Fire Service Course Delivery FFP1740

Presented By

Worldwide Emergency Services Institute, LLC

Instructor : Nick Coutsouvanos

WWW.WWESI.ORG V1.3.09V1.3.09

http://www.wwesi.org/

IntroductionsIntroductions

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.



Tell us about yourselfTell 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



The Role of the Instructors





http://www.favaca.org/img/photos/firecollegelogo.jpg

Terminal ObjectiveTerminal 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.



Enabling ObjectivesEnabling 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 instructorDefine characteristics of an instructorList responsibilitiesExplain how ethics influence students and instruction in a classroomUnderstand legal issues faced by instructors



Enabling ObjectivesEnabling Objectives

Identify difficult students and how to deal with themDiscuss how to issue discipline in the classDescribe basic communications modelDescribe types of feedbackDiscuss instructor’s role in safety in the classroom



Who is the Instructor?Who is the Instructor?

The most knowledgeable?

The best presenter?



Instructor as a CareerInstructor as a Career

Fire department training officer

Regional, state, and training centers

Private concerns

Colleges, universities, and vocational schools



Fire Service Instructor’s HatsFire Service Instructor’s Hats

Administrator

Counselor/adviser

Disciplinarian/coach

Evaluator

Facilitator

Mentor

Presenter

Representative

Role model

Supervisor



AdministratorAdministrator

Overall course operations and logistics

Organized

Detail oriented

Effective communications skills



AdministratorAdministrator

Schedule and plan courses

Arrange appropriate facilities

Initiate communications

Maintain proper records



Counselor/AdvisorCounselor/Advisor

Trustworthy

Empathetic

Active listener



Disciplinarian/CoachDisciplinarian/Coach

Discipline is often a negative term

CoachEstablish standards of behavior

Consistent in enforcement

Coach and referee



EvaluatorEvaluator

Written/oral tests and quizzes

Essay questions

Practical exams

Project assignments

Presentation check lists

Observational reports

Peer review

Question and answer

sessions



FacilitatorFacilitator

Assist the student in the learning process

Student paced delivery

+ increases comprehension

- requires constant monitoring of discussion time



MentorMentor

Assists in professional growth

Recognizes student strengths

Be aware and accept weaknesses

Not threatened by students that excel



PresenterPresenter

Make the class come alive

Active training

Be “on stage”



Representative/AmbassadorRepresentative/Ambassador

Communicate agency’s message appropriately

Be well versed in standards

Organization

State

National



Representative/AmbassadorRepresentative/Ambassador

Deviating from standards may open liability issues

Enhancing material may be appropriate to meet local needs

Do not delete established content or objectives



Role ModelRole Model

Be an achiever Be admired by othersGenuinely caringMaintain high standards

Have a positive attitudeHard workDedication

“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



SupervisorSupervisor

Directs and inspects performance

Responsible for the students

Recruit and supervise “assistant” instructors



Activity TimeActivity Time

Two listsA good instructor should _____.

A good instructor should not _____.



Ethical IssuesEthical Issues

Build moral credibility

Be fair

Act with integrity

Act with honor



Ethical IssuesEthical IssuesEthics – 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



EthicalEthical TheoriesTheories

Divine law

Obey God and you are ok

+ provides certainty and guidance

-emphasizes, moral certainty and intolerance



Ethical TheoriesEthical 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




Egoism

If it is right for me then it is ok

+ leads to moral certainty and autonomy

-self-centeredness, selfishness, and unrealistic thinking




Ethical relativismWhatever 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



Ethical TheoriesEthical TheoriesUtilitarianism

Good is happinessReduced 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




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



Ethics in TeachingEthics in Teaching

Plagiarism

Falsifying documents

Cheating

Violence or threats

Harassment



Ethics in TeachingEthics in Teaching

Ground rules for ethical discussionEveryone 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



Problem StudentsProblem Students

Be gentle but firm

Ask them to stop the disruptive activity

Warn no tolerance of future problems

Dismiss if necessary



The HesitatorThe Hesitator

Shy, reluctant, and quiet

Ask easy non-threatening questions

Offer encouragement

Sometimes asking for volunteers may work with these people



The MonopolizerThe 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”



http://images.google.com/imgres?imgurl=http://www.londontaxitour.com/monoply4.gif&imgrefurl=http://www.londontaxitour.com/london-taxi-tour-monopoly-tour.htm&h=194&w=193&sz=4&hl=en&start=1&um=1&tbnid=bI1gcP71tixHJM:&tbnh=103&tbnw=102&prev=/images%3Fq%3DMonoply%26ndsp%3D20%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN

The Voice of ExperienceThe 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



The NonlistenerThe Nonlistener

Attention wanders

Refocus attention with questions

If multiples, maybe it is you that needs refocused



The Idea ZapperThe 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



Master of NegativityMaster of Negativity

You all know this guy

Force them to problem solving by asking what they would do to correct a situation

Kingfeatures.com



Rigid ThinkerRigid ThinkerTakes 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



The AntagonistThe Antagonist

Rare in adult learners Is that true when people are there because they “have to be”?

May be hostile, aggressive, and unfriendly



The Class ClownThe Class Clown

Usually hinders the group with inappropriate humor

Compliment worthwhile statements

Do not reward inappropriate humor



The Slow LearnerThe Slow Learner

Has trouble keeping up

May not grasp some or all of material

Allow input from other studentsHearing 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?”



L.E.A.S.T.L.E.A.S.T.

A simple way to deal with a problem student

Leave it aloneEye contactAction stepsStop the classTerminate



Unacceptable Class BehaviorsUnacceptable Class Behaviors

IllegalViolence

Threats of violence

Sexual harassment

Hazing

Discrimination

Destruction of property

UncomfortableBad language

Being loud

Angry tone

Sleeping

Nonparticipation

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Cost If You Don’t ControlCost If You Don’t Control

Career stress for instructors

Perception of instructor competenceBy class, peers and administrators

Limits the learning time

May lead to unsafe and negative learning environment


Root of Behavior ProblemsRoot 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


Behavior/CauseBehavior/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


Creating a Positive Behavioral Creating a Positive Behavioral ChangeChange


Positive Behavioral Changes Positive Behavioral Changes

Prevention

AnticipationHave written rulesInclude consequencesStudent rights

Don’t contradict the facility rules


In the ClassroomIn the Classroom

Follow your rules

Avoid intimidation

Reward good behavior

You are being watched soBe a role modelBe courteousBe respectful

Be organized and prepared

Have a sense of humor

Don’t plead with students

to behaveTake a breakCall it a day Regroup


Imposing DisciplineImposing Discipline

Seek guidance

Progressive discipline

Illegal acts – immediate removal

Do it in private

Document WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09

Message

Communications ModelCommunications Model

Feedback

Medium

Sender Receiver


FeedbackFeedback

PositiveReinforces desirable behavior

Builds self-esteem

Results in a sense of accomplishment

Instructors should look for someone doing something right – or approximately right


FeedbackFeedback

ConstructiveHelp change undesirable behavior

Don’t put student on defensiveConcentrate you effort on the behavior and not the student


FeedbackFeedback

CorrectiveFocus on improving student performance

Analyze performanceCorrect where necessaryCommunicate specifics for improvement

Allows students to know where they standPrevents surprises during formal evaluations


Student InjuryStudent 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


Which of the various roles of an instructor would deal the issue of tests and quizzes?

FacilitatorPresenter Evaluator Supervisor


Who holds ultimate responsibility for student safety?

The studentThe instructorThe supervisorThe facility


In the acronym LEAST, used as a guide for dealing with difficult students, the letter E suggests what?

Equality in decisionsEye contact with a disruptive studentEveryone suffers because of the disruptionEvery offense deserves it


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


There were three types of feedback mentioned in the text. Which of the following is not one of them?

PositiveNegativeConstructiveCorrective


Which type of problem student could best be handled by direct questioning?

MonopolizerAntagonist Class clownNon-listener


Fire Service Course Delivery FFP1740

Documents

Transcript of Fire Service Course Delivery FFP1740