Kyle Defoor on grip

Five stages of violent attack

 1 Intent
 2 Interview
 3 Positioning
 4 Attack
 5 Reaction

Via Marc MacYoung's website 

Thoughts from a noted trainer

There are quite a few variables, all within the framework of the individual course type. Ultimately my end goal is to achieve my course objectives as they are plainly laid out in the description, and to do everything I can to give the students their honest money's worth.

It starts with a clear, stripped-down course description. It starts with plainly-stated prerequisites. It starts with as accurate a predicted round count as I can suggest. It starts with appropriate instructor/student ratios. It starts with the instructors being prepared and showing up ready to work and start the class on time.

There is mandatory admin at the beginning... skipping or short-changing the safety brief is not an option. I quickly get a feel for the students and their abilities. I see right away who I'll need to devote more attention to. If it is a more advanced level class and prerequisites have been plainly stated, cold-testing at the start can be a valuable tool.

A group of all strong shooters (and this applies to fundamental level classes just as much as advanced level classes) makes life easier and allows everyone to press forward. This will ramp the ammo consumption up and will burn through content. Instructors need to over-prepare and have more content in their hip pocket than what they think will fill the allotted time, for just such an eventuality. Conversely (and far more common) one or several shooters will require A LOT more attention. This will naturally slow the class down *if not managed correctly*. This is another reason that assistant instructors are so valuable. They allow the flexibility to spot-weld an AI to an individual while the lead continues to move the class forward at a decent pace.

Everything that's presented needs explained, but I think the trick is to avoid chasing down off-topic rabbit holes. Stick to talking about one concept and only one at a time. Another place where class value is built up or broken down are instructor demos. I try to find a balance between not demonstrating and demonstrating everything everytime. I would say that I lean slightly toward less demoing than more. The students didn't pay to watch me or my AIs shoot all day long - but they do want to see us demo - that, I'm sure of. Some things have more demo value than others, so choose carefully.

Finally I'd say that "getting off the clipboard" is an important step for an instuctor. Yes, have a framework. Yes, have a bullet-point reference sheet. But give yourself the flexibility to deviate and move the class where it needs to go. Occasionally refer to your notes to make sure nothing major gets glossed-over, but don't try to treat every class like they're going to follow your written plan perfectly. Every class is different, and probably should be.

Hopefully I addressed your question; it had elements of "round count", "value", and "time management". I tried to consider them in my response to a balance of competing factors.

Frank Procter on deliberate loading

Cannot find anything to disagree with.  Note that his slide manipulation is more aligned for muscular folks, not Granny running a G19 and his presscheck can be done at night - his right index finger can check for brass in the chamber..

http://www.youtube.com/watch?v=nGf3Y1Mm5ds