The  instructor  should  require  complete  an- swers  and  stress  correct  terminology  if  that  is important.  The  instructor  should  be  reasonably sure that students have a good grasp of procedures before moving on to the next phase of instruction. In step 3, the students perform the skill. Before any  movement,  however,  the  students  explain what  they  are  about  to  do  and  how  they  are going to do it. While students are attempting this new  operation,  the  instructor  must  remember  that there may be some who are slow learners or who make more mistakes than others. These students should  not  be  rushed.  The  instructor  should  be patient  and  should  not  interrupt  or  remove  the training aid from them unless personal injury or harm  to  the  equipment  is  imminent. The instructor should assist only when asked. If   a   student   appears   confused,   a   review   of procedures  by  the  student  and  instructor  together will usually clear up misunderstandings. A word of praise should be given when students perform well. During  step  4,  the  students  practice  the  entire skill  while  the  instructor  observes.  At  first,  the instructor  should  emphasize  accuracy  and  later speed, if that is important. The instructor needs to  be  paticularly  observant  at  this  point  to  note any bad habits or variation in procedures which may creep in. When such discrepancies are noted, the   instructor   should   stop   the   operation   to correct these mistakes before they are practiced repeatedly. Again, violation of safety precautions should  never  be  overlooked. General Hints for the Instructor The  instructor  should  stress  correct  procedures on  the  student’s  first  attempt  at  performing  a  new skill.  The  most  effective  learning  results  when initial learning is followed immdediately by periods of  practical  application. Safety  precautions  should  be  emphasized  at the  point  in  the  demonstration  that  they  apply. Explaining  the  reasons  for  the  precautions  will help  students  understand  the  need  for  compliance. Whatever the type of’ training, if the instructor finds that the students have not mastered the skill or absorbed the knowledge, the first reaction may be  to  assume  that  the  students  are  at  fault. However,  this  may  not  be  the  case.  Failure  to learn on the part of the student is sometimes the result  of  poor  instruction—as  in  the  saying  “If the  learner  hasn’t  learned,  the  teacher  hasn’t taught,  While  there  maybe  some  exceptions  to this  old  adage,  every  really  good  instructor  is always  ready  and  willing  to  become  a  better instructor.   The   end   product   of   well-informed students  will  more  than  justify  the  extra  effort required. RELIGIOUS  EDUCATION Religious   education   programs   for   military personnel  and  their  dependents  have  traditionally been  provided  at  commands  whenever  a  sub- stantial  dependent  population  existed.  Unity and   continuity   in   such   religious   education   is made  difficult  by  frequent  transfers  of  military families.  The  various  and  unique  denomination requirements also influence the religious educa- tion  programs  that  are  provided  for  dependent children of military personnel. For these reasons, the  Navy,  Army,  and  Air  Force  make  available religious  education  curricula  and  materials  de- signed  especially  for  military  religious  educa- tion   programs.   The   curriculum   for   dependent children  at  Navy  and  Marine  Corps  shore activities  is  usually  selected  from  the  following three  resource  guides:  Cooperative   Prostseant Religious  Education  Curriculum;  Catholic  Cur- riculum and Resource Guide; and Unified Jewish Religious   Education   Curriculum.   Selection  of these materials is supervised by a member of the Armed   Forces   Chaplains   Board.   The   RP   will probably be tasked by the command chaplain to obtain material from these three sources in order to   provide   a   standardized   religious   education program  for  command  personnel  and  their dependents. The command usually has a supply of religious literature  in  book  and  pamphlet  form  available for use by command personnel and their families. Pamphlet  racks  containing  such  literature  are likely to be found at the entrance to the chapel, in the offices of’ the chaplain and RP, and at other convenient    places. Many   stations   also   have libraries with sections devoted to religious books and  novels. COORDINATING   RELIGIOUS EDUCATION   PROGRAMS Senior  RPs  are  often  assigned  to  large commands   ashore   where   religious   education programs  are  offered  to  commad  personnel  and their families. Some of the large-scale programs may have a salaried civilian employee who serves as  Director  of  Religious  Education  (DRE). 6-11