b. Knowledge of Teaching Techniques. A knowledge of how to instruct is a
prerequisite to good instruction. It is the reason for conducting Army instructor training
courses. The instructor must be able to apply the principles, methods, and techniques
of instruction in these lessons.
c. Good Teaching Personality. Personality can be defined as behavior of an
individual to which other people respond, either favorably or unfavorably.
(1) Development. A good personality, one that gets a favorable response,
is not some mysterious inborn quality. It can be developed by concentrating on and
improving weaker personality features.
(2) Characteristics. Each instructor should strive to develop characteristics
that contribute to successful teaching, such as enthusiasm and sincerity. Each
instructor should avoid characteristics that interfere with effective instruction such as an
air of superiority and disinterest in his subject matter.
d. Leadership Ability.
(1) Good leader. Instructors who are good leaders can develop proper
habits, attitudes, and character traits in their soldiers as well as teach the basic
information required in a course. They are in control, and their classes run smoothly.
(2) Course manager. Course management is a responsibility of leadership.
This management includes detailed planning, obtaining and distributing supplies and
equipment, keeping records, reducing waste, adjusting the program to the needs of the
soldiers, making reports, and numerous other administrative details that are necessary
for effective teaching. Courses must be managed if they are to be taught effectively.
e. Professional Attitude.
(1) Understanding. The instructor who has the proper professional attitude
continually adds to his subject knowledge and skills and makes every effort to improve
his teaching. He must have a sympathetic understanding of his soldiers' problems and
be fair in dealing with each individual.
(2) Attitude. Everything an instructor says and does during classes, as well
as his manner, reflects his attitude toward his soldiers, the subject, and the training
program. His attitudes have a tremendous influence on soldiers' attitudes and morale.
Soldiers tend to adopt the instructor's attitude and point of view toward the subject and