August 2007 FFP1740 1

www.floridastatefirecollege.org

Fire Service Course DeliveryFire Service Course DeliveryFFP - 1740FFP - 1740

Florida State Fire College

Ocala, Florida

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www.floridastatefirecollege.org

Chapter 1Chapter 1

The Role of the Instructors

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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.

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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

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Enabling ObjectivesEnabling 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

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Who is the Instructor?Who is the Instructor?

The most knowledgeable?

The best presenter?

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Instructor as a CareerInstructor as a Career

Fire department training officer

Regional, state, and training centers

Private concerns

Colleges, universities, and vocational schools

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Fire Service Instructor’s HatsFire Service Instructor’s Hats

Administrator

Counselor/adviser

Disciplinarian/coach

Evaluator

Facilitator

Mentor

Presenter

Representative

Role model

Supervisor

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AdministratorAdministrator

Overall course operations and logistics

Organized

Detail oriented

Effective communications skills

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AdministratorAdministrator

Schedule and plan courses

Arrange appropriate facilities

Initiate communications

Maintain proper records

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Counselor/AdvisorCounselor/Advisor

Trustworthy

Empathetic

Active listener

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Disciplinarian/CoachDisciplinarian/Coach

Discipline is often a negative term

CoachEstablish standards of behavior

Consistent in enforcement

Coach and referee

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EvaluatorEvaluator

Written/oral tests and quizzes

Essay questions

Practical exams

Project assignments

Presentation check lists

Observational reports

Peer review

Question and answer sessions

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FacilitatorFacilitator

Assist the student in the learning process

Student paced delivery

+ increases comprehension

- requires constant monitoring of discussion time

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MentorMentor

Assists in professional growth

Recognizes student strengths

Be aware and accept weaknesses

Not threatened by students that excel

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PresenterPresenter

Make the class come alive

Active training

Be “on stage”

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Representative/AmbassadorRepresentative/Ambassador

Communicate agency’s message appropriately

Be well versed in standardsOrganization

State

National

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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

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Role ModelRole 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

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SupervisorSupervisor

Directs and inspects performance

Responsible for the students

Recruit and supervise “assistant” instructors

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Activity TimeActivity Time

Two listsA good instructor should _____.

A good instructor should not _____.

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Ethical IssuesEthical Issues

Build moral credibility Be fair

Act with integrity

Act with honor

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Ethical IssuesEthical 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

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Ethical TheoriesEthical Theories

Divine law Obey God and you are ok

+ provides certainty and guidance

-emphasizes, moral certainty and intolerance

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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

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Ethical TheoriesEthical Theories

Egoism If it is right for me then it is ok

+ leads to moral certainty and autonomy

-self-centeredness, selfishness, and unrealistic thinking

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Ethical TheoriesEthical Theories

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

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Ethical TheoriesEthical Theories

UtilitarianismGood 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

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Ethical TheoriesEthical Theories

Duty EthicsRight 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

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Ethics in TeachingEthics in Teaching

Plagiarism

Falsifying documents

Cheating

Violence or threats

Harassment

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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

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Problem StudentsProblem Students

Be gentle but firm

Ask them to stop the disruptive activity

Warn no tolerance of future problems

Dismiss if necessary

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The HesitatorThe Hesitator

Shy, reluctant, and quiet

Ask easy non-threatening questions

Offer encouragement

Sometimes asking for volunteers may work with these people

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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”

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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

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The NonlistenerThe Nonlistener

Attention wanders

Refocus attention with questions

If multiples, maybe it is you that needs refocused

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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

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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

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Rigid ThinkerRigid 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

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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

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The Class ClownThe Class Clown

Usually hinders the group with inappropriate humor

Compliment worthwhile statements

Do not reward inappropriate humor

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The Slow LearnerThe Slow Learner

Has trouble keeping upMay not grasp some or all of materialAllow input from other students

Hearing it differently may help

On a break, do some one-on-oneDon’t embarrass or belittle the studentThe burning question, “does everyone pass?”

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L.E.A.S.T.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

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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

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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

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Behavior/CauseBehavior/Cause

If you are annoyed, the student is probably seeking attentionIf you feel threatened, the student is probably seeking powerIf you feel hurt, the student is probably seeking revengeIf you feel powerless, the student is probably seeking adequacy

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Creating a Positive Behavioral Creating a Positive Behavioral ChangeChange

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Positive Behavioral Changes Positive Behavioral Changes

Prevention

AnticipationHave written rules

Include consequences

Student rights

Don’t contradict the facility rules

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In the ClassroomIn the Classroom

Follow your rules

Avoid intimidation

Reward good behavior

You are being watched so

Be a role model

Be courteous

Be respectful

Be organized and prepared

Have a sense of humor

Don’t plead with students to behave

Take a break

Call it a day

Regroup

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Imposing DisciplineImposing Discipline

Seek guidance

Progressive discipline

Illegal acts – immediate removal

Do it in private

Document

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Message

Communications ModelCommunications Model

Feedback

Medium

Sender Receiver

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FeedbackFeedback

PositiveReinforces desirable behavior

Builds self-esteem

Results in a sense of accomplishment

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

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FeedbackFeedback

ConstructiveHelp change undesirable behavior

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

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FeedbackFeedback

CorrectiveFocus on improving student performance

Analyze performance

Correct where necessary

Communicate specifics for improvement

Allows students to know where they standPrevents surprises during formal evaluations

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Student InjuryStudent Injury

It is the instructor’s responsibility to ensure a safe environmentDon’t subject students to something that is not safeSafe environment is both physical and emotionalThe safety issue will be part of the entire Course Delivery and Design programs

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

Facilitator

Presenter

Evaluator

Supervisor

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Who holds ultimate responsibility for student safety?

The student

The instructor

The supervisor

The facility

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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

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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

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

Positive

Negative

Constructive

Corrective

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

Monopolizer

Antagonist

Class clown

Non-listener