Fire Service Course Delivery FFP 1740 Florida State

Fire Service Course Delivery FFP - 1740 Florida State Fire College Ocala, Florida www. floridastatefirecollege. org August 2007 FFP 1740 1

Chapter 1 The Role of the Instructors www. floridastatefirecollege. org August 2007 FFP 1740 2

Terminal 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 69 A-37. August 2007 FFP - 1740 3

Enabling Objectives Know the difference of Instructor I, II, & III as defined in NFPA 1041 and Florida Statute 633 (69 A-37) Define various roles of an instructor Define characteristics of an instructor List responsibilities Explain how ethics influence students and instruction in a classroom Understand legal issues faced by instructors August 2007 FFP - 1740 4

Enabling Objectives Identify difficult students and how to deal with them Discuss how to issue discipline in the class Describe basic communications model Describe types of feedback Discuss instructor’s role in safety in the classroom August 2007 FFP - 1740 5

Who is the Instructor? The most knowledgeable? The best presenter? August 2007 FFP - 1740 6

Instructor as a Career Fire department training officer Regional, state, and training centers Private concerns Colleges, universities, and vocational schools August 2007 FFP - 1740 7

Fire Service Instructor’s Hats Administrator Counselor/adviser Disciplinarian/coach Evaluator Facilitator August 2007 Mentor Presenter Representative Role model Supervisor FFP - 1740 8

Administrator Overall course operations and logistics Organized Detail oriented Effective communications skills August 2007 FFP - 1740 9

Administrator Schedule and plan courses Arrange appropriate facilities Initiate communications Maintain proper records August 2007 FFP - 1740 10

Counselor/Advisor Trustworthy Empathetic Active listener August 2007 FFP - 1740 11

Disciplinarian/Coach Discipline is often a negative term Coach and referee Establish standards of behavior Consistent in enforcement August 2007 FFP - 1740 12

Evaluator Written/oral tests and quizzes Essay questions Practical exams Project assignments August 2007 FFP - 1740 Presentation check lists Observational reports Peer review Question and answer sessions 13

Facilitator Assist the student in the learning process Student paced delivery + increases comprehension - requires constant monitoring of discussion time August 2007 FFP - 1740 14

Mentor Assists in professional growth Recognizes student strengths Be aware and accept weaknesses Not threatened by students that excel August 2007 FFP - 1740 15

Presenter Make the class come alive Active training Be “on stage” August 2007 FFP - 1740 16

Representative/Ambassador Communicate agency’s message appropriately Be well versed in standards Organization State National August 2007 FFP - 1740 17

Representative/Ambassador Deviating from standards may open liability issues Enhancing material may be appropriate to meet local needs Do not delete established content or objectives August 2007 FFP - 1740 18

Role Model Be an achiever Be admired by others Genuinely caring Maintain high standards Have a positive attitude Hard work Dedication “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 August 2007 FFP - 1740 19

Supervisor Directs and inspects performance Responsible for the students Recruit and supervise “assistant” instructors August 2007 FFP - 1740 20

Activity Time Two lists A good instructor should _____. A good instructor should not _____. August 2007 FFP - 1740 21

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Ethical Issues Build moral credibility Be fair Act with integrity Act with honor August 2007 FFP - 1740 23

Ethical Issues Ethics – 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 August 2007 FFP - 1740 24

Ethical Theories Divine law Obey God and you are ok + provides certainty and guidance -emphasizes, moral certainty and intolerance August 2007 FFP - 1740 25

Ethical 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 August 2007 FFP - 1740 26

Ethical Theories Egoism If it is right for me then it is ok + leads to moral certainty and autonomy -self-centeredness, selfishness, and unrealistic thinking August 2007 FFP - 1740 27

Ethical Theories Ethical relativism Whatever 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 August 2007 FFP - 1740 28

Ethical Theories Utilitarianism Good is happiness Reduced 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 August 2007 FFP - 1740 29

Ethical Theories 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 August 2007 FFP - 1740 30

Ethics in Teaching Plagiarism Falsifying documents Cheating Violence or threats Harassment August 2007 FFP - 1740 31

Ethics in Teaching Ground rules for ethical discussion Everyone 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 August 2007 FFP - 1740 32

Problem Students Be gentle but firm Ask them to stop the disruptive activity Warn no tolerance of future problems Dismiss if necessary August 2007 FFP - 1740 33

The Hesitator Shy, reluctant, and quiet Ask easy nonthreatening questions Offer encouragement Sometimes asking for volunteers may work with these people August 2007 FFP - 1740 34

The 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” August 2007 FFP - 1740 35

The 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 August 2007 FFP - 1740 36

The Nonlistener Attention wanders Refocus attention with questions If multiples, maybe it is you that needs refocused August 2007 FFP - 1740 37

The 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 August 2007 FFP - 1740 38

Master of Negativity You all know this guy Force them to problem solving by asking what they would do to correct a situation Kingfeatures. com August 2007 FFP - 1740 39

Rigid Thinker Takes 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 August 2007 FFP - 1740 40

The Antagonist Rare in adult learners Is that true when people are there because they “have to be”? May be hostile, aggressive, and unfriendly August 2007 FFP - 1740 41

The Class Clown Usually hinders the group with inappropriate humor Compliment worthwhile statements Do not reward inappropriate humor August 2007 FFP - 1740 42

The Slow Learner Has trouble keeping up May not grasp some or all of material Allow input from other students Hearing 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? ” August 2007 FFP - 1740 43

L. E. A. S. T. A simple way to deal with a problem student Leave it alone Eye contact Action steps Stop the class Terminate August 2007 FFP - 1740 44

Unacceptable Class Behaviors Illegal Uncomfortable Violence Threats of violence Sexual harassment Hazing Discrimination Destruction of property August 2007 FFP - 1740 Bad language Being loud Angry tone Sleeping Nonparticipation 45

Cost If You Don’t Control Career stress for instructors Perception of instructor competence By class, peers and administrators Limits the learning time May lead to unsafe and negative learning environment August 2007 FFP - 1740 46

Root of Behavior Problems Poor parenting Lack of societal values Anonymity in large institutions Boredom Substance abuse Economic situations August 2007 FFP - 1740 Lack of recognition Family stress Poor coping skills Poor communication skills Lack of social skills Weak institutional policies and penalties 47

Behavior/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 August 2007 FFP - 1740 48

Creating a Positive Behavioral Change August 2007 FFP - 1740 49

Positive Behavioral Changes Prevention Anticipation Have written rules Include consequences Student rights Don’t contradict the facility rules August 2007 FFP - 1740 50

In the Classroom Follow your rules Avoid intimidation Reward good behavior You are being watched so Take a break Call it a day Regroup Be a role model Be courteous Be respectful August 2007 Be organized and prepared Have a sense of humor Don’t plead with students to behave FFP - 1740 51

Imposing Discipline Seek guidance Progressive discipline Illegal acts – immediate removal Do it in private Document August 2007 FFP - 1740 52

Communications Model Message Medium Sender Receiver Feedback August 2007 FFP - 1740 53

Feedback Positive Reinforces desirable behavior Builds self-esteem Results in a sense of accomplishment Instructors should look for someone doing something right – or approximately right August 2007 FFP - 1740 54

Feedback Constructive Help change undesirable behavior Don’t put student on defensive Concentrate you effort on the behavior and not the student August 2007 FFP - 1740 55

Feedback Corrective Focus on improving student performance Analyze performance Correct where necessary Communicate specifics for improvement Allows students to know where they stand Prevents surprises during formal evaluations August 2007 FFP - 1740 56

Student 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 August 2007 FFP - 1740 57

Which of the various roles of an instructor would deal this the issue of tests and quizzes? Facilitator Presenter Evaluator Supervisor August 2007 FFP - 1740 58

Who holds ultimate responsibility for student safety? The student The instructor The supervisor The facility August 2007 FFP - 1740 59

In the acronym LEAST, used as a guide for dealing with difficult students, the letter E suggests what? Equality in decisions Eye contact with a disruptive student Everyone suffers because of the disruption Every offense deserves it August 2007 FFP - 1740 60

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 August 2007 FFP - 1740 61

There were three types of feedback mentioned in the text. Which of the following is not one of them? Positive Negative Constructive Corrective August 2007 FFP - 1740 62

Which type of problem student could best be handled by direct questioning? Monopolizer Antagonist Class clown Non-listener August 2007 FFP - 1740 63