Students can make the error when doing clay demonstrations, of not labelling every clay object they make with its correct significance label AS THEY GO ALONG.
The procedure should go — student makes one object, labels it, makes another object, labels it, makes a 3rd object and puts a label on it and so on in sequence.
This comes from the data that optimum learning requires an equal balance of mass and significance and that too much of one without the other can make the student feel bad (LRH Study Tapes).
If a student makes all the masses of his demonstration at once then he is sitting there with all those significances stacking up in his mind instead of putting down each one as he goes.
This is also a failure to apply the “Stable Data in a Confusion” technology as given in the LRH Book Problems of Work and is a failure to complete one “Cycle of Action” at a time. (Start, Change, Stop.)
The situation stated earlier can be even worse if the student goes ahead and makes a whole series of demonstrations before labeling any one single mass. (Such as doing the targets laid out in a project, in clay.)
The correct procedure is label each mass as you go along. And every separate mass must have a label.
Other HCO Bs explaining Clay Table Training are: