Bl##dy hell! You lot have confused me - I don't know how your students cope! It's their second ever flight when they're doing this. They are only trying to get to grips with the aircraft so they can go solo after about another 10 hours or so - they haven't enrolled on a test pilot's course!
For what it's worth, the following is what I teach:
Secondary effects of controls:
Pitch - causes speed and height change - stress not realy a secondary effect in itself.
Roll - causes slip which translates to yaw which leads to a spiral dive.
Yaw - causes skid which translates to roll which leads to a spiral dive.
The above are all demos, but when demonstrating the secondary effect of roll, you teach the recovery from the ensuing spiral dive and let the student practice a recovery on the demo of the secondary effect of yaw.
Then demonstrate adverse yaw. Best done from a slow speed when induced drag is greatest and the yaw is greatest. Emphasise that it exists and he/she will have to counter it later in the course when learning turns.
I didn't invent the above - I got it from CFS. It's been good enough for them for the last 85 years, so I see no reason to change it.