1793 Course overview

1. Fire and Life Safety Educator:
Principles and Practice
2nd Edition
Course Overview

2. Course Description
‣ This course is designed to provide the public educator with the
knowledge and skills needed to successfully perform as a fire
and life safety educator as addressed in NFPA 1035. For those
who practice the multidiscipline profession of fire and life
safety educator (including uniformed fire service personnel and
other professionals), topics include fire behavior, community
assessment, and injury prevention. The student will also
develop presentation skills and learn how to formulate public
education programs. This course meets the national
certification criteria for Fire and Life Safety Education, Level I.

3. Chapter 1
Chapter Overview
‣ This chapter describes some of the worst fires in
U.S. history, highlights the factors that contributed
to the disasters, and lists the reforms that were
enacted to help prevent such occurrences in the
future.
‣ This chapter also explains the different ways that
injuries happen and the methods of their
prevention.

4. Chapter 1
‣ Develop an appreciation for the roles engineering, enforcement, education, economic incentives, and
emergency response play in fire and life safety. (pp. 1–2)
‣ Understand the importance of learning about historical fires and the implications their outcomes have for fire
and life safety efforts in the future. (p. 1)
‣ Identify the role of fire and life safety education in prevent- ing line-of-duty deaths for fire fighters. (p. 16)
‣ Explain the reasons a safety educator needs a basic under- standing of human behavior in fires and other
disasters. (pp. 17–18)
‣ Determine the type of information the public needs to know to improve their chances of survival in a fire or
other emergencies.(p. 20)
‣ Recognize and dispel common myths about human behavior in fires. (p. 18)
‣ Apply and include information about human behavior in fires to appropriate fire service programs. (pp. 17–19)
‣ Describe the role fire service and life safety educators play in the area of injury prevention education. (p. 20)
‣ Describe community risk reduction as it relates to fire prevention. (pp. 29–30)
‣ Explain the basic steps to a community risk reduction plan. (pp. 29–30)
‣ Identify the value of community partners. (pp. 29–30)
Learning Objective

5. Chapter 2
Chapter Overview
‣ This chapter explains the process of fire growth
and the different stages of a fire. In addition to
providing an understanding of the history of fire
prevention, it also identifies the organizations and
sources of codes for reference.
‣ This chapter also explains the differences between
and benefits of basic fire detection and
suppression devices.

6. Chapter 2
‣ Describe the stages of fire, types of heat transfer, and the fire triangle and
tetrahedron (NFPA 4.1.1). (pp. 36–37)
‣ Demonstrate an understanding of the history of fire prevention and the resulting
agencies and codes. (pp. 39–42)
‣ Identify organizations and sources of codes for reference. (pp. 42–44)
‣ Discuss the behavioral and physical arrangements and changes businesses,
schools, and other public facilities can make to comply with codes that will result in
safer conditions for occupants. (pp. 45–48)
‣ Differentiate among basic fire detection and suppression devices and explain their
benefits when installed correctly (NFPA 4.1.1). (pp. 50–58)
‣ Dispel misconceptions regarding the operation and cost of commercial and
residential sprinkler systems (NFPA 4.1.1). (pp. 57–60)
‣ Discuss the need to investigate new fire safety and injury prevention technology as
it relates to the work of fire and life safety educators. (p. 60)
Learning Objective

7. Chapter 3
Chapter Overview
‣ This chapter answers questions about the fire service’s
history, traditions, and practices. It also dispels some
common myths concerning the service’s procedures.
‣ This chapter also discusses the role of emergency
medical services and the messages the public should
receive toward assisting the department in providing
more effective service. Some valuable tips concerning
the information and activities to be included while
conducting fire station tours have also been included.

8. Chapter 3
‣ Explain the reasons a fire and life safety educator needs a basic understanding of fire department
operations and daily routines (NFPA 4.1.1). (p. 65)
‣ Answer commonly asked questions about fire service traditions, history, and practices. (pp. 65–68)
‣ Determine the level of information the public needs to know about fire department personal protective
equipment, tools, and vehicles (NFPA 4.1.1). (pp. 70–76)
‣ Recognize and dispel common myths the public has about the fire service and local department
procedures (NFPA 4.1.1). (pp. 70–73)
‣ Discuss the role of emergency medical services in the fire service and the information necessary for
the public to work effectively with this system (NFPA 4.1.1). (pp. 69–70)
‣ Discuss messages the public should receive regarding behaviors that would assist the department in
more effectively providing service (NFPA 4.1.1). (pp. 74–76)
‣ Conduct fire station tours that provide important information and interesting activities appropriate for
all age groups (NFPA 4.4.2). (pp. 75–76)
‣ List important features of the local department beneficial for the local community to understand (NFPA
4.1.1). (pp. 72–73)
Learning Objective

9. Chapter 4
Chapter Overview
‣ This chapter explains the process of learning,
starting with a description of the different learning
styles. The general characteristics of learners have
been identified and along with the various
teaching strategies that can be employed.
‣ Important classroom management tips have also
been identified.

10. Chapter 4
‣ Explain the reasons fire and life safety educators benefit from a basic understanding of learning styles
and types of learning when preparing to address an audience. (pp. 82–84)
‣ Differentiate between active and passive learning (NFPA 4.1.1). (p. 83)
‣ Identify the three domains of learning (NFPA 4.1.1). (p. 84)
‣ List the three basic learning styles and describe the characteristics of each (NFPA 4.1.1). (pp. 84–85)
‣ Discuss several learning preferences and types of teaching strategies to accommodate the needs of
each preference (NFPA 4.1.1). (pp. 84–87)
‣ Identify Dr. Howard Gardner’s eight intelligences and how each one influences learning. (pp. 85–86)
‣ Summarize several conditions that may affect student and audience learning and discuss how
educators can maximize teaching in these circumstances (NFPA 4.1.1, 4.4.3, 4.4.4). (pp. 86–88)
‣ Describe the tasks involved in teaching. (pp. 87–92)
‣ Compare teaching as a fire and life safety educator with teaching as a classroom teacher. (pp. 87–88)
Learning Objective

11. Chapter 4 Cont.
‣ List various types of teaching methodologies and summarize the advantages and
disadvantages of each. (pp. 92–100)
‣ Discuss components of a teaching session that ensures more effective teaching and
learning (NFPA 4.4.3, 4.4.4). (pp. 88–90)
‣ Identify several teaching strategies that are effective for specific age groups,
classroom settings, and instructional objectives (NFPA 4.4.3, 4.4.4). (pp. 92–100)
‣ Define teaching strategies such as wait time, teachable moment, and anticipatory set and
how they positively affect a teaching situation. (pp. 89, 91)
‣ Summarize a list of teaching tips and practices and how they can be used by fire
and life safety educators to improve teaching techniques (NFPA 4.4.3, 4.4.4). (pp.
103–105)
‣ Identify classroom management skills that help control the learning environment by
getting participants on task and maximizing learning for all attendees. (pp. 100–101)
Learning Objective

12. Chapter 5
Chapter Overview
‣ This chapter describes the general characteristics
of each age group in terms of cognitive, physical,
and affective development.
‣ It also provides guidance for educators in
selecting the message, method of teaching, and
support materials appropriate to each age group.

13. Chapter 5
‣ Explain the reasons an educator needs to understand developmental age group
characteristics (NFPA 4.1.1). (p. 107)
‣ Define cognitive, affective, and physical areas of development (NFPA 4.1.1). (pp. 107–
108)
‣ List basic characteristics of preschool children, elementary age children,
adolescents, adults, and older adults in each of these domains (NFPA 4.1.1). (pp.
108–119)
‣ Explain how age group characteristics help determine the content, teaching
methods, materials, and lesson planning for fire and life safety education (NFPA
4.4.1, 4.4.3). (pp. 108–119)
‣ Choose appropriate activities and materials and effective classroom management
techniques for each age group (NFPA 4.4.1, 4.4.4). (pp. 108–119)
‣ Recognize the needs of an audience based on the stage of development and age
group characteristics (NFPA 4.1.1). (pp. 108–119)
Learning Objective

14. Chapter 6
Chapter Overview
‣ This chapter identifies the high-risk groups and
discusses their particular characteristics and
needs. The methods and messages to be used for
addressing the high-risk populations are also
discussed.

15. Chapter 6
‣ Identify populations at high risk from fire and injury (NFPA 4.1.1). (pp. 123–124)
‣ Identify factors that place some populations at higher risk for fire or injury (NFPA
4.1.1). (pp. 123–124)
‣ Discuss the factors fire and life safety educators should consider when working
with and addressing high-risk populations (NFPA 4.4.4). (pp. 124–125)
‣ Identify individuals and organizations the local fire and life safety educator can call
upon to help reduce risks in various populations (NFPA 4.2.4). (pp. 136–139)
‣ Identify Solutions 2000 and Beyond Solutions 2000 as resources for providing insight into
risk reduction for high-risk populations. (pp. 123–124)
‣ Define accessibility (NFPA 4.1.1). (p. 125)
‣ Discuss methods and messages for addressing high-risk populations (NFPA 4.4.1).
(pp. 124–139)
‣ Distinguish between correct and incorrect methods of working with high-risk
populations (NFPA 4.4.3, NFPA 4.4.4). (pp. 124–139)
Learning Objective

16. Chapter 7
Chapter Overview
‣ This chapter identifies appropriate fire and life
safety messages for selected age groups. It also
identifies resources where one can locate
information to support basic fire and life safety
messages.

17. Chapter 7
‣ Differentiate among prevention, reaction, and preparation messages. (pp. 142–
143)
‣ Identify appropriate fire and life safety messages for selected age groups. (pp.
143–164)
‣ Distinguish between primary and secondary audiences and the importance of
providing appropriate fire and life safety messages for each of these groups. (p.
143)
‣ Develop a list of age-appropriate objectives for each content area of life safety
messages (NFPA 4.4.1). (pp. 143–164)
‣ Identify resources and locate available information to support basic fire and life
safety messages (NFPA 4.2.4, 4.3.1). (p. 165)
‣ Recognize and select additional safety messages based on risks and activities
specific to the educator’s community (NFPA 4.2.4). (pp. 143–164)
‣ Understand how national and local fire and injury statistics help identify the safety
messages public educators should be targeting. (p. 142)
Learning Objective

18. Chapter 8
Chapter Overview
‣ This chapter discusses the safety messages that
need to be targeted at specific situations: certain
holidays and celebrations, high-rise buildings,
schools, and places of assembly. It also lists the
methods to be employed to spread the message.
‣ This chapter also describes the history behind some
of the national campaigns instituted to increase
public awareness regarding fire and personal safety.

19. Chapter 8
‣ Identify seasonal fire and life safety messages and campaigns (NFPA 4.1.1, 4.4.1).
(pp. 169–170)
‣ List important monthly campaigns that have relevance to your community (NFPA
4.4.1). (pp. 170–172)
‣ Conduct a program for school fire and emergency drills (NFPA 4.4.1, 4.4.2). (p.
174)
‣ Identify businesses and places of assembly in your community that need assistance
with a fire safety plan. (pp. 174–175)
‣ Conduct a fire safety program for tenants of a high-rise building (NFPA 4.1.1). (pp.
172–173)
‣ Recognize successful national safety campaigns and use them for your community
(NFPA 4.4.1). (pp. 176–177)
‣ Recognize and select additional safety messages based on risks and activities
specific to your community (NFPA 4.2.4, 4.4.1). (pp. 172–177)
Learning Objective

20. Chapter 9
Chapter Overview
‣ This chapter defines professionalism and lists the
attributes and personal characteristics of
professionals. It also outlines techniques for
effective presentations. Factors that contribute to
a successful partnership are also discussed here.

21. Chapter 9
‣ Define professionalism. (p. 179)
‣ List attributes and personal characteristics of professionals (NFPA 4.1.1). (p. 180)
‣ Distinguish among the levels of NFPA 1035, Fire and Life Safety Educator I, II, and III. (p. 179)
‣ Discuss behaviors that compromise a professional image. (pp. 180–181)
‣ Identify qualities of educators who practice “doing the right thing” to represent their
departments when working with the public. (p. 181)
‣ Address safety practices for all lessons, programs and demonstrations to ensure safety of
participants and staff (NFPA 4.4.2). (p. 182)
‣ Describe professional writing practices. (pp. 184–185)
‣ Outline techniques for effective presentations (NFPA 4.4.3). (pp. 185–193)
‣ Document fire and life safety educational activities accurately (NFPA 4.2.1). (p. 184)
‣ Prepare activity reports (NFPA 4.2.2). (p. 182)
‣ Keep a work schedule that ensures all activities are recorded and completed according to plan
(NFPA 4.2.3). (p. 184)
‣ Discuss factors important to working in positive teams, coalitions, and partnerships (NFPA
4.3.1). (pp. 193–195)
Learning Objective

22. Chapter 10
Chapter Overview
‣ It is advantageous for an educator to have public
relations skills. This chapter focuses on some of
the basics of public relation, publicity, and working
with the media. It also identifies the uses of
various tools of publicity and marketing.

23. Chapter 10
‣ Explain why safety educators inherit the role of public relations as part of their responsibilities.
(p. 198)
‣ Distinguish the differences among public relations, publicity, and marketing. (pp. 198–199)
‣ Demonstrate an understanding of internal and external publics for fire departments. (pp. 200–
201)
‣ Discuss basic principles of public relations. (p. 199)
‣ Identify various marketing tools available to safety educators to promote safety messages. (pp.
211–213)
‣ Identify ways people are persuaded and provide examples of each. (pp. 202–203)
‣ List types of publicity available to safety educators for advancing safety messages. (pp. 206–
209)
‣ Notify the public and convey the details about a scheduled event (NFPA 4.4.5). (pp. 207–209)
‣ Distribute educational information to a target audience within a specified timeframe (NFPA
4.4.6). (pp. 207–211)
‣ Using the appropriate electronic forms of communication for the topic, convey accurate and
timely information about an event, incident, or policy (NFPA 4.4.7). (pp. 207–209)
Learning Objective

24. Chapter 11
Chapter Overview
‣ This chapter explains the importance of evaluation
as part of a program initiative and briefly
discusses the types of evaluation, their
applications, as well as their advantages. Different
methods of interpreting and presenting evaluation
results are also discussed.

25. Chapter 11
‣ Define evaluation, assessment, and reflection. (p. 217, 230)
‣ Explain the importance of making evaluation an integral part of programs and
education initiatives. (p. 217)
‣ Determine what should be evaluated. (pp. 218–219)
‣ Summarize the types of evaluation and their applications for fire and life safety
education programs. (p. 221)
‣ List methods of evaluation and the advantages of their implementation. (pp. 222–
225)
‣ Discuss methods of interpreting and presenting evaluation results. (pp. 225–228)
‣ Apply an evaluation instrument to measure lesson outcomes (NFPA 4.5.1). (pp.
222–227)
‣ Score an evaluation instrument based on the scoring procedures and grading scale
(NFPA 4.5.2). (pp. 227–228)
‣ Discuss the purpose and value of reflection for fire and life safety educators. (p.
230)
Learning Objective