lesson, bring out the main
points:
Look Forward (next lesson in this subject)
Pack away all stores
Notes for future reference:
Notes
SUMMARY

Muddled thinking means muddled planning.

Muddled planning leads to muddled instruction.

Logical thinking leads to a logical plan and good instruction.

GOOD PLANNING TAKES TIME.
PRIOR PREPARATION & PRACTICE PREVENTS POOR
PERFORMANCE.
Questions
Junior Cadet
Instruction Cadre
PROMOTION AND THE
MAINTENANCE
OF THE DESIRE TO LEARN.
INTRODUCTION
The principle has been framed to meet two responsibilities which face the
instructor. These two responsibilities are :Promoting the desire to learn.
He must make the students want to learn.
Maintaining the desire to learn.
Once the students are motivated, the instructor must maintain this motivation.
It is largely a matter of arousing INTEREST in the instruction and then keeping
this interest alive.
PROMOTION OF THE DESIRE TO LEARN
Frequently an instructor is faced with teaching individuals who are not
particularly interested in learning.
There are certain definite ways in which the instructor can do this. Creating
interest in the instruction before the class assembles by :
A PROGRAMME designed to attract attention and keep students fully
informed.

ADVERTISEMENT. Any display e.g. posters exhibits which will arouse
curiosity and promote interest in the subject.

LOOK FORWARD in a previous related lesson.
Develop the interest of the class during the introduction to the period by
stating:

THE INSTRUCTIONAL OBJECTIVE.
A clear statement of what is to be learned

THE REASON WHY.
A realistic reason why it is important that the class should learn it.

INCENTIVE.
What personal benefit is to be gained from learning what is to be taught
in the period.
MAINTENANCE OF THE DESIRE TO LEARN.
This part of the principle is concerned with keeping every member of the
class wanting to learn and therefore be interested throughout the
instruction.

SENSES, USE OF. Students will learn more quickly and effectively if the
instruction is designed to take maximum advantage of the senses
through which they learn.
HEARING, TOUCH, SIGHT, TASTE and SMELL
ACTIVITY.
The instructor must strive for maximum activity in his class.


Mental when teaching facts.
Physical or manual, when teaching skills.
VARIETY.


Always seek variety in instruction.
The instructor must be imaginative in selecting good aids and different
methods of presentation.
ENTHUSIASM.

The instructors enthusiasm will be communicated to his class.
REALISM.
To be effective must be as realistic as possible. This can be achieved by :



Realistic simulation of conditions and effects
Using realistic aids e.g.. Painting the picture.
Relating instruction to everyday life.
Explaining the practical application of the instruction.
SIMPLICITY.

Instruct at the level of the particular class being taught. Nothing will be
learned unless it is understood.
AVOID DISTRACTIONS.

These may be caused by bad conditions of work or possibly the
instructors mannerisms.

Plan to diminish them.
S enses
A ctivity
V ariety
E nthusiasm
R ealism
S implicity
SUMMARY.
•
Learning is a voluntary process.
•
It is the Instructors job to promote the desire to learn
•
It is the Instructors job to get the interest of the class.
•
It is the Instructors job to KEEP it.
Questions
Junior Cadet
Instruction Cadre
THE SKILLS LESSON
INTRODUCTION

The planning of a skills lesson differs from that of the facts lesson in the
middle only.

It has four easily recognisable phases in each stage, which are designed
to give the student a maximum amount of practical work.
THE BEGINNING
This remains the same for the facts lesson and will contain :





Preliminaries.
Revision.
Introduction.
The instructional objective.
Reason Why.
An incentive.

Preliminaries in a skill lesson will require thought and planning by the
instructor.

Frequently the checking of equipment and safety precautions will be
necessary preliminaries to the lesson.

Time must be allowed for them.

In practical skills the instructor should check on left handed trainees.

Try to anticipate those who may experience a greater degree of difficulty
in mastering the skill.
THE MIDDLE OF A SKILL LESSON
Each stage in the middle of the lesson is divided into four phases and is
then confirmed.
The phases are as follows :-
E xplanation.
D emonstration.
I mitation.
P ractice.
EXPLANATION

This entails a clear and simple description of the equipment and a concise
explanation of the operation.
DEMONSTRATION

The instructor demonstrates the operation both at normal operating speed,
to show the standard he should attempt to achieve and also at a much more
deliberate speed clearly showing each progressive stages in the complete
operation.
IMITATION

Here the student starts to perform the operation under strict control of the
instructor. Each stage of the operation is carefully checked by the instructor,
in order to prevent the students developing faults or bad habits when
learning to perform the skill required.
PRACTICE

In this phase, the instructor gives the student opportunities to practice
the skill he has learnt.

The instructor must adopt and imaginative approach to this phase and
exercise the students indifferent situations at increasing speed, until all
students are able to perform to the standards set out in the instructional
objectives laid down for that lesson.

The instructor must exercise close supervision throughout this phase.
THE END

This, as with the facts lesson, will include a last opportunity to clear any
doubts the student has.

It will test the students ability to perform the skill and will almost always
require time for packing up equipment.

A final summary and look forward will be sensible end to the lesson.
TIMING

It is difficult to lay down a firm percentage timings for the four phases of
the skills lesson

No instructor will go far wrong if he devotes 70% of his planned time to
the imitation and practice phases of the lesson.

Remember a PERFORMANCE TEST is going to be the only way to
judge success of a skills lesson.

The more time the student spends in practice, the better chance he has
to develop the required skill.
SUMMARY
REMEMBER
E XPLAIN
D EMONSTRATE
I MITATE
P RACTICE
Questions
Junior Cadet
Instruction Cadre
CONFIRMATION THAT
INSTRUCTION
HAS BEEN TAKEN IN
INTRODUCTION

Confirmation ensures that one step in the process of learning is made
firm before another is attempted.
WHY CONFIRM



Confirmation is necessary at all stages of instruction to make certain that
students are learning.
Another aspect of confirmation is that it caters for the instructor pausing
at certain intervals to allow students to clear up any doubts which they
may have.
Confirmation develops a sense of achievement and provides the student
with an incentive to learn.
WHEN TO CONFIRM
During instruction.
At the beginning of a period by planned revision

If there has been any previous related instruction on the subject.
During the middle by planned confirmation

The instructor must ensure that the students have understood each
stage by allowing them to ask questions to clear any doubts and by
testing them before progressing to the next stage.
At the end of a period by planned confirmation

The instructor can make certain that he has achieved his objective by
allowing the class the chance to clear any doubts they may have on the
period as a whole.

Then by testing to make sure his students can do exactly what he stated
in the instructional objective.

The results of this final test must be given and doubts cleared
immediately to motivate the student to progress further.
HOW TO CONFIRM

By allowing the student to clear any doubts and then testing by using one
or more of the following :Oral Test.
Written Test.
Performance Test.

Taking care that the test used is appropriate to the instructional objective.

Variety in testing can be attained by the means of :-Quiz.
Discussion.
Exercise.
Competition.
SUMMARY
Confirmation is part of the teaching process.
Confirmation asses the Effectiveness of Instruction.
Questions
Junior Cadet
Instruction Cadre
QUESTION TECHNIQUE
INTRODUCTION

Questioning is a technique which must be understood by the instructor.

This technique, coupled with a comprehensive knowledge of the subject,
will enable him to keep his students alert and active.

To apply the technique effectively, the instructor must understand :The purpose of questions in instruction.
How to put questions to the class.
How to deal with questions from the class.
PURPOSE OF QUESTIONS IN INSTRUCTION.
Threefold object

To test by checking knowledge of the class.
To teach by making the class reason out answers out for themselves.
To create activity by keeping the class mentally alert.

HOW TO PUT QUESTIONS TO THE CLASS.

DO direct questions to the class as a whole, give time for the class to think
out an answer and then nominate the student who is to give the answer.


POSE THE QUESTION - PAUSE - POUNCE.

DO make sure the question is clear, so that it is easily understood by the
class.

DON'T ask questions which encourage guessing.
AVOID 50/50 QUESTIONS

DON'T ask questions which require a verbal answer to test a skill. The true
test of a skill is performance.

DON'T ask questions which test the students powers of expression where
this is not intended. These are unfair and may cause confusion and
embarrassment.

AVOID QUESTIONS WHICH TEST POWERS OF EXPRESSION.
HOW TO DEAL WITH QUESTIONS FROM THE CLASS.
Questions put to the instructor by his students fall into three categories.



Relevant
Irrelevant
Those to which the instructor does not know the answer.
Relevant Questions

If the question covers a point already taught, put it back to the class. This
checks whether the point was missed generally. It may even disclose a
weakness in the instruction.

If the question be on a point still being taught, the student should be told
that the point will be dealt with later in the lesson.
Irrelevant Questions

If the question is genuine, the instructor must deal with it constructively.
The rule should be:"Give encouragement but don't waste time".

If the question is a deliberate attempt to mislead, "THE RED HERRING"
the question must be stopped with the least waste of time.
Answer not known by the Instructor

The instructor must NOT try to bluff it out.

He should admit he does not know and tell the class he will give them the
answer at a future date.

He must ensure that this is done.
SUMMARY

A good question is one that is fully understood by the class.

Good question technique encourages class participation and keeps
the class alert.

Skilful and sympathetic handling by the instructor of questions from
the class saves valuable time, reduces irrelevancy but maintains
interest.
Questions