The document is a presentation about the roles and responsibilities of fire service instructors. It discusses the various roles an instructor may take on, including administrator, counselor, disciplinarian, evaluator, facilitator, mentor, presenter, and supervisor. It also covers important instructor responsibilities like ensuring student safety, dealing with difficult student behaviors, and providing feedback to students. The ultimate responsibility for student safety in a classroom lies with the instructor.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
Academic Integrity at Miami UniversityStudent Life
This document discusses academic integrity and avoiding plagiarism and cheating. It begins by welcoming students to the university and stating the importance of academic integrity. It then discusses the most common reasons students commit academic dishonesty, such as poor time management and lack of understanding of the material. The document provides tips for maintaining academic integrity, including asking instructors questions, using campus resources, and managing time well. It emphasizes making honest choices and avoiding dishonest acts that could result in failure or suspension from the university.
The document discusses ways to increase school safety without using more guns. It proposes placing protective shielding in classrooms that could be used to shield students from shooters and subdue shooters. It also argues that Congress should ban assault rifles that use clips, as clips allow shooters to reload many bullets quickly without vulnerability. Limiting reloading to one bullet at a time would make shooters more vulnerable during reloading and give others more time to subdue them. The conclusion is that shielding and banning high-capacity clips could slow down shooters and increase safety if combined with teaching students to resolve conflicts non-violently.
Class rule to being a good digital citizenclatcham
The document outlines rules for being a good digital citizen. It discusses the importance of respecting others, following etiquette and laws around sharing content. Students are advised to educate themselves on communication norms like avoiding swearing or shouting, and to connect with others by using proper English. The rules also stress protecting oneself and others by being careful what is posted online, reporting bad behavior, and obtaining permission before sharing photos or videos of others. Students who bully online will face serious consequences like giving a speech to the whole school.
The document outlines an advisory lesson plan on bully prevention. It includes the following key points:
1. Students and teachers will learn the Stop, Walk, and Talk strategy for responding to bullying situations. They will role play different bullying scenarios where each student takes the role of the target, instigator, or bystander.
2. Students will understand when it is appropriate to use the Stop, Walk, and Talk strategy and what support they can expect from teachers and administrators.
3. The lesson emphasizes the school rules of being safe, respectful, and responsible and provides examples of supporting or ignoring the rules. It details how to appropriately respond when someone uses the Stop, Walk, and Talk signal.
My first Blog Entry for my English class at Ivy Tech Comm. College Fall of 2009. Not too bad if I do say so myself! The prompt was: "If This Class Were a Journey..."
Course rep training 2 Being an effective repsu-training
The document provides guidance for students acting as course representatives. It covers important skills like communication, assertiveness, questioning techniques, negotiation, conflict resolution, and presentation skills. It emphasizes being approachable, valuing feedback, and closing the feedback loop by reporting outcomes back to peers. It also defines liberation as removing barriers faced by underrepresented groups to ensure equal opportunities, and notes representation through Part-Time Officers and Equality & Liberation Champions.
This document summarizes the agenda and topics for a small group coaching workshop on legal skills. The workshop covers introductions, adult learning theory, individual feedback techniques, small group practice using mock legal cases, group dynamics, coaching ethics, and faculty meeting discussions.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
Academic Integrity at Miami UniversityStudent Life
This document discusses academic integrity and avoiding plagiarism and cheating. It begins by welcoming students to the university and stating the importance of academic integrity. It then discusses the most common reasons students commit academic dishonesty, such as poor time management and lack of understanding of the material. The document provides tips for maintaining academic integrity, including asking instructors questions, using campus resources, and managing time well. It emphasizes making honest choices and avoiding dishonest acts that could result in failure or suspension from the university.
The document discusses ways to increase school safety without using more guns. It proposes placing protective shielding in classrooms that could be used to shield students from shooters and subdue shooters. It also argues that Congress should ban assault rifles that use clips, as clips allow shooters to reload many bullets quickly without vulnerability. Limiting reloading to one bullet at a time would make shooters more vulnerable during reloading and give others more time to subdue them. The conclusion is that shielding and banning high-capacity clips could slow down shooters and increase safety if combined with teaching students to resolve conflicts non-violently.
Class rule to being a good digital citizenclatcham
The document outlines rules for being a good digital citizen. It discusses the importance of respecting others, following etiquette and laws around sharing content. Students are advised to educate themselves on communication norms like avoiding swearing or shouting, and to connect with others by using proper English. The rules also stress protecting oneself and others by being careful what is posted online, reporting bad behavior, and obtaining permission before sharing photos or videos of others. Students who bully online will face serious consequences like giving a speech to the whole school.
The document outlines an advisory lesson plan on bully prevention. It includes the following key points:
1. Students and teachers will learn the Stop, Walk, and Talk strategy for responding to bullying situations. They will role play different bullying scenarios where each student takes the role of the target, instigator, or bystander.
2. Students will understand when it is appropriate to use the Stop, Walk, and Talk strategy and what support they can expect from teachers and administrators.
3. The lesson emphasizes the school rules of being safe, respectful, and responsible and provides examples of supporting or ignoring the rules. It details how to appropriately respond when someone uses the Stop, Walk, and Talk signal.
My first Blog Entry for my English class at Ivy Tech Comm. College Fall of 2009. Not too bad if I do say so myself! The prompt was: "If This Class Were a Journey..."
Course rep training 2 Being an effective repsu-training
The document provides guidance for students acting as course representatives. It covers important skills like communication, assertiveness, questioning techniques, negotiation, conflict resolution, and presentation skills. It emphasizes being approachable, valuing feedback, and closing the feedback loop by reporting outcomes back to peers. It also defines liberation as removing barriers faced by underrepresented groups to ensure equal opportunities, and notes representation through Part-Time Officers and Equality & Liberation Champions.
This document summarizes the agenda and topics for a small group coaching workshop on legal skills. The workshop covers introductions, adult learning theory, individual feedback techniques, small group practice using mock legal cases, group dynamics, coaching ethics, and faculty meeting discussions.
This document outlines an agenda for a professional development session on Positive Behavior Support (PBS) for the Madison Metropolitan School District. The agenda includes activities to introduce PBS, discuss universal practices and tiered interventions, and provide examples of PBS implementation at the classroom and school levels. School staff will learn about establishing clear behavioral expectations, teaching expectations to students, acknowledging positive behaviors, and making office referrals for more serious behaviors.
This document provides tips for teaching about sensitive topics (STDs) in the classroom in order to avoid controversy. It discusses establishing ground rules to ensure a safe and open learning environment, managing conflicts respectfully, and using strategies like debates, role-plays and problem-solving exercises to allow students to critically examine issues from multiple perspectives. The goal is for students to progress from dualistic to relativistic to committed thinking as they learn to thoughtfully discuss topics involving different values and interests.
Discussion 1 Use references and citations Research to find inforVinaOconner450
Discussion 1 Use references and citations
Research to find information regarding the pros and cons of using a VPN for your Internet and other communication uses. Share what you see as the four advantages and four disadvantages that result from its use. Then indicate whether or not you think using VPN is a good or bad choice to use.
Discussion 2 Use references and citations
What's ahead for RAS, VPN, and DirectAccess? These tools are being discussed more frequently in terms of their end of lives. A new technology is emerging that many believe will serve as the replacement for at least VPN and DirectAccess: Zero Trust. Research to learn more about Zero Trust and its capabilities and then share two of its best features and why they may be better than the current in-use technologies.
Assignment 1 VPN
For each of the questions below, provide a brief explanation or description as an answer. There is no minimum word count for each answer, but your answers should be complete and provide the key points, issues, or facts that are relevant to the topic.
1. What is a VPN?
2. How Does a VPN Work?
3. How Secure is a VPN?
4. Is it Legal to Use a VPN?
5. What are VPN Logging Policies?
6. Which is better, a free VPN or a subscription VPN?
7. When should a VPN be used?
8. When should a VPN not be used?
9. Are there any content types that VPN doesn't work with?
10. Are there any practical alternatives to VPN?
Assignment 2 DirectAccess
Research to learn and then share five major reasons why an organization would choose to implement DirectAccess on their network server. Among the organizations that provide this information, does one or two reasons tend to stand out more than others? There is also talk that DirectAccess may be at end-of-life with Windows Server 2019. What would be the logical replacement?
Discussion 1 Please read the article
Access and read the article "Lack of Awareness, Poor Security Practices Pose Cyber Risks (Links to an external site.)" by Kathy Gurchiek on the Strategic Human Resource Management (SHRM) web site.
From your own experiences and the information in Ms. Gurchiek's article, name three (3) causes for poor security practices in organizations and suggest how they could be resolved.
Assignment: Risk Identification
Please look at the attachment and fill out sheet.
Discussion 2 Vulnerabilities
When the subject of the vulnerabilities of information systems comes up, it's often common for the focus to be on either software or system-related weaknesses. However, in some cases, there are also a number of physical security vulnerabilities that may be just as threatening, if not more so. Here are the questions of the day:
1-In a computer network, what would you say are three (3) physical security vulnerabilities?
2-How can these vulnerabilities be mitigated?
Assignment: Vulnerability Assessment
Please look at the attachment and fill out sheet
Case Study Part 3 Look at the attachment for reading purpose
Using the case study titled S ...
Strategies for Helping Teenages with ConflictKristy Curran
This document summarizes a presentation on strategies for helping teenagers with conflict. It discusses using conflict resolution programs and assessments to teach teenagers effective skills. Common causes of conflict and types of conflicts are examined. Preventative strategies are suggested, such as classroom guidance, peer support, and games. Responsive strategies include a crisis escalation model, tips for dealing with conflicts calmly, and using peer mediation. The presenters aim to provide school counselors with practical strategies and resources to help teenagers manage conflicts constructively.
An entertaining, insightful slide show from the cascading project on Academic Integrity conducted by Dr. Zeenath Reza Khan at University of Wollongong in Dubai for School Counsellors that gives helpful tips on how to train and develop academic integrity in schools.
This document provides guidance for trainers on facilitation skills. It discusses what makes an effective trainer, including active listening, selecting words carefully, checking for understanding, and engaging participants. It also covers creating a safe learning environment, managing reactions to change, and handling challenging classroom situations. The key points are to prepare well, know your content and audience, manage the agenda, be flexible, encourage participation, and apply feedback to improve. The overall message is that training requires specific facilitation skills beyond just knowledge of the content.
The document discusses ethics and law in school counseling. It provides tips and guidance for school counselors on navigating ethical issues. Some key points:
- Student needs should always come first, even if it conflicts with other demands like parents or school politics.
- Counselors must be aware of their own biases and values, understand student diversity, and refer clients if they cannot be effective due to personal factors.
- Maintaining appropriate boundaries and avoiding dual relationships is important. Counselors should not be friends with student families outside of school.
- Documentation is important to justify decisions and protect the counselor if issues escalate. Counselors should follow all laws, policies, and ethical standards.
-
The document discusses ethics and law in school counseling. It provides tips and guidance for school counselors on navigating ethical issues. Some key points:
- Student needs should always come first, even if it conflicts with other demands like parents or school politics.
- Counselors must be aware of their own biases and values, understand student diversity, and refer clients if they cannot be effective due to personal factors.
- Maintaining appropriate boundaries and avoiding dual relationships is important. Counselors should not be friends with student families outside of school.
- Documentation is important to have a record of situations in case issues arise later. Counselors should keep notes but not share written records widely.
- Consulting ethical
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
Avoiding Power Struggles And Setting LimitsBeth Martin
The document discusses strategies for avoiding power struggles with students and setting effective limits in the classroom. It identifies situations that could lead to power struggles and provides techniques for preventing and defusing confrontations. These include establishing clear rules and consequences, actively listening to students, and enforcing limits while preserving student dignity. The document also discusses common misconceptions around limit setting and offers a five-step approach for setting limits effectively. Sources for additional information on the topic are provided.
This document provides a trainer's manual for a basic mediation training program. The training comprises 11 sessions totaling 35 hours and is designed to teach mediation skills through a highly experiential approach, with approximately half the time spent in role plays. Key themes covered include party control, self-awareness, and diversity. Participants practice formal mediation role plays and are also given opportunities for informal mediation experiences. The goal is to equip participants with the communication skills and understanding of mediation processes needed to facilitate resolution in disputes.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
AAU Presentation- Dealing with Difficult and Disruptive Students in the Onlin...Professor Steinberg
This webinar covers strategies for facilitating respectful and constructive discussions of sensitive diversity topics in online courses. The webinar will discuss how discrimination is displayed online, where online bullying occurs most, and types of difficult students. It will provide guidelines for managing heated discussions, tips for addressing sensitive topics while maintaining civility, and techniques for responding to online conflict. Attendees will learn how to deal with topics like race, gender, religion, and how to respond to acts of racism, sexism, and other discrimination in online spaces. They will also explore examples and share experiences from their own online classrooms.
The document discusses various issues that may arise in classroom management and potential solutions for addressing them. It identifies 15 common conduct issues such as undermining the instructor's authority, sleeping in class, plagiarism, and disrespectful behavior. For each issue, it provides a suggested solution such as privately speaking with the student, setting clear policies, or looking for ways to positively engage uncooperative students. The overall message is that classroom management requires preventative strategies and practical solutions to potential problems in order to maintain an effective learning environment.
The document provides guidance on classroom management strategies for teachers, including establishing clear behavioral expectations, teaching those expectations to students, prompting and monitoring student behavior, and evaluating the effectiveness of classroom management procedures. It emphasizes the importance of establishing structure, routines, and a continuum of strategies to acknowledge appropriate behavior and address inappropriate behavior.
The document describes a course redesign project applying Jane Vella's 12 principles of effective adult learning. The assistant chose an existing course design and applied Vella's 7 steps for design. Elements were then added to address each of Vella's 12 principles. The redesign aimed to provide full disclosure, ensure safety, build relationships, respect learner autonomy, encourage praxis, and more. The resulting "after" course design incorporated these principles in a way intended to feel completely transformed while retaining the same content.
The document proposes a project to teach kindergarten through second grade students alternative problem solving strategies through role-playing activities at recess in order to reduce conflicts on the playground. It analyzes the instructional needs and learner characteristics, and outlines objectives and assessments to teach students to recognize cues leading to conflicts and demonstrate walking away or breathing techniques in response. The project aims to help students control impulses and seek help from staff when issues arise.
Critical reflection and community recreation leadershiptmacscuba
This document outlines a community recreation leadership course on critical reflection taught by Tyler MacDonald. The 3 hour course consisted of introductions, a lecture on critical reflection methods, group workshops applying the methods, workshop presentations, and a wrap-up. The objective was to inspire leaders to use critical reflection to ensure their teaching style and materials are effective. Methods discussed included teaching logs, role model profiles, and gathering student feedback.
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
This document provides guidance on how to be the world's best law professor based on educational research findings. It discusses how testing students early and often can improve learning outcomes, as initial failure primes the mind for deep learning. It also discusses the benefits of "spaced education", where content is revisited repeatedly over time in low-stakes tests, as confirmed by extensive research. Finally, it emphasizes how distributing practice of content across time rather than cramming improves retention, in line with the goal of students recalling information years later for the bar exam and legal practice. The document encourages incorporating these research-backed techniques into legal education for better student learning outcomes.
This document outlines an agenda for a professional development session on Positive Behavior Support (PBS) for the Madison Metropolitan School District. The agenda includes activities to introduce PBS, discuss universal practices and tiered interventions, and provide examples of PBS implementation at the classroom and school levels. School staff will learn about establishing clear behavioral expectations, teaching expectations to students, acknowledging positive behaviors, and making office referrals for more serious behaviors.
This document provides tips for teaching about sensitive topics (STDs) in the classroom in order to avoid controversy. It discusses establishing ground rules to ensure a safe and open learning environment, managing conflicts respectfully, and using strategies like debates, role-plays and problem-solving exercises to allow students to critically examine issues from multiple perspectives. The goal is for students to progress from dualistic to relativistic to committed thinking as they learn to thoughtfully discuss topics involving different values and interests.
Discussion 1 Use references and citations Research to find inforVinaOconner450
Discussion 1 Use references and citations
Research to find information regarding the pros and cons of using a VPN for your Internet and other communication uses. Share what you see as the four advantages and four disadvantages that result from its use. Then indicate whether or not you think using VPN is a good or bad choice to use.
Discussion 2 Use references and citations
What's ahead for RAS, VPN, and DirectAccess? These tools are being discussed more frequently in terms of their end of lives. A new technology is emerging that many believe will serve as the replacement for at least VPN and DirectAccess: Zero Trust. Research to learn more about Zero Trust and its capabilities and then share two of its best features and why they may be better than the current in-use technologies.
Assignment 1 VPN
For each of the questions below, provide a brief explanation or description as an answer. There is no minimum word count for each answer, but your answers should be complete and provide the key points, issues, or facts that are relevant to the topic.
1. What is a VPN?
2. How Does a VPN Work?
3. How Secure is a VPN?
4. Is it Legal to Use a VPN?
5. What are VPN Logging Policies?
6. Which is better, a free VPN or a subscription VPN?
7. When should a VPN be used?
8. When should a VPN not be used?
9. Are there any content types that VPN doesn't work with?
10. Are there any practical alternatives to VPN?
Assignment 2 DirectAccess
Research to learn and then share five major reasons why an organization would choose to implement DirectAccess on their network server. Among the organizations that provide this information, does one or two reasons tend to stand out more than others? There is also talk that DirectAccess may be at end-of-life with Windows Server 2019. What would be the logical replacement?
Discussion 1 Please read the article
Access and read the article "Lack of Awareness, Poor Security Practices Pose Cyber Risks (Links to an external site.)" by Kathy Gurchiek on the Strategic Human Resource Management (SHRM) web site.
From your own experiences and the information in Ms. Gurchiek's article, name three (3) causes for poor security practices in organizations and suggest how they could be resolved.
Assignment: Risk Identification
Please look at the attachment and fill out sheet.
Discussion 2 Vulnerabilities
When the subject of the vulnerabilities of information systems comes up, it's often common for the focus to be on either software or system-related weaknesses. However, in some cases, there are also a number of physical security vulnerabilities that may be just as threatening, if not more so. Here are the questions of the day:
1-In a computer network, what would you say are three (3) physical security vulnerabilities?
2-How can these vulnerabilities be mitigated?
Assignment: Vulnerability Assessment
Please look at the attachment and fill out sheet
Case Study Part 3 Look at the attachment for reading purpose
Using the case study titled S ...
Strategies for Helping Teenages with ConflictKristy Curran
This document summarizes a presentation on strategies for helping teenagers with conflict. It discusses using conflict resolution programs and assessments to teach teenagers effective skills. Common causes of conflict and types of conflicts are examined. Preventative strategies are suggested, such as classroom guidance, peer support, and games. Responsive strategies include a crisis escalation model, tips for dealing with conflicts calmly, and using peer mediation. The presenters aim to provide school counselors with practical strategies and resources to help teenagers manage conflicts constructively.
An entertaining, insightful slide show from the cascading project on Academic Integrity conducted by Dr. Zeenath Reza Khan at University of Wollongong in Dubai for School Counsellors that gives helpful tips on how to train and develop academic integrity in schools.
This document provides guidance for trainers on facilitation skills. It discusses what makes an effective trainer, including active listening, selecting words carefully, checking for understanding, and engaging participants. It also covers creating a safe learning environment, managing reactions to change, and handling challenging classroom situations. The key points are to prepare well, know your content and audience, manage the agenda, be flexible, encourage participation, and apply feedback to improve. The overall message is that training requires specific facilitation skills beyond just knowledge of the content.
The document discusses ethics and law in school counseling. It provides tips and guidance for school counselors on navigating ethical issues. Some key points:
- Student needs should always come first, even if it conflicts with other demands like parents or school politics.
- Counselors must be aware of their own biases and values, understand student diversity, and refer clients if they cannot be effective due to personal factors.
- Maintaining appropriate boundaries and avoiding dual relationships is important. Counselors should not be friends with student families outside of school.
- Documentation is important to justify decisions and protect the counselor if issues escalate. Counselors should follow all laws, policies, and ethical standards.
-
The document discusses ethics and law in school counseling. It provides tips and guidance for school counselors on navigating ethical issues. Some key points:
- Student needs should always come first, even if it conflicts with other demands like parents or school politics.
- Counselors must be aware of their own biases and values, understand student diversity, and refer clients if they cannot be effective due to personal factors.
- Maintaining appropriate boundaries and avoiding dual relationships is important. Counselors should not be friends with student families outside of school.
- Documentation is important to have a record of situations in case issues arise later. Counselors should keep notes but not share written records widely.
- Consulting ethical
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
Avoiding Power Struggles And Setting LimitsBeth Martin
The document discusses strategies for avoiding power struggles with students and setting effective limits in the classroom. It identifies situations that could lead to power struggles and provides techniques for preventing and defusing confrontations. These include establishing clear rules and consequences, actively listening to students, and enforcing limits while preserving student dignity. The document also discusses common misconceptions around limit setting and offers a five-step approach for setting limits effectively. Sources for additional information on the topic are provided.
This document provides a trainer's manual for a basic mediation training program. The training comprises 11 sessions totaling 35 hours and is designed to teach mediation skills through a highly experiential approach, with approximately half the time spent in role plays. Key themes covered include party control, self-awareness, and diversity. Participants practice formal mediation role plays and are also given opportunities for informal mediation experiences. The goal is to equip participants with the communication skills and understanding of mediation processes needed to facilitate resolution in disputes.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
AAU Presentation- Dealing with Difficult and Disruptive Students in the Onlin...Professor Steinberg
This webinar covers strategies for facilitating respectful and constructive discussions of sensitive diversity topics in online courses. The webinar will discuss how discrimination is displayed online, where online bullying occurs most, and types of difficult students. It will provide guidelines for managing heated discussions, tips for addressing sensitive topics while maintaining civility, and techniques for responding to online conflict. Attendees will learn how to deal with topics like race, gender, religion, and how to respond to acts of racism, sexism, and other discrimination in online spaces. They will also explore examples and share experiences from their own online classrooms.
The document discusses various issues that may arise in classroom management and potential solutions for addressing them. It identifies 15 common conduct issues such as undermining the instructor's authority, sleeping in class, plagiarism, and disrespectful behavior. For each issue, it provides a suggested solution such as privately speaking with the student, setting clear policies, or looking for ways to positively engage uncooperative students. The overall message is that classroom management requires preventative strategies and practical solutions to potential problems in order to maintain an effective learning environment.
The document provides guidance on classroom management strategies for teachers, including establishing clear behavioral expectations, teaching those expectations to students, prompting and monitoring student behavior, and evaluating the effectiveness of classroom management procedures. It emphasizes the importance of establishing structure, routines, and a continuum of strategies to acknowledge appropriate behavior and address inappropriate behavior.
The document describes a course redesign project applying Jane Vella's 12 principles of effective adult learning. The assistant chose an existing course design and applied Vella's 7 steps for design. Elements were then added to address each of Vella's 12 principles. The redesign aimed to provide full disclosure, ensure safety, build relationships, respect learner autonomy, encourage praxis, and more. The resulting "after" course design incorporated these principles in a way intended to feel completely transformed while retaining the same content.
The document proposes a project to teach kindergarten through second grade students alternative problem solving strategies through role-playing activities at recess in order to reduce conflicts on the playground. It analyzes the instructional needs and learner characteristics, and outlines objectives and assessments to teach students to recognize cues leading to conflicts and demonstrate walking away or breathing techniques in response. The project aims to help students control impulses and seek help from staff when issues arise.
Critical reflection and community recreation leadershiptmacscuba
This document outlines a community recreation leadership course on critical reflection taught by Tyler MacDonald. The 3 hour course consisted of introductions, a lecture on critical reflection methods, group workshops applying the methods, workshop presentations, and a wrap-up. The objective was to inspire leaders to use critical reflection to ensure their teaching style and materials are effective. Methods discussed included teaching logs, role model profiles, and gathering student feedback.
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
This document provides guidance on how to be the world's best law professor based on educational research findings. It discusses how testing students early and often can improve learning outcomes, as initial failure primes the mind for deep learning. It also discusses the benefits of "spaced education", where content is revisited repeatedly over time in low-stakes tests, as confirmed by extensive research. Finally, it emphasizes how distributing practice of content across time rather than cramming improves retention, in line with the goal of students recalling information years later for the bar exam and legal practice. The document encourages incorporating these research-backed techniques into legal education for better student learning outcomes.
Similar to Fire Service Course Delivery FFP1740 (20)
1. Presented By Worldwide Emergency Services Institute, LLC Instructor : Nick Coutsouvanos WWW.WWESI.ORG V1.3.09
2. 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
3.
4. The Role of the Instructors WWW.WWESI.ORG V1.3.09
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.