How to Teach the Twelve Cognitive Processes 115 one foot going in front of the other foot or think about it very much. So if a teacher tries to teach us about it, it is doubtful that the words will help us much. Scripts are practiced. We can prepare for them if that makes people happy. We can tell a child what will happen when he rides in an airplane for the first time, but it isn’t so that he can do what he is supposed to do so much as to make him more comfortable and less surprised by noises or procedures that might be upsetting. The only way to really learn a script is to do it again and again. So what does this tell us about teaching scripts? What if we don’t have the time to allow a student to practice? This is, of course, what happens in job-training situations. We tell someone what to do and hope they very quickly will learn how to do it. We can’t afford weeks of practice. So how do we teach scripts in that case? The answer to this depends on the number of mistakes that it is possible to make while executing a script. The real issue in script execution is, after all, not knowing the next steps, but knowing what to do (or what not to do) when the script begins to falter in some way. This means that a teacher (or a course designer) must have one question in mind when thinking about teaching a script: What are the most common (and most important) mistakes that are made by novices when they execute this script? To teach people to avoid mistakes in a script, or to teach them to get out of difficult situations properly, one must practice those situa- tions. This means that script teaching must focus around errors and that it is the job of a teacher to systematically make sure that every- thing that could go wrong, does go wrong in any practice situation. Teaching scripts means helping the student form a case base of errors and a case base of how to handle them. Here again, this cannot be taught consciously. Script failures must be taught through practice. The st