b. You Will Supply. You will probably need to arrange for supplies and the use
of equipment. Sometimes this will be as easy as giving a copy of the articles needed to
the supply NCO of your unit. Sometimes you will need to arrange with other units on
your own. If you require training aids, you will need to borrow or make them. There
may be suitable training aids available to you through a learning center supply room,
Training Aid Support Center (TASC), or a civilian source (such as the Red Cross).
Always view a film or videotape, learn to operate the equipment smoothly, and examine
unfamiliar supplies before class. If you find that equipment such as a slide projector,
extension cord, or extra batteries are not on your list, add them. You may find that
training devices (such as manikins) would be more effective than the real items. If so,
try to arrange for their use.
c. The Commander Should Supply. The commander should supply the
training location. Whether a classroom or field setting is required, it should be approved
by the commander or his representative. You should now be able to include the amount
of time needed for training and the most beneficial date(s) and time(s) for the training.
Include some alternates, if possible. The commander must also approve the release of
the students from their regular duties for the period of instruction. Sometimes
instruction is only an hour or so. Frequently, the instruction period is longer and,
depending on the regular assignments of the students, adequate provision for
assignment coverage is required. If special unit equipment is needed, the use must be
requested and given. Make all requests far enough ahead of time to avoid delaying
your instruction plans. The chain of command sometimes works slowly.
d. The Number and Background of the Students. This information will be
very important for your lesson planning. Never assume that because your students
have training in basic skills, their proficiency for current lessons will be sufficient. Some
forget faster than others, especially if they have not used the skills lately. It may be
necessary for you to pretest in order to plan accurately.
(1) Instruction starting point. Always try to start your training where the
proficiency of your students stops. If the students have forgotten (or never learned) how
to take an accurate blood pressure reading, be sure you teach this skill before you
teach them how to start an intravenous infusion. Some students could be proficient
while most of the class needs review. Take advantage of their proficiency by using
these students as peer tutors. This can be very valuable when assistant instructors are
not available or insufficient in number.
(2) Class size. In order to plan for the space, supplies, equipment, and help
required, you will need to know how many students you will be teaching. It makes a
great deal of difference whether you will be teaching two or twenty people at a time. If
you feel unsure about the supplies or equipment needed, ask help from those who are
more experienced (either in your own or in other units). Sometimes the supply NCO
can help. He will know how many of certain supplies are packed to the box and how
many ounces are contained in the bottle.