misunderstandings is when they occur. Some RPs may  hesitate  to  ask  questions  because  they  are timid, are embarrassed to ask questions in front of their peers, or do not know what questions to ask. 6.   Instructors   should   ask   questions   that stimulate  thought.  A  mere  recall  of  acts  is  not enough. Some methods that cause the students to think  include  initiating  class  discussions  setting up problem situations, making challenging state- ments,  and  asking  thought-provoking  questions. 7. Distracting mannerisms should be avoided. Chewing  gum,  jingling  keys  or  coins  in  one’s pocket  tossing  a  piece  of  chalk  up  and  down  or from hand to hand, and other such mannerisms tend  to  draw  the  students’  attention  away  from the  subject  matter  being  presented. Motivation The term motivation has been defined as “the incentive, drive, or pressure to take action. ” The wise instructor realizes that regardless of how well the  subject  matter  is  prepared  and  presented, students  will  not  learn  unless  they  want  to.  No one  can  order  a  student  to  learn.  Students  may be  required  to  complete  assignments,  but  this is no guarantee that they will try to understand the  subject  matter.  So,  attempting  to  MAKE  a learning experience grow from compliance is not the  answer.  Such  pressure  can  cause  feelings  of resentment  toward  both  the  instructor  and  the subject  matter. As an instructor, the leading RP has to be the major  motivating  factor  in  creating  a  learning environment. The guidelines presented under the previous  subtopic,  Oral  Presentation,  will  be  of benefit  to  the  instructor  in  motivating  students to  learn. The  degree  of  motivation  required  in  each learning experience varies with the situation and the  individuals  concerned.  For  example,  if  the students  know  they  will  be  required  to  participate in fire fighting aboard ship as members of a hose team  and  are  reminded  that  proper  use  of  an oxygen-breathing  apparatus  (OBA)  may  well  save their lives, the motivation for learning to use that equipment  is  very  strong.  The  leading  RP  must motivate  students  by  stressing  the  need  for familiarization  with  the  material  presented.  If legitimate  questions  are  raised  by  the  students  as to  why  the  training  is  needed,  the  instructor  must do  more  than  reply  “because  the  chaplain  says so.” The instructor might motivate them to learn by  pointing  out  that  the  training  can  pay  off  at advancement examination time. Advancement in rate leads to increased pay, authority, responsi- bility,   prestige,   and   the   possibility   of   more interesting  assignments.  Another  approach  may be to appeal to the student’s pride in being able to  master  the  subject  matter  being  presented. Sometimes the senior RP can create sufficient motivation  for  learning  by  showing  a  personal interest in the subordinate RP. The RPC or RP1 should   respect   the   opinions   of   junior   RFs. listening  to  their  questions  and  striving  to  answer them honestly and openly will enhance the leading RFs  credibility  with  subordinates  and  establish a  more  relaxed  and  open  atmosphere.  Leading RPs should emphasize the contribution each RP can  make  to  the  success  of  the  Command Religious  Program  when  learning  takes  place. Rewards, such as early liberty or being excused from   certain   duties,   may   provide   the   needed motivation  to  set  the  stage  far  learning.  However, instructors  should  be  cautious  in  using  rewards to  motivate,  as  this  method  as  certain  dis- advantages.  (1)  The  motivating  influence  may cease once the reward is received. (2) Since some students  learn  faster  than  others,  the  slower learners  might  be  discouraged  because  they  finish last.  (“Why  try,  I  can’t  win  anyway.”)  (3)  If  the instructor  should  grant  early  liberty  contingent upon favorable test results, the slow learner may resent the disadvantage and may be tempted to cheat on the test. Inducing each student to work to  better  his  or  her  own  record—to  compete against   himself   or   herself—may   be   the   most effective  way  to  motivate  people. Sometimes   a   story   from   the   leading   RP’s personal  experience  may  increase  the  students’ desire  to  learn.  A  firsthand  account  of  how training  received  has  proven  beneficial  in  some real  life  situations  is  often  helpful.  Care  should be  taken,  however,  not  to  ramble  on  with  sea stories which take up a great deal of the instruc- tion  time. Training  Aids Some instructors have a good command of the English language and can explain things very well. However,  even  the  most  skilled  lecturers  can usually  be  more  effective  if  they  use  training  aids. A training aid is any picture, chart, graph, or piece of equipment that can be used to illustrate and  clarify  the  subject  matter.  Commonly  used aids may include films, models, trainers, charts, chalkboard, drawings, transparencies, mock-ups, TV,  and  recordings. 6-9