Presented By
Worldwide Emergency Services Institute, LLC
Instructor : Nick Coutsouvanos
WWW.WWESI.ORG V1.3.09V1.3.09
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.
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
WWW.WWESI.ORG V1.3.09V1.3.09
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.
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
Who is the Instructor?Who is the Instructor?
The most knowledgeable?
The best presenter?
WWW.WWESI.ORG V1.3.09V1.3.09
Instructor as a CareerInstructor as a Career
Fire department training officer
Regional, state, and training centers
Private concerns
Colleges, universities, and vocational schools
WWW.WWESI.ORG V1.3.09V1.3.09
Fire Service Instructor’s HatsFire Service Instructor’s Hats
Administrator
Counselor/adviser
Disciplinarian/coach
Evaluator
Facilitator
Mentor
Presenter
Representative
Role model
Supervisor
WWW.WWESI.ORG V1.3.09V1.3.09
AdministratorAdministrator
Overall course operations and logistics
Organized
Detail oriented
Effective communications skills
WWW.WWESI.ORG V1.3.09V1.3.09
AdministratorAdministrator
Schedule and plan courses
Arrange appropriate facilities
Initiate communications
Maintain proper records
WWW.WWESI.ORG V1.3.09V1.3.09
Counselor/AdvisorCounselor/Advisor
Trustworthy
Empathetic
Active listener
WWW.WWESI.ORG V1.3.09V1.3.09
Disciplinarian/CoachDisciplinarian/Coach
Discipline is often a negative term
CoachEstablish standards of behavior
Consistent in enforcement
Coach and referee
WWW.WWESI.ORG V1.3.09V1.3.09
EvaluatorEvaluator
Written/oral tests and quizzes
Essay questions
Practical exams
Project assignments
Presentation check lists
Observational reports
Peer review
Question and answer
sessions
WWW.WWESI.ORG V1.3.09V1.3.09
FacilitatorFacilitator
Assist the student in the learning process
Student paced delivery
+ increases comprehension
- requires constant monitoring of discussion time
WWW.WWESI.ORG V1.3.09V1.3.09
MentorMentor
Assists in professional growth
Recognizes student strengths
Be aware and accept weaknesses
Not threatened by students that excel
WWW.WWESI.ORG V1.3.09V1.3.09
PresenterPresenter
Make the class come alive
Active training
Be “on stage”
WWW.WWESI.ORG V1.3.09V1.3.09
Representative/AmbassadorRepresentative/Ambassador
Communicate agency’s message appropriately
Be well versed in standards
Organization
State
National
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
SupervisorSupervisor
Directs and inspects performance
Responsible for the students
Recruit and supervise “assistant” instructors
WWW.WWESI.ORG V1.3.09V1.3.09
Activity TimeActivity Time
Two listsA good instructor should _____.
A good instructor should not _____.
WWW.WWESI.ORG V1.3.09V1.3.09
WWW.WWESI.ORG V1.3.09V1.3.09
Ethical IssuesEthical Issues
Build moral credibility
Be fair
Act with integrity
Act with honor
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
EthicalEthical TheoriesTheories
Divine law
Obey God and you are ok
+ provides certainty and guidance
-emphasizes, moral certainty and intolerance
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
Ethical TheoriesEthical 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
WWW.WWESI.ORG V1.3.09V1.3.09
Ethics in TeachingEthics in Teaching
Plagiarism
Falsifying documents
Cheating
Violence or threats
Harassment
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
Problem StudentsProblem Students
Be gentle but firm
Ask them to stop the disruptive activity
Warn no tolerance of future problems
Dismiss if necessary
WWW.WWESI.ORG V1.3.09V1.3.09
The HesitatorThe Hesitator
Shy, reluctant, and quiet
Ask easy non-threatening questions
Offer encouragement
Sometimes asking for volunteers may work with these people
WWW.WWESI.ORG V1.3.09V1.3.09
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”
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
The NonlistenerThe Nonlistener
Attention wanders
Refocus attention with questions
If multiples, maybe it is you that needs refocused
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
The Class ClownThe Class Clown
Usually hinders the group with inappropriate humor
Compliment worthwhile statements
Do not reward inappropriate humor
WWW.WWESI.ORG V1.3.09V1.3.09
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?”
WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG V1.3.09V1.3.09
Unacceptable Class BehaviorsUnacceptable Class Behaviors
IllegalViolence
Threats of violence
Sexual harassment
Hazing
Discrimination
Destruction of property
UncomfortableBad language
Being loud
Angry tone
Sleeping
Nonparticipation
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
Creating a Positive Behavioral Creating a Positive Behavioral ChangeChange
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
Positive Behavioral Changes Positive Behavioral Changes
Prevention
AnticipationHave written rulesInclude consequencesStudent rights
Don’t contradict the facility rules
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
FeedbackFeedback
PositiveReinforces desirable behavior
Builds self-esteem
Results in a sense of accomplishment
Instructors should look for someone doing something right – or approximately right
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
FeedbackFeedback
ConstructiveHelp change undesirable behavior
Don’t put student on defensiveConcentrate you effort on the behavior and not the student
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
FeedbackFeedback
CorrectiveFocus on improving student performance
Analyze performanceCorrect where necessaryCommunicate specifics for improvement
Allows students to know where they standPrevents surprises during formal evaluations
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
Which of the various roles of an instructor would deal the issue of tests and quizzes?
FacilitatorPresenter Evaluator Supervisor
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
Who holds ultimate responsibility for student safety?
The studentThe instructorThe supervisorThe facility
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
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
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
There were three types of feedback mentioned in the text. Which of the following is not one of them?
PositiveNegativeConstructiveCorrective
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
Which type of problem student could best be handled by direct questioning?
MonopolizerAntagonist Class clownNon-listener
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
WWW.WWESI.ORG WWW.WWESI.ORG V1.3.09V1.3.09
Top Related