Briefing & debriefing skills
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This document provides guidance on briefing and debriefing for sailing instructors. It recommends including the objective, sailing area, timings, safety procedures, communication methods, crafts, student levels and progression in the brief. Instructors should communicate clearly and concisely, check for understanding, and use visual aids tailored to different learning styles. The debrief should occur as soon as possible after and focus on positives while also providing constructive criticism and solutions for improvement. Instructors should get feedback from students and emphasize reinforcing good performance with praise.
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www.conwy.gov.uk/lscb
Shared with kind permission from Jane Barlow.
Preventive measures for the protection of children against sexual abuse
Preventive measures for the protection of children against sexual abuseEuropean Economic and Social Committee - SOC Section
Presentation by Jenny Pearce (National Working Group for sexually exploited children and young people) on the occasion of the EESC hearing on 'Protection of children against sexual abuse'Safeguarding Policy
At Pathway we are dedicated to Safeguarding our staff and learners. Please feel free to read through and if you would like more information about this policy or Pathway Group please feel free to get in touch.
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Briefing & debriefing skills
- 2. BRIEF TASK DEBRIEF
- 3. Briefing your instructors: • What should be included in the brief? • Why ask questions? What questions should we ask? • How can we communicate effectively?
- 4. What to include: • Objective/Aim/Purpose of session • Sailing area • Timings • Safety • Recall signals/Comms • Craft/students • Level • Progression
- 5. How to get your message across: • Clear, Concise • K.I.S.S. • Don’t assume.. • Check understanding • Visual aids • V.A.R.K.
- 6. Fitting everything into your brief • ‘Bums on a rugby post’ How, What, Why, Where, When, Who • If your students can answer all of these questions then you are on the right track.
- 7. Task • Set the right level of task. • Allow mistakes – people learn! If you are tempted to interfere, ask yourself: ‘Is this error a useful learning opportunity?’ • Observe carefully, take notes on session. • Max observation, Min disruption.
- 8. Debrief • As soon as possible after the session/course. • Be positive, good natured, helpful. • Weaknesses: Be direct & honest – constructive criticism. • Good use of questions (they will debrief themselves! – we are our own worst critic) • Avoid any ‘edge’. • Tell them how to improve/ Find solutions • Get feedback from the students. • Emphasise the good points/ Reinforce positives • PRAISE = PERFORMANCE.