Starving -
I get it, funny ha-ha. (Just so you don't think that I'm brain dead).
BUT........isn't repeating yourself like that getting on the edge of psychotic? (And I do understand you think you are in he11) I just can't repeat things that many times. If I hear myself repeating something three times (3x) then its time for ME to do something different.
Like Bobby said, the student is very distracted up there. That bouncy 172 has got way more attraction than my voice. So I have to fight for their attention.
Let's take your "right rudder" - I can't think of any better teaching aid then to say nothing at all. Some day you're not going to be there saying "right rudder, right rudder, right rudder". Heck, on a stall/slow flight entry, AFTER I"VE TAUGHT THE IDEA OF RIGHT RUDDER COMPLETELY, I would probably do nothing and in fact if the student has a tendency not to react, I might even put a little instructor induced left pressure. You think the student will get the idea now that the airplane is turning left. Yes, YOU have to work harder and be more confident in the airplane. To push left rudder on a stall, you have to have your hand pushing the yoke in gently and the right foot ready to push the pedal to the proper position.
That FOI has "Intensity" as a learning tool - I use it a lot. Because I've been ignored for a lot of years and gone home with a lot of sore throats from trying to yell over the din of 172's/152's all day. I found out that it was a whole lot easier to let students learn from their mistakes instead of me trying to beat them over the head with a baseball bat.
My teaching method is a running commentary (kind of a checklist of items) as the procedure develops. If I stop and criticize one thing, then the student becomes myopic on that one thing. Instructor does and instructor talks
Student does and instructor talks
Student does and student talks.
Music to my ears:
Student (S): "OK, clearing turns, starting left, clear left"
Me(I): "Clear right"
S: "Turning right"
I: "Clear Right again"
S: "Clear left, heading for the water tank, gas on proper tank, undercarriage welded, mixture rich, prop bolted, seat belts fastened, switches....lights and pumps are on. 35 hundred feet, power to idle, holding 35 hundred, got the water tank, looking for the white arc, white arc, first notch of flaps..." (by the way, my students won't say anything about the rudder unless the "water tank" or an assigned heading get away from them!)
I don't get sore throats anymore, the door frames have all been sanded and repainted and look great (I'm not pounding my head against them) and I still love teaching.