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- 1. Fire and Emergency Services Instructor Ninth Edition Chapter 5 ā Learning Environment
- 2. ā£ Describe considerations for classroom learning environments. Learning Objective 1
- 3. ā£ Fire and emergency services training can occur in a variety of settings ā£ Cognitive training can happen in a classroom setting or may be hosted online ā£ Psychomotor training typically occurs in a training facility, such as a fire station or at a remote site, such as an acquired structure Learning and Classroom Environment
- 4. ā£ Wherever training occurs, instructors must control the learning environment to ensure that students can concentrate on the lesson and remain safe ā£ Before conducting training, instructors need to evaluate the environment to identify and remove potential distractions and hazards Learning and Classroom Environment
- 5. ā£ One advantage of working in a permanent classroom is the environment rarely changes ā£ Instructors must be able to adapt to the location to create the best possible learning environment Classroom Environment
- 7. ā£ Instructors must: ā£ Determine how important it is for students to see and hear ā£ Determine how important it is that students can interact with each other ā£ Determine the location of table legs ā£ Ensure that emergency exits and evacuation routes are not blocked Seating Arrangements
- 8. ā£ Work surfaces vary and include ā£ School desktops fixed to an individual chair ā£ Work surfaces that unfold across a studentās lap from between auditorium-type seats ā£ Tables with varying depths that may accommodate students on one or both sides or are arranged in a U or square shape ā£ Long conference tables ā£ Round tables Seating Arrangements
- 10. ā£ Instructors may not have the opportunity to choose the type of table or desktop surface for the classroom ā£ Some training organizations may provide only desks or tables with small writing surfaces that do not accommodate an open notebook Seating Arrangements
- 11. ā£ Instructors should inspect the physical setting before beginning the class ā£ Have students place unneeded items in a storage area to prevent cluttering the work surfaces Seating Arrangements
- 12. ā£ Permanent classrooms have lighting designed to enhance the learning experience ā£ Typically, this is a mix of ā£ Incandescent ā£ Fluorescent light ā£ LED (light emitting diode) Lighting
- 13. ā£ The primary light source is usually fluorescent ā£ The trend is moving toward LED lighting ā£ ā£ Incandescent lighting is often controlled with a dimmer switch Lighting
- 14. ā£ When training must be conducted in a non-classroom setting, instructors should inspect the room or area before class ā£ Whatever lighting is used, the instructor must always consider student safety as a priority ā£ A proper balance of lighting will allow students to clearly see audiovisual components while giving them safe movement within the training facility Lighting
- 15. ā£ The temperature of the learning environment can distract students and instructors ā£ When temperature becomes a distraction, instructors may need to provide more frequent rest breaks for students ā£ Learning environments that are too hot or too cold tend to preoccupy students as they try to become comfortable Temperature and Ventilation
- 16. ā£ Instructors should be familiar with the HVAC systems at classroom facilities ā£ Determine the location and setting of climate controls before teaching in the facility ā£ Determine whether controls can be adjusted and how to adjust them Temperature and Ventilation
- 17. ā£ Contact facility personnel if the instructor does not have access to the buildingās environmental controls ā£ Make any climate adjustments within adequate time for the temperature to change prior to instruction ā£ Advise students on how to dress for comfort when the systems cannot be adjusted Temperature and Ventilation
- 18. Temperature and Ventilation ā£ Buildings or areas that do not have HVAC systems may be equipped with openable windows ā£ In warm weather, consider whether the fans available will be sufficient to create a cooling air flow in the room ā£ In cold weather, air flow should be minimized
- 19. Temperature and Ventilation ā£ Apparatus bays may need ventilation to disperse exhaust before instruction ā£ When conducting training, monitor air quality within the learning environment for the safety of the students, yourself, and other instructors
- 20. NOTE ā£ In colder climates, training organizations may have indoor facilities large enough to host apparatus training. These facilities must have adequate ventilation systems to ensure that apparatus exhaust does not present a hazard.
- 21. ā£ When inspecting a learning environment, instructors should attempt to eliminate potential sources of noise Noise Level ā£ Depending on the type of facility, they may be able to turn off or lower the volume of loudspeakers, radios, and pagers ā£ They might also close classroom doors or windows to reduce outside noise
- 22. ā£ Students who are in-service or on call may have to respond to radios or cell phones during class and may inadvertently cause noise interruptions during a training session ā£ Instructors should consult with these students before sessions to determine how they will be contacted if called to duty ā£ Instructors can prepare the rest of the class for this potential interruption, so that in-service students can leave with as little distraction to others as possible Noise Level
- 23. ā£ If noise exceeds maximum noise exposure levels (90 decibels in the U.S., 85 decibels in Canada), the instructor should provide safe and approved hearing protection Noise Level: Maximum Levels
- 24. ā£ Instructors can also take steps to eliminate distractions before using instructional technology tools ā£ Take time to ensure that the equipment is arranged properly to allow all students to view presentations Audiovisual Equipment
- 25. ā£ Do not stand between the audience and the projected image ā£ Locate the projector so that it does not obstruct studentsā views ā£ Ensure that the projected image fills the screen area without extending over the edges or keystoning Audiovisual Equipment: Avoiding Distractions
- 26. ā£ Ensure that the projected image is not distorted ā£ Locate the projector to minimize motor noise ā£ Prior to the day of instruction, preview any audiovisual aids in the classroom from the point of view of the students so that you can understand transitions between all media types and ways to present the lesson as smoothly as possible Audiovisual Equipment: Avoiding Distractions
- 27. ā£ When using a computer and projector system, instructors should test the presentation before class ā£ The initial image may be used to welcome students, or the system may be turned off until it is needed ā£ When using unfamiliar technology tools, the instructor should ask the facility staff how to use the equipment; instructors should become familiar with the operation of the unit being used Audiovisual Equipment
- 28. ā£ Interaction and cooperation with support staff is essential when providing a course on closed-circuit television, interactive television, or computers (computer-based training) ā£ A test of all the equipment and remote receiving sites must be performed in advance in order to meet all training objectives ā£ Broadcast airtime is valuable, and instructors should not waste it trying to resolve system problems Audiovisual Equipment
- 30. ā£ Before beginning a presentation in a remote location, instructors should ā£ Locate necessary electrical outlets ā£ Determine need for extension power cords or power strips ā£ Know where power cords are located Power Outlet Access
- 31. ā£ Use extension power cords that meet the local fire code, usually 6 feet (approximately 2 m) and adequate size for the electrical load being attached ā£ Never plug too many pieces of equipment into a single outlet or power strip, as this can overload the circuit ā£ Be sure to use appropriate electrical outlets, extension power cords, and adapters Power Outlet Access
- 32. ā£ It is a good habit for instructors to unplug all electrical equipment from outlets at the end of the class each day ā£ Safe use of electrical equipment can prevent accidents or injuries; this includes protecting extension power cords and eliminating tripping hazards Power Outlet Access
- 33. Instructors should also evaluate the following ā£ Location of adapters for grounded plugs or power strips ā£ Condition of extension power cords (whether cords are frayed or worn or plugs are damaged) Power Outlet Access
- 34. ā£ Location of the main breaker panel and identification of the circuit breaker that controls classroom receptacles ā£ Locations of timer-controlled automatic power switches that may turn off lights in the classroom during a presentation Power Outlet Access
- 35. Internet, Phone, and Cable Television Access
- 36. Internet, Phone, and Cable Television Access ā£ May be necessary to contact an information technology representative at facility before instruction to obtain security passwords for Wi-Fi network or for connection assistance ā£ When using distance technology, instructor must ensure all participants have proper equipment, login information, and appropriate access ā£ May be necessary to rearrange seating, move television or lectern, or arrange for extension cable
- 38. ā£ Before class begins, an instructor should remove those decorations and close the window blinds ā£ If training is conducted in work areas, seating should face away from the apparatus, other equipment, or working personnel ā£ The only thing that should be visible behind the instructor is a blank wall or projection screen Visual Distractions
- 39. During session introduction, instructors should inform students of ā£ Location of restrooms ā£ Location of water fountains ā£ Applicable tobacco/drug use policies ā£ Location of refreshments, if applicable Comfort Facilities
- 40. During session introduction, instructors should inform students of ā£ Location of storm shelters ā£ Location of exits, including emergency exits ā£ Potential disaster emergencies, when necessary Safety Hazards and Emergency Exits
- 41. ā£ Describe considerations for training ground learning environments. Learning Objective 2
- 43. ā£ Lead instructor requirements of safety levels found in ā£ National laws ā£ State/provincial laws ā£ Local ordinances ā£ Government rules and regulations ā£ International consensus standards ā£ Organizational policies and procedures ā£ Case law Training Ground Environment
- 44. ā£ Safety analysis of remote sites may include an incident action plan Remote Sites
- 45. When developing list of possible remote training sites, instructors collect data including ā£ Location ā£ Name of owner/representative ā£ Availability (access and time) ā£ Water supply source ā£ Types of training evolutions site can support Remote Sites
- 46. ā£ Parking lots ā£ Subdivisions under construction ā£ Acquired structures ā£ Military or government-owned reservations Remote Sites
- 47. Remote Sites ā£ Airports ā£ Grain elevators/silos ā£ Industrial sites ā£ Open wildlands ā£ Vehicle salvage yards ā£ Parking garages ā£ Warehouses and aircraft hangers
- 48. ā£ Provide rehabilitation for students exposed to temperature extremes and high humidity ā£ Provide shielded observation and waiting areas to protect against strong winds and rain ā£ Provide cleats to add to the soles of shoes or boots on icy ground ā Sand, salt, and/or ice melt can be spread to help melt the ice or provide foot traction Weather Conditions
- 49. ā£ Prohibit some operations such as the use of aerial devices or ground ladders during high wind or thunderstorms ā£ Follow regulations and local policies that dictate under what conditions (temperature, humidity, wind, etc.) students may train ā£ Training should be cancelled, rescheduled, or changed to meet conditions if student safety cannot be maintained with the original plan Weather Conditions
- 51. When training near vehicle traffic ā£ Limit or prohibit public access whenever possible ā£ Enforce the use of safety cones and vests ā£ Involve local department of public works, department of transportation, or law enforcement personnel to provide scene support Vehicle Traffic
- 52. ā£ Precautions to protect students from training ground noise ā£ Follow appropriate guidelines for hearing protection ā£ Turn off vehicle and machinery motors when instructors are giving instructions or explaining procedures Training Ground Noise
- 53. ā£ Bring extension cords to place noisy generators and compressors out of the immediate training area ā£ If noise cannot be controlled, use a microphone and speaker system Training Ground Noise
- 54. Instructors on the training ground should ā£ Provide initial instruction in a well-lit and comfortable area ā£ Light the immediate training area and staging areas where tools and other items are kept during training Lighting
- 55. ā£ Make sure the terrain is well lit to help prevent tripping and falling ā£ When applicable, use fluorescent markings to highlight potential hazards Lighting
- 56. Site map should indicate ā£ Access and egress points ā£ Traffic flow ā£ Relationship between staging and incident areas Other considerations ā£ Additional personnel may be required to control access to the site ā£ Whenever possible, provide at least two means of egress Access/Egress
- 57. ā£ Drill towers ā£ Burn buildings and smokehouses ā£ Flammable/combustible liquid pits ā£ Vehicle driving courses Permanent Training Facilities
- 58. Before teaching at a training facility, instructors should ā£ Inspect the area to determine the condition of the facility and training props ā£ Identify and mitigate any safety concerns ā£ Locate simulated incidents, student parking lots, apparatus staging areas, and observation seating Permanent Training Facilities
- 59. At beginning of outdoor training sessions, instructors should provide students ā£ An overview of the training scenario which includes safety issues, expected outcomes, and assignments, whether at the unit, company, or individual level. ā£ Demonstration of any skills. ā£ Walk-through of the area or structure, emphasizing exit routes, control zones, rehab facilities, accountability practices. Permanent Training Facilities
- 60. Instructors should develop a list of ā£ Potential facilities ā£ Types of training props available ā£ Names of facility representatives ā£ Types of evolutions that can be performed at each location Permanent Training Facilities