Fire Service Course Delivery FFP1740
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Fire Service Course Delivery FFP1740

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  • Note: The 1041 references are not the most current. The most current version is 2007 and it is recommended you have a copy available.
  • Note: They are not necessarily the same person.
  • Discuss the potentials of being an instructor.
  • Each is covered in more detail on following slides.
  • Can we make them the Incident Commander?
  • Think about how you get information out to the students about upcoming classes.
  • Be careful using the term counselor because of the potential legal implications. If you are not one, it may be a good term to avoid all together. Instructors need to remember active listening from Company Officer classes. Defined: “The deliberate and apparent process by which one focuses his or her attention on the communications of another”.
  • Note semantics when talking discipline. Words have more than one meaning determined by the listeners Age Gender Race Nationality Experiences Education Geography Be familiar with different definitions of discipline. Picture was when HE was with that school out west.
  • The question to ask is “does the performance meet the objectives”? Evaluations will discussed in detail in a later chapter.
  • Many times a class will run itself and the instructor acts more as a traffic cop than anything. The instructor will keep the discussions moving, in line, and on track.
  • Don’t forget that motivation is part of mentoring. Naturally, people prefer positive motivation rather than negative.
  • Sometimes it is difficult; however, maintain a high level of energy. Picture is from a Fire and Life Safety Educator I class.
  • Sometimes overused clichés; however, when you look at the list they all fit.
  • A point for discussion: Just what does being responsible for the students really mean? Student safety should be part of the discussion.
  • Small groups and easel charts work best for this activity. Compare and discuss with the author’s thoughts on pages 10, 11 & 12.
  • Picture is from a recent Fire and Life Safety Educator Class at FSFC.
  • These next few slides just barely touch the surface of ethical issues. There are entire courses devoted to the study of ethics. It appears if you do these three things, you will be on the right track.
  • Clinton Smoke in Company Officer, second edition indicates ethics take over where the law leaves off. A lot of directions that you can go with this. The next several slides deserve “mention only”. This is not an ethics class. Don’t spend a lot of time with the theories.
  • An understanding of where a student, co-worker, or employee may base their ethics, can be a help for you to understand that person. Point for discussion: If your beliefs are different than mine, are you not ethical?
  • Virtue – “conformity to a standard of right”. The definition from the Merriam-Webster on line dictionary.
  • Point of discussion: Which of these theories do you think “most” people tend to follow. Could it actually be egoism? Which do you think most should follow or is there some middle ground?
  • Plagiarism – presenting someone else’s work as yours. Falsifying documents – did you give that officer credit for an unattended class?
  • Remember, you are in charge of the class.
  • You need to let this person know that their contributions are worthwhile and important.
  • Author of the text discusses one other tactic. Administer a test that is difficult but at the level the student claims to be. Essentially making it clear where this student really is. Keep in mind this could have a negative effect when given to all the students.
  • This may be a good point to discuss the use of laptops in the classroom. Typically, we allow laptops to be used; however, a disclaimer is usually made about keeping it tuned into the subject at hand. It is also noted that at no time in the classroom should offensive material be brought up.
  • Be careful what you ask for because you may just get more than you want to hear or have time for. Be prepared to cut them off at some point. If the negativity is warranted, “I understand” might be in order.
  • Adults may be more inclined to challenge something like a grade because it could stand in the way of promotion or achieving some goal. Generally, each agency has a procedure to follow in that case and strict adherence should be maintained. If multiple agencies represented in your class, you may wish to discuss what some of these policies are.
  • Understand that inappropriate humor can easily be offensive and should not be tolerated in any form. Remember, your agency has some sort of policy or guide if this happens. You need to follow it.
  • This person may be the most difficult for you to deal with. Do you slow down the entire class until they get it or do you just pass them by? Do they pass because they showed up? These may well be ethical type questions you need to answer in your own mind.
  • Leave it alone – First time incident or isolated incident may be the way to handle it. Someone may just be trying to get some attention. If you do anything, it may justify the actions in their mind and they will continue. Eye contact – If it happens again, maybe a disapproving look but make direct eye contact with the student. Don’t be condescending or overreacting, especially with the rest of the class watching. Action steps – If it persists, stay close to the student if you can. Student may understand that the disruptions are a problem because you are in “their space”. Stop the class – Time to take a break and speak directly to the student. This is actually a form of discipline so do it privately. Terminate – If it becomes necessary, get rid of the disrupting student. Be sure to know your agency policy and follow it to the letter. Notify your supervisor immediately.
  • The legal issues are discussed in much more detail in chapter 4. Remember that bad language could cross the line and be sexual harassment. Being loud might indicate that the student, in fact, has a hearing problem of their own. Focus questions to the nonparticipation student. Maybe it won’t be an unacceptable behavior at all.
  • Career stress is listed as the most common cause of teachers leaving the profession.
  • As an instructor, you need to dig into some of the various theories on life to discuss these. Maslow’s Hierarchy of Needs can fit into some of them. Herzberg’s Hygiene Factors would be a source for some. Dr. Morris Massey has a video called “Just Get It” which has good thoughts on how people are value programmed. The text Company Officer by Clinton Smoke discusses several of these theories. By the way, that is the text we all use for the Company Officer class.
  • You have all seen examples of people seeking attention. That student seeking power may be quite argumentative. They often lie or refuse to follow directions. Students that are cruel to others and even appear to be daring the instructor to punish them are often seeking revenge for something. Ask your class if they know this person and if they have any examples. You should have one of your own incase the class does not. The inadequate student usually will not participate, may sit by themselves, and they may even ask not to be included in class projects and discussions. Have you felt inadequate in a class before? Sometimes you feel like you are just in over your head.
  • The text author even suggests having the student sign a copy of the rules. How far do we go? Should the individual instructor have to do this or should facility or agency rules cover most situations.
  • Behavior rewards can be special assignments or may be as simple as a pat on the back. In front of the class, of course. Be sure you are able to laugh at yourself if (or should we say when) you make a mistake. If you cannot get control of the class, it may be time for someone else to take over.
  • Guidance should come from administration, fire chief, or other faculty. Essentially, they can be YOUR mentor. Progressive discipline – reminder, verbal reprimand, counseling session, removal of privilege, written warning, suspension and last resort, removal. Instructors should discuss each level. Remember the earlier note on counseling – basically, be sure you are qualified or consider calling it something else. If there are illegal acts, it is likely that the steps in progressive discipline will be skipped. Discipline, should be done as soon as possible, done in private, and focus on the problem and not necessarily the individual. Any discipline process should be documented. Said to say but you are creating that paper trail. Discuss the content listed in the book and the potential of other information the class feels is important. Hey, don’t forget if you are disciplining someone of the opposite sex, you should have a witness with you. CYA. Remember, whatever you do, it must follow the guidelines and policies of your agency.
  • The next few slides deal with feedback but we must have at least a basic understanding of communications first. Communications is a two-way street. A sender and a receiver of the message. The medium can be verbal or nonverbal. The important thing is that you are sending a message. Ultimately, what you get back (feedback) is likely the most important issue. Feedback can come in the form of verbal and nonverbal also. It might be a good idea to review Chapter 2 in Company Officer.
  • As you read this, you should realize that the positive feedback is actually coming from the sender. In turn, the sender should get feedback indicating some of what is listed. The last statement is actually attributed to Dr. Ken Blanchard in his program The One Minute Manager. If you catch someone doing something right, give them a one minute praise: Do it now Be specific Tell them how you feel Encourage them to keep up the positive behavior or work. If it is approximately right, assist them in doing it totally right. Blanchard is just one of many excellent resources available.
  • Be specific Don’t exaggerate Don’t be judgmental Use “I feel” - Did you look at the One Minute Manager ? Blanchard uses this wisely. Let them know the circumstances and do so in a clam manner.
  • Be timely. Be specific and descriptive. Do it in private. Be positive.
  • Instructors may wish to review some of the deaths and injuries that have actually happened during training.
  • There are several roles where testing can be an issue but according to this author, the primary is Evaluator.
  • While in essence, and all of the above could be a correct response here, the instructor bears the ultimate responsibility for student safety in his/her class.
  • There could be a valid argument for most of these; however, eye contact with a disapproving look may solve your problem
  • Negative is the correct response; however, don’t forget you can in fact have negative feedback. This text uses it primarily in the context of the instructor giving feedback to the student. When we learn about making test questions, it will be suggested that we not use negative questions.
  • It is done in an attempt to refocus this student to what is happening in class.

Fire Service Course Delivery FFP1740 Fire Service Course Delivery FFP1740 Presentation Transcript

  • Presented By Worldwide Emergency Services Institute, LLC Instructor : Nick Coutsouvanos WWW.WWESI.ORG V1.3.09
  • Introductions Nick Coutsouvanos 15 year veteran of the Emergency Services, serving the last 13 years with the City of Boynton Beach as a Lieutenant, Paramedic, Rescue Diver, and USAR Technician. Member of BBFR Dive Rescue and Special Operations teams. Member of FLUSAR regional Type IV team. State Certified Fire Officer I, Fire Investigator I, Fire Instructor II, Live Fire training Instructor I, and Paramedic. National Pro Board certified Fire Officer II & Fire Instructor II. Earned dual Associates in EMS and Fire Science, working on Bachelors in Emergency Management. WWW.WWESI.ORG V1.3.09
  • Tell us about yourself
    • Name
    • Department and location
    • Rank and position
    • Background
    • Hobbies
    • Goals
    • Why they are taking the class
    • What they plan to get out of the class
    • Where they see themselves in the fire service 1 & 5 years from now
    WWW.WWESI.ORG V1.3.09
  • The Role of the Instructors WWW.WWESI.ORG V1.3.09
  • WWW.WWESI.ORG V1.3.09
  • Terminal Objective
    • The participant will be able to define the roles of an instructor in a classroom and function as a fire service instructor as defined by NFPA 1041, Fire Service Instructor Professional Qualifications and Florida Rule 69A-37.
    WWW.WWESI.ORG V1.3.09
  • Enabling Objectives
    • Know the difference of Instructor I, II, & III as defined in NFPA 1041 and Florida Statute 633 (69A-37)
    • Define various roles of an instructor
    • Define characteristics of an instructor
    • List responsibilities
    • Explain how ethics influence students and instruction in a classroom
    • Understand legal issues faced by instructors
    WWW.WWESI.ORG V1.3.09
  • Enabling Objectives
    • Identify difficult students and how to deal with them
    • Discuss how to issue discipline in the class
    • Describe basic communications model
    • Describe types of feedback
    • Discuss instructor’s role in safety in the classroom
    WWW.WWESI.ORG V1.3.09
  • Who is the Instructor?
    • The most knowledgeable?
    • The best presenter?
    WWW.WWESI.ORG V1.3.09
  • Instructor as a Career
    • Fire department training officer
    • Regional, state, and training centers
    • Private concerns
    • Colleges, universities, and vocational schools
    WWW.WWESI.ORG V1.3.09
  • Fire Service Instructor’s Hats
    • Administrator
    • Counselor/adviser
    • Disciplinarian/coach
    • Evaluator
    • Facilitator
    • Mentor
    • Presenter
    • Representative
    • Role model
    • Supervisor
    WWW.WWESI.ORG V1.3.09
  • Administrator
    • Overall course operations and logistics
    • Organized
    • Detail oriented
    • Effective communications skills
    WWW.WWESI.ORG V1.3.09
  • Administrator
    • Schedule and plan courses
    • Arrange appropriate facilities
    • Initiate communications
    • Maintain proper records
    WWW.WWESI.ORG V1.3.09
  • Counselor/Advisor
    • Trustworthy
    • Empathetic
    • Active listener
    WWW.WWESI.ORG V1.3.09
  • Disciplinarian/Coach
    • Discipline is often a negative term
    • Coach
      • Establish standards of behavior
      • Consistent in enforcement
    Coach and referee WWW.WWESI.ORG V1.3.09
  • Evaluator
    • Written/oral tests and quizzes
    • Essay questions
    • Practical exams
    • Project assignments
    • Presentation check lists
    • Observational reports
    • Peer review
    • Question and answer sessions
    WWW.WWESI.ORG V1.3.09
  • Facilitator
    • Assist the student in the learning process
    • Student paced delivery
    • + increases comprehension
    • - requires constant monitoring of discussion time
    WWW.WWESI.ORG V1.3.09
  • Mentor
    • Assists in professional growth
    • Recognizes student strengths
    • Be aware and accept weaknesses
    • Not threatened by students that excel
    WWW.WWESI.ORG V1.3.09
  • Presenter
    • Make the class come alive
    • Active training
    • Be “on stage”
    WWW.WWESI.ORG V1.3.09
  • Representative/Ambassador
    • Communicate agency’s message appropriately
    • Be well versed in standards
      • Organization
      • State
      • National
    WWW.WWESI.ORG V1.3.09
  • Representative/Ambassador
    • Deviating from standards may open liability issues
    • Enhancing material may be appropriate to meet local needs
    • Do not delete established content or objectives
    WWW.WWESI.ORG V1.3.09
  • Role Model
    • Be an achiever
    • Be admired by others
    • Genuinely caring
    • Maintain high standards
    • Have a positive attitude
    • Hard work
    • Dedication
    “ I think it’s an honor to be a role model to one person or maybe more than that. If you are given a chance to be a role model, I think you should always take it because you can influence a person’s life in a positive light, and that’s what I want to do. That’s what it’s all about” Tiger Woods WWW.WWESI.ORG V1.3.09
  • Supervisor
    • Directs and inspects performance
    • Responsible for the students
    • Recruit and supervise “assistant” instructors
    WWW.WWESI.ORG V1.3.09
  • Activity Time
    • Two lists
      • A good instructor should _____.
      • A good instructor should not _____.
    WWW.WWESI.ORG V1.3.09
  • Most important "Be yourself" WWW.WWESI.ORG V1.3.09
  • Ethical Issues
    • Build moral credibility
      • Be fair
      • Act with integrity
      • Act with honor
    WWW.WWESI.ORG V1.3.09
  • Ethical Issues
    • Ethics – good or evil – right or wrong – could it be that simple?
    • Morals – principles and values that guide for good and bad
    • Values – guiding principles of behavior
    • Most of these come from life experiences
    WWW.WWESI.ORG V1.3.09
  • Ethical Theories
    • Divine law
      • Obey God and you are ok
        • + provides certainty and guidance
        • -emphasizes, moral certainty and intolerance
    WWW.WWESI.ORG V1.3.09
  • Ethical Theories
    • Virtue ethics
      • Based on ancient Greek philosophy
      • Good is seeking happiness
      • Acting virtuously is necessary for happiness
        • + virtue is it’s own reward and leads to self actualization
        • - consequences, common good, and principles are ignored
    WWW.WWESI.ORG V1.3.09
  • Ethical Theories
    • Egoism
      • If it is right for me then it is ok
        • + leads to moral certainty and autonomy
        • -self-centeredness, selfishness, and unrealistic thinking
    WWW.WWESI.ORG V1.3.09
  • Ethical Theories
    • Ethical relativism
      • Whatever the individual/group/culture decides is right based on their definitions
        • + tolerance of others, flexible thinking, and practicality
        • - rules out criticism of evil and everything considered relative
    WWW.WWESI.ORG V1.3.09
  • Ethical Theories
    • Utilitarianism
      • Good is happiness
      • Reduced pain and misery
      • Right behavior is the greatest good for the largest number of people
        • + practical and considers consequences
        • - vague and justifies mistreatment of minority groups that don’t agree
    WWW.WWESI.ORG V1.3.09
  • Ethical Theories
    • Duty Ethics
      • Right behavior is doing your moral duty
      • Acting as a model for others to follow
        • + promotion of highly principled behavior and showing respect for others
        • - ignores circumstances and offers no way to choose among competing principles
    WWW.WWESI.ORG V1.3.09
  • Ethics in Teaching
    • Plagiarism
    • Falsifying documents
    • Cheating
    • Violence or threats
    • Harassment
    WWW.WWESI.ORG V1.3.09
  • Ethics in Teaching
    • Ground rules for ethical discussion
      • Everyone who wants to speak should be allowed
      • It is ok to have a difference of opinion as long as both (or more) are respected
      • Be polite
      • Have them present facts to support opinions
    WWW.WWESI.ORG V1.3.09
  • Problem Students
    • Be gentle but firm
    • Ask them to stop the disruptive activity
    • Warn no tolerance of future problems
    • Dismiss if necessary
    WWW.WWESI.ORG V1.3.09
  • The Hesitator
    • Shy, reluctant, and quiet
    • Ask easy non-threatening questions
    • Offer encouragement
    • Sometimes asking for volunteers may work with these people
    WWW.WWESI.ORG V1.3.09
  • The Monopolizer
    • Opinionated and likes to dominate discussions
    • “ I’d like to get another opinion”
    • “ I appreciate your input but need to give everyone a chance to participate”
    WWW.WWESI.ORG V1.3.09
  • The Voice of Experience
    • Uses lots of big words, statistics, and even name dropping
    • Maintain control by moving to next topic
    • If they truly are knowledgeable, give them a task or leadership role
    Cashcampus.com WWW.WWESI.ORG V1.3.09
  • The Nonlistener
    • Attention wanders
    • Refocus attention with questions
    • If multiples, maybe it is you that needs refocused
    WWW.WWESI.ORG V1.3.09
  • The Idea Zapper
    • Puts down ideas of others, inhibits suggestions, or cast doubt on solutions
    • Can easily undermine small group and class activities
    • You confirm usefulness of group ideas and ask offender to come up with their idea
    WWW.WWESI.ORG V1.3.09
  • Master of Negativity
    • You all know this guy
    • Force them to problem solving by asking what they would do to correct a situation
    Kingfeatures.com WWW.WWESI.ORG V1.3.09
  • Rigid Thinker
    • Takes a position and won’t budge
    • Try to get them to admit there is another side to the issue
    • Ask them to state rationale behind their stance
    WWW.WWESI.ORG V1.3.09
  • The Antagonist
    • Rare in adult learners
      • Is that true when people are there because they “have to be”?
    • May be hostile, aggressive, and unfriendly
    WWW.WWESI.ORG V1.3.09
  • The Class Clown
    • Usually hinders the group with inappropriate humor
    • Compliment worthwhile statements
    • Do not reward inappropriate humor
    WWW.WWESI.ORG V1.3.09
  • The Slow Learner
    • Has trouble keeping up
    • May not grasp some or all of material
    • Allow input from other students
      • Hearing it differently may help
    • On a break, do some one-on-one
    • Don’t embarrass or belittle the student
    • The burning question, “does everyone pass?”
    WWW.WWESI.ORG V1.3.09
  • L.E.A.S.T.
    • A simple way to deal with a problem student
      • L eave it alone
      • E ye contact
      • A ction steps
      • S top the class
      • T erminate
    WWW.WWESI.ORG V1.3.09
  • Unacceptable Class Behaviors
    • Illegal
      • Violence
      • Threats of violence
      • Sexual harassment
      • Hazing
      • Discrimination
      • Destruction of property
    • Uncomfortable
      • Bad language
      • Being loud
      • Angry tone
      • Sleeping
      • Nonparticipation
    WWW.WWESI.ORG V1.3.09
  • Cost If You Don’t Control
    • Career stress for instructors
    • Perception of instructor competence
      • By class, peers and administrators
    • Limits the learning time
    • May lead to unsafe and negative learning environment
    WWW.WWESI.ORG V1.3.09
  • Root of Behavior Problems
    • Poor parenting
    • Lack of societal values
    • Anonymity in large institutions
    • Boredom
    • Substance abuse
    • Economic situations
    • Lack of recognition
    • Family stress
    • Poor coping skills
    • Poor communication skills
    • Lack of social skills
    • Weak institutional policies and penalties
    WWW.WWESI.ORG V1.3.09
  • Behavior/Cause
    • If you are annoyed, the student is probably seeking attention
    • If you feel threatened, the student is probably seeking power
    • If you feel hurt, the student is probably seeking revenge
    • If you feel powerless, the student is probably seeking adequacy
    WWW.WWESI.ORG V1.3.09
  • Creating a Positive Behavioral Change WWW.WWESI.ORG V1.3.09
  • Positive Behavioral Changes
    • Prevention
    • Anticipation
      • Have written rules
      • Include consequences
      • Student rights
    • Don’t contradict the facility rules
    WWW.WWESI.ORG V1.3.09
  • In the Classroom
    • Follow your rules
    • Avoid intimidation
    • Reward good behavior
    • You are being watched so
      • Be a role model
      • Be courteous
      • Be respectful
    • Be organized and prepared
    • Have a sense of humor
    • Don’t plead with students to behave
      • Take a break
      • Call it a day
      • Regroup
    WWW.WWESI.ORG V1.3.09
  • Imposing Discipline
    • Seek guidance
    • Progressive discipline
    • Illegal acts – immediate removal
    • Do it in private
    • Document
    WWW.WWESI.ORG V1.3.09
  • Communications Model Sender WWW.WWESI.ORG V1.3.09 Message Feedback Medium Receiver
  • Feedback
    • Positive
      • Reinforces desirable behavior
      • Builds self-esteem
      • Results in a sense of accomplishment
      • Instructors should look for someone doing something right – or approximately right
    WWW.WWESI.ORG V1.3.09
  • Feedback
    • Constructive
      • Help change undesirable behavior
      • Don’t put student on defensive
        • Concentrate you effort on the behavior and not the student
    WWW.WWESI.ORG V1.3.09
  • Feedback
    • Corrective
      • Focus on improving student performance
        • Analyze performance
        • Correct where necessary
        • Communicate specifics for improvement
      • Allows students to know where they stand
        • Prevents surprises during formal evaluations
    WWW.WWESI.ORG V1.3.09
  • Student Injury
    • It is the instructor’s responsibility to ensure a safe environment
    • Don’t subject students to something that is not safe
    • Safe environment is both physical and emotional
    • The safety issue will be part of the entire Course Delivery and Design programs
    WWW.WWESI.ORG V1.3.09
  • Summary WWW.WWESI.ORG V1.3.09
    • Which of the various roles of an instructor would deal the issue of tests and quizzes?
      • Facilitator
      • Presenter
      • Evaluator
      • Supervisor
    WWW.WWESI.ORG V1.3.09
    • Who holds ultimate responsibility for student safety?
      • The student
      • The instructor
      • The supervisor
      • The facility
    WWW.WWESI.ORG V1.3.09
    • In the acronym LEAST, used as a guide for dealing with difficult students, the letter E suggests what?
      • Equality in decisions
      • Eye contact with a disruptive student
      • Everyone suffers because of the disruption
      • Every offense deserves it
    WWW.WWESI.ORG V1.3.09
    • In the slide showing the communications model it was suggested that what might be the most important part?
      • No choices, you should know this one.
      • Feedback
    WWW.WWESI.ORG V1.3.09
    • There were three types of feedback mentioned in the text. Which of the following is not one of them?
      • Positive
      • Negative
      • Constructive
      • Corrective
    WWW.WWESI.ORG V1.3.09
    • Which type of problem student could best be handled by direct questioning?
      • Monopolizer
      • Antagonist
      • Class clown
      • Non-listener
    WWW.WWESI.ORG V1.3.09
  • Questions? WWW.WWESI.ORG V1.3.09