Drill Instructor Guide
From CadetStuffWiki
Drill instruction is usually the first experience young NCOs get to lead and teach their fellow cadets. The first place to look for guidance on how to do this is in your drill manual. For organizations that use the Air Force Drill manual, what you are looking for is AFMAN 36-2203 paragraph 1.6. Drill Instruction. Unless otherwise noted, references in this article will refer to this manual.
Your next resource is the NCOs who taught you to how to march. Think about what they did, and try to emulate the things that you felt were effective. Just as important, try to avoid the techniques that you felt were ineffective or counterproductive. Keep in mind that your manner and personality may not lend themselves to someone else's methods. You need to develop your own style that benefits from your strengths and avoids your weaknesses.
You might also want to look at the Teaching 101 article here on the CadetStuff Wiki.
While there are as many ways of teaching drill properly as there are instructors, sometimes we have a hard time knowing where to start. Here are a few tips that may make your early instruction more effective or that might help you improve your performance if you are already an experienced instructor.
Make Sure You Understand What You Are Teaching
Little is worse than having one of your students point out that you are teaching something wrong. Make sure you study the manual and understand exactly what it is saying. If you can, practice the moves with other NCOs so you know how it will work before you are in front of your cadets. It isn't a bad idea to use the CadetStuff forums to ask questions on how exactly to do a certain move or formation, but make sure you have read the relevant materials first.
If you need to, take a 3x5 card and write some notes, fold it in half, keep it in your hand so you can refer to it as you instruct.
Additionally, make sure you don't succumb to the many Drill Myths out there.
Prepare Before You Step In Front of The Troops
Rehearse your instruction. Its no accident that military drill instructors are forced to memorize their D&C manual and regurgitate instruction word for word, and they are tested on that skill. Anybody who has been to military basic training can attest that drill sergeants do this kind of training in such a "by rote" fashion that they even tend to mispronounce the same words in the same way. Now that's being in-sync!
Some military drill instructor training courses emphasize that you must preface your instruction of a particular command with an introduction that puts all the trainees on the same page. For example:
"Good morning, cadets. The next movement I will name, explain, have demonstrated, and you will conduct practical work on is the facing movement."
"This movement will cause an entire formation to turn and face a particular direction, in unison, and on command. It is useful at all times."
"When executed at a normal cadence, the command is Left, FACE! or Right, FACE! This is a two-part command. The Preparatory Command is the direction of the movement, left or right, while the Command of Execution is FACE. Again, when given at a normal cadence, the command is Left, FACE! or Right, FACE."
"Demonstrator, POST!"
[Instructor waits while demonstrator trots to a position of attention in front of and facing the troops]
"My demonstrator will now demonstrate the high degree of proficiency you will attain after this period of instruction, with practice."
And following each demonstration of a particular command, either at quick time, step by step, talk-through, etc, the instructor will ask "What are your questions pertaining to this command while executed in a 'step-by-step' fashion?" or "What are your questions pertaining to the command Left, FACE when executed at a normal cadence?"
The general idea is to have a set way of teaching that your students can learn and anticipate. For instance, to avoid unwanted questions, make sure you ask for questions at the same point every time you teach them a new move. Then your troops will think to themselves "I want to ask about that, but I'll wait because he always asks for questions right after the demonstration."
Don't Lock 'em Up
Many new leaders like to keep their people at attention all the time. They think it builds discipline. However, during instruction, having the flight/platoon at attention is counterproductive. The cadets cannot observe demonstrations nor ask questions at attention since silence and immobility are required (paragraph 3.2).
Instead, have your cadets stand at REST when you are explaining and demonstrating. That way they can observe what you are doing and ask questions. Once it has been explained and demonstrated, and all questions have been answered, call the formation to attention and have the formation perform the movement. They can be left at attention when you review their performance.
In the training environment of some military services, an "instructional formation" is used to put the troops into a better position to view Drill & Ceremonies instruction.
Depending on the size of your formation, this can take the simple form of an "instructional formation" by having the first element "take a knee," the second element can bend over (hands on knees, but this doesn't seem terribly comfortable), and the fourth element can "uncover" or lean from behind the third element. From this position, the troops can resume the formation to practice the movement in a few seconds. By putting your flight at REST, they can move to these positions without you falling them out.
A more complicated formation is a "U" formation (best used when you have a flight/platoon of 30 or more troops), where the first element faces in one direction, takes a few steps forward and then performs a column movement to march away from the front of the formation (forming one side of the U), while the second element does the same in the opposite direction. Then the fourth element uncovers from behind the third element. Now you have a three-sided instructional area to allow the instructor the opportunity to demonstrate D&C movements in a detailed fashion. This kind of a formation tends to rule out repeated use of the "peformance" portion of the "demonstration/performance" method of instruction.
Methods of Instruction
FM 3-21.5, Drill & Ceremonies details several different methods of instruction for teaching drill. These methods are not specific to the Army and are a great starting point for anybody attempting to teach drill.
You should always follow the steps: Explain, Demonstrate, Practice.
Explain: Introduce the command. Tell the troops what the command is, how its given, what its used for, etc.
Demonstrate: Pick a demonstrator (or have one prepared beforehand) and demonstrate the command using the various demonstration methods (step-by-step, talk-thru and by-the-numbers). Make sure you allow the troops to ask questions after each demonstration.
Practice: Allow the troops to practice the command, using each of the demonstration methods (step-by-step, talk-thru and by-the-numbers) . Ensure that the cadets are demonstrating a sufficient degree of proficiency at each method before before moving to the next or finally executing the command at a normal cadence. Adjust and correct the troops as they practice to ensure that they are doing it correctly.
This is important enough to emphasize: DO NOT ALLOW THE TROOPS TO CONTINUALLY PRACTICE THE COMMAND INCORRECTLY WITHOUT CORRECTION & COACHING.
Practice following Explaination & Demonstration serves to reinforce muscle memory. Allowing a cadet to execute the command incorrectly and repeatedly will cause that cadet to continue to execute the command in that manner. Example: a cadet "winds up" when executing 'About, FACE.' When you see it, correct it. If it continues to be a problem, have your AI (Assistant Instructor. You have one of those, don't you?) take that cadet aside and work with him or her individually to work out the discrepancy and practice the command correctly before returing to the formation. If the cadet continues to execute About Face and winding up while he's doing it, withouth intervention and correction, he will continue to do so for the remainder of his 'career'.
Use a Guide Every Time You Drill
While it may appear that it is easier to teach drill without a flight/platoon guide, in the end it makes it more difficult because it creates a false impression of how drill is supposed to be done. Since it is required for all flight/platoon formations, it is better for new cadets to learn how to drill with a guide right off the bat.
An experienced guide attached to a flight/platoon of new recruits is a great resource for drill instruction. Since a having a separate demonstrator is much more effective than demonstrating yourself, an experienced guide can provide that demonstration. Each time you wish to have a movement demonstrated, have the guide fall out and post themselves near the front of the formation. They should take care not to stand right in front of any one cadet since that will mean the cadets directly behind will not be able to see the demonstration. Once the demonstration and question period is done, the instructor can say "Thank You" or "Return to Ranks" so that the guide can position themselves before the flight/platoon performs the move.
The guide can also be used as the assistant instructor if you have a cadet who is having difficulty performing a particlar move.
Repeat It in Your Head
An alternative teaching technique to the "By the Numbers" method in the drill manual is to have the cadets repeat the command as they do it. For instance, the instructor orders Left, FACE. Left face is a two count movement, so the cadets say "Left" when they turn, and "FACE" when they bring their right foot forward. This helps them do it together, practices command voice, and teaches them the proper commands for each move.
Moreover, it teaches them to do the move at the same cadence as it was given. As they get better, have them repeat it in their heads instead of shouting it out. If everyone does that, then it won't matter who is giving the commands. Everyone will move at the same cadence because they will be repeating the command in their heads just like they heard it.
Step, TURN!
Another technique is the "Step Turn" method. When teaching marching movements like Flanks and To the Rear, have new cadets say “Step, TURN!” as they perform them. For instance, if the command is Right Flank, MARCH, the cadets will say “Step” as the put their left foot forward, and then “TURN!” when they pivot. The main thing that causes cadets to perform these movements wrong is worrying about which way to turn and how many steps to take. This method eliminates these problems and causes the cadets to move instictively, which will allow them to master marching must faster.
It also reinforces the idea that staying in step makes drill easier. By using this method, an instructor could muffle or even eliminate the word “Right (left)” in Right (Left) Flank MARCH. If the cadets are in step, they will go in the right direction anyway.
Formation Practice
Most units schedule drill practice during regular meetings, but very few spend any time actually practicing squadron formations. As a result, most units do formations wrong. Old Myths, outdated movements, and practices that are just wrong constantly crop up. To avoid these pitfalls, units should hold formation practices at least twice a year.
- The best way to run a formation practice is to have all of the cadets hold their manuals so that everyone is literally on the same page. To start off, it is usually best to have everyone take their normal post. Later, as everyone becomes comfortable, the unit should shake things up by "promoting" everyone one position. As you rotate everyone around the formation, the cadets will begin to see formations from different perspectives, which will further improve their understanding of the overall concept.
- To do a proper formation, you need at least two flights/platoons with guides, a first sergeant, a cadet commander, and a guidon bearer. If your unit is small, you should create "ghost units" for the purposes of the formation. This entails using real cadets as element leaders, flight/platoon sergeants and flight/platoon commanders, but using pretend cadets as element members. Some units use chairs as element members to help the cadets visualize what it would look and work like (this will require you to move chairs during Open and Close Ranks, MARCH.
- If your unit does not have a particular position filled (ie first sergeant), then a cadet should be designated to fill that position for the practice. Remember, you are practicing how to do formations properly, not how your unit does formation. Cadets need to understand how the formation is supposed to look before you teach them how your unit has adapted it to fit your unit's size and make up.
- To practice formations, run through formation by following the manual exactly. For the first two or three runs, the staff should read the manual's instructions before performing it. Airmen should be encouraged to read along silently. This reinforces the fact that the manual describes exactly what the unit is doing, and it also increases the likelyhood that the airmen will understand what is going on.
Long Distance Commands
If you are training cadets to lead drill, and you are having a hard time getting them to use their command voice, there is a very simple and effective technique to teach them to speak up. After the cadets fall in, have the student commander march to a location 20 to 30 meters from the flight/platoon and give commands from there. That quiet cadet who whispered commands will usually be barking like a drill sergeant by the second command.
Why didn't they do that in the first place? Because 13 years of being told to "keep it down" really does have an effect on a person. Humans are conditioned to moderate their voices based on their social situation, including how far they are from the recipient. To the young cadet, shouting a command when the flight/platoon is nearby makes them feel very uncomfortable. On top of that, they may feel embarrassed to be the only one yelling. It may seem silly considering the situation, but that is the reality of working with teenage cadets.
Once you have shown them that they can give commands loudly, explain to them that you now know that they can do the commands properly and that you don't expect to hear them being quiet about it again.
Use Your Classroom
So it's raining, and your senior members won't let you drill outside? No problem. There are plenty of important things to learn in the drill manual that can (and should) be taught in the classroom. Quite often, the time spent in the classroom can pay off handsomely on the drill pad.
AFMAN 36-2203 has two entire chapters that cover things that can be done in the classroom. Chapter 1 has a listing of drill terms (para 1.5) that not only will help the cadets understand what you are saying when instructing, but can lead your cadets to a greater understanding of drill as a whole.
Chapter 2 Section A covers the different types of commands and the rules governing commands. With a firm understanding of the differences, cadets are much less likely to follow some of the common myths (like ordering "fall, OUT!").
Chapter 2 Section B covers command voice, and is an essential part of the training of any cadet. By understanding how commands are supposed to be given, your cadets will be less likely to strain their voice or not be taken seriously by their subordinates. The time to train cadets how to give orders is in their first few weeks as a cadet. They need to learn right off the bat that timid or imprecise commands simply don't work. Allowing them to go months, or even years, before teaching them to give commands properly gives them the impression that they can go through their cadet life as quiet as church mice. This is much easier to teach in the first 3 months than after the first three months.
Much of Chapter 4 (Drill of the Flight) and Chapter 5 (Drill of the Squadron) can be taught in the classroom. By using a dry erase or chalk board, you can diagram how a formation is supposed to form and move. Toy solders can also work. Sometimes, it is easier for some cadets to see it there than when they are standing in the formation. Doing this work in class often cuts down greatly on the time spent teaching on the drill pad, which means more time for them to practice.
Chapters 6 and 7are ideal for a classroom setting because they involve formations that most cadets will not see except at encampment or some region or national activities. There are simply too many individuals required for most units to even fake a wing formation. These chapters, however, are probably best left to classes where NCOs are the students. Airmen have enough to learn with the first five.
