I told my instructor that we will keep doing stalls until either he gets sick, we run out of gas, or I get it. Which ever comes first.
Keep in mind that repeating something too much without progression of knowledge can work against you.
I’d suggest not only focusing on the stalls but also on :
Common ways students will get into them. Instructor can demonstrate. The checkride stalls are fairly rote and not much attention is placed on understanding how a student will try to kill you.
Set up descending turn stalls cross controlled, like a student incorrectly trying to rudder around the base to final turn, for example. Then try them cross controlled the other way in a slip instead of a skid. Note which one is more dangerous.
Do falling leaf practice. And real hanging on the prop slow flight. Enter slow flight from a climb like a student who’s just kept pulling after takeoff. Minimize altitude loss on recovery. Etc etc etc.
Make the scenarios as real as possible.
And spins. Get comfortable with the spins. That’ll make all the stalls seem fairly commonplace. Try slightly accelerated stalls into the spin. Try spinning from a climb and a descent. Get one both directions that breaks a bit “over the top” through inverted as it goes over. Induce spins like a hamfisted student who uses full aileron to try to level the aircraft at the stall. Stuff like that.
In other words. Don’t just do the textbook stalls and a couple of benign spins. Get the airplane doing some more turning climbing and descending for the spin entries and see, hear, and feel what they feel and look like.
You’ll have fun either way, but try and apply what you’re doing to what’ll happen when teaching.