Fire and Emergency Services Instructor: Fire Instructor I
Chapter 3 – Methods of Instruction
Objective
Course Fire and Emergency Services Instructor – Fire Instructor I
NFPA 1041: Standard for Fire and Emergency Services Instructor Professional Qualifications,
2019 Edition
Student Objectives
Upon successful completion of this lesson, the student shall be able to:
1. Slide 1 Describe methods of instruction typically used in adult and fire service education.
(NFPA 1041: 4.4.3, pp 75–77)
2. Describe the four-step method of instruction. (pp 77–78)
3. Explain how distance learning can enhance instruction. (NFPA 1041: 4.4.3, pp 78–79)
4. Describe communication techniques that will improve your presentation.
(NFPA 1041: 4.4.3, pp 79–82)
5. Explain methods for controlling the physical learning environment.
(NFPA 1041: 4.3.2, pp 82–84)
6. Slide 2 Describe how to create a learning environment that facilitates the learning process.
(NFPA 1041: 4.4.2, pp 85–92)
7. Identify issues unique to outdoor learning environments and explain how to address them.
(NFPA 1041: 4.3.2, pp 89–92)
8. Identify considerations when arranging learning environments for testing functions.
(NFPA 1041: 4.3.2, p 89)
9. Describe the effect of demographics on the learning environment.
(NFPA 1041: 4.4.3, pp 93–94)
Fire and Emergency Services Instructor – Fire Instructor I 1
Fire and Emergency Services Instructor: Fire Instructor I
Chapter 3 – Methods of Instruction
Lesson Outline
PRESENTATION OUTLINE VISUALS/NOTES
Chapter 3: Methods of Instruction
I. INTRODUCTION Notes:
C. Review the Knowledge and Skills Objectives.
D. Slide 3 It is the instructor’s responsibility to present
information and have a clear understanding of the
course objectives.
1. Instruction is the single most important factor in
students’ success.
a. Teaching has a greater impact on achievement
than all other factors combined.
2. Students decide very early whether they will like
the course, its contents, the instructor, and their
fellow students.
3. Slide 4 Sometimes, instructors forget that fire
fighters are adults.
a. There are important differences in the way
adults and children learn.
b. Never treat fire service students like children.
c. Remember: Although you are teaching a class,
the individual may require a particular learning
strategy.
II. METHODS OF INSTRUCTION
A. Slide 5 The method of instruction is the process of
teaching material to students, or how your lesson plan
will be given to your students.
1. Many different and diverse methods of instruction
exist, and each applies to different types of
materials as well as different types of students.
a. Slide 6 Each student demographic and category
will respond differently to the material
according to how they are motivated, and the
method(s) of instruction used.
b. If you are an Instructor I, the method of
instruction will be identified on your lesson plan
by the lesson plan developer.
2. Slide 7 Determining the method of instruction is
based on the:
a. experience and educational level of the students.
b. classroom setting or training environment.
c. objectives of the material to be taught.
d. number of students to be taught.
Fire and Emergency Services Instructor – Fire Instructor I 2
3. Slide 8 As an instructor at the Instructor I level, you
should understand the different methods of
instruction and master those methods.
4. For Instructor II personnel, as they develop a lesson
plan, they will select the most appropriate and
effective method to deliver the material in the
lesson plan they have created.
5. Slide 9 Any level of instructor should be able to
adapt a lesson plan to the:
a. learning environment.
b. audience who will receive instruction.
6. All instructors will perform an audience analysis by
looking at the demographics and adapt the lesson
plan accordingly.
7. Slide 10 Ask yourself three questions:
a. What are the goals of the lesson?
b. Who is the intended audience?
c. What are the resources and learning
environment characteristics?
8. The following are the most effective methods for
teaching new and in-service personnel.
B. Lecture
1. Slide 11 Used widely in the fire service
2. The instructor is the primary source of information
using various multimedia (Figure 3-1).
3. Slide 12 As part of your Instructor I job duties; you
will be required to present an illustrative lecture in a
practice teaching environment to a group of fellow
students.
4. Visual aid is important to effective communication
and is probably the most common and familiar
method of instruction.
C. Demonstration or Skill Drill
1. Slide 13 This method is used when teaching skills
or hands-on learning.
a. This type of learning is used when the instructor
demonstrates the use of a new tool or
demonstrates how to perform a specific task-
oriented skill (Figure 3-2).
b. Several variations in the sequence of how these
types of drills should progress are possible, e.g.,
crawl-walk-run method.
2. Slide 14 Also known as psychomotor or hands-on
method
3. As part of the Instructor I job duty area, you may be
required to present a demonstrative presentation
where a student will perform a task from a prepared
skill sheet as part of the student instructor’s practice
presentation.
4. Slide 15 Most fire fighters and other adult learners
respond very well to hands-on training.
a. Each student can learn by actively participating.
Fire and Emergency Services Instructor – Fire Instructor I 3
b. Instructor must monitor student safety.
i. Personal protective equipment (PPE) use
ii. Proper student-to-instructor ratios
D. Discussion
1. Slide 16 The discussion method is used to facilitate
the learning process by having a two-way open
forum, from instructor to student and from student
to student (Figure 3-3).
2. Slide 17 Fosters interaction among the instructor
and students
a. Instructor’s role is more of a facilitator or
monitor to ensure discussion stays on track
b. Time keeping is an essential element.
3. Typically used when consensus is needed or when
new ideas are necessary
a. Requires student to have some prerequisite level
of topic knowledge
E. Most instructors use a combination of these methods.
F. The Four-Step Method of Instruction
1. Slide 18 Primary process used to relate the material
contained in the lesson plan to the students
2. Most basic method of instruction used in the fire
service
3. Slide 19 Step 1: Preparation
a. First phase
b. First step motivates students to learn.
c. Tell students why they will benefit from the
class.
i. The class may count toward required hours
of training.
ii. The class may provide a desired
certification.
iii. The class may increase students’ knowledge
of a subject.
d. This step is a critical motivational tool.
4. Slide 20 Step 2: Presentation
a. Second step
b. Comprises the actual presentation of the lesson
plan
c. Normally contains an outline of the information
to be presented
d. May also contain notes indicating when to use
teaching aids, when to take breaks, or where to
obtain more information
5. Slide 21-22 Step 3: Application
a. Most important step: students apply the
knowledge presented in class
b. Normally, this is where learning occurs, as
students practice skills, perhaps make mistakes,
and retry skills as necessary.
c. Provide direction and support as each student
performs this step.
d. Ensure all safety rules are followed.
Fire and Emergency Services Instructor – Fire Instructor I 4
e. In a lesson plan, the application section usually
lists the activities or assignments that the
student will perform.
i. Often requires the use of skill sheets
f. The experienced instructor uses the application
step to make sure that each student is
progressing along with the lesson plan.
g. This step also allows students to participate
actively and to remain engaged in the learning
process.
6. Slide 23 Step 4: Evaluation
a. Final step
b. Ensures that students have correctly acquired
the knowledge and skills presented
c. No matter the method, the student must
demonstrate competency without assistance.
d. In a lesson plan, the evaluation section indicates
the method of evaluation and the procedures for
performing it.
G. Pre-Course Survey and Prerequisites
1. Slide 24 Pre-course survey might try to determine
student:
a. Motivation.
b. educational level.
c. work experience.
d. previous training.
2. Its results can be used to adapt the lesson plan
based on the students’ needs.
3. Slide 25 After reviewing the results, you can adjust
the course material accordingly to meet the needs of
the students better.
4. Does not count toward the final grade
5. Some programs require that students take
prerequisite classes before attending certain
advanced classes.
a. Students have a base level of training and
education
b. Ensures students do not get into a course
beyond their experience level
III. ENHANCED INSTRUCTIONAL METHODS
A. Slide 26 Instructors have other tools at their disposal to
enhance the learning process and increase the retention
of the material being taught.
1. Role play
a. Students become part of the lesson by assuming
roles and “acting out” a situation or scenario
meant to reinforce material from the lesson.
2. Slide 27 Labs/simulations
a. Students are placed in a “real-life” situation,
albeit in a controlled environment.
b. Strengthens information learned in the
classroom
c. Many simulation programs that create a very
realistic learning environment now exist to
simulate actual fires and incidents (Figure 3-4).
Fire and Emergency Services Instructor – Fire Instructor I 5
3. Slide 28 Case studies
a. Instructors often take advantage of examples
from the real world to teach material.
b. Using an incident report that was generated
after a line-of-duty death and allowing students
to read the report, discuss the material, and then
determine ways to apply the knowledge is an
effective way to work with a case study.
c. All fire fighters should be aware of the
significant fire fighter fatality investigations that
have shaped our profession and have greatly
influenced modern firefighting knowledge.
4. Slide 29 Out-of-class assignments
a. Assignments given to students to be completed
outside of class
b. Many courses require pre-course work to be
completed prior to class; the instructor might
then give assignments in a workbook to be
completed during the course.
c. The instructor needs to make sure that these
assignments are evaluated, and that feedback is
provided to the students.
d. Failure to follow through with these measures
will give the impression that the material was
not important.
5. Slide 30 Three other methods are becoming
prevalent:
a. Online learning
b. Independent study
c. Blended learning
6. These methods are gaining popularity for many
reasons and are being used for new or continuing
education training.
7. Slide 31 Online learning
a. Conducted on the internet
b. Students enter a “classroom” hosted by an
organization or campus
c. Delivery methods are synchronous or
asynchronous.
i. Synchronous: All students meet at the same
time; instructor delivers material in real
time.
ii. Asynchronous: Students enter and exit
online classroom on their own schedule;
discussion is facilitated by discussion
boards.
8. Slide 32 Independent study
a. Helps students complete course material at
distant locations
b. Students register for a course
c. Receive course material in the mail
d. Complete the assignments
e. Submit them back to the instructor for
evaluation
Fire and Emergency Services Instructor – Fire Instructor I 6
9. Slide 33 Blended learning
a. Combines online or independent study with
face-to-face meetings with the instructor
b. Allows for students to learn at their own pace
remotely
c. At certain benchmarks, the class gathers to
complete hands-on training
10. All of these methods of instruction are dependent
on the instructor knowing how to use each method
and applying them while delivering the lesson plan.
IV. LESSON PRESENTATION SKILLS AND
TECHNIQUES
A. Communication Techniques
1. Slide 34 Dress professionally.
a. Students should see you as a professional and
recognize you instantly as a subject-matter
expert.
b. A professional appearance lays the groundwork
for making a good first impression.
2. Slide 35 Welcome each student.
a. Your first impression begins the moment that
students enter the classroom.
b. Shake students’ hands as they arrive, introduce
yourself, and have a warm smile on your face
(Figure 3-5).
3. Slide 36 Call students by name.
a. Making every student feel important is essential
in creating motivation and maintaining
attention.
b. Most fire service courses are small enough to
allow you to learn the students’ names.
c. Strategies
i. Use name tents or cards.
ii. Keep a seating chart in front of you.
iii. Use name association.
d. Each method has its own advantages and
disadvantages but determining a method that
works best for you will go a long way.
4. Slide 37 Use eye contact.
a. Making eye contact with each fire fighter for a
few moments in the course of your presentation
will help students feel that you are
communicating directly with them.
b. Resist the temptation to look at the wall, at the
clock, or over students’ heads.
c. Lack of eye contact makes people think you are
not willing to be straight with them or that you
are not confident.
5. Slide 38 Use your normal speaking voice but instill
enthusiasm in your message.
a. If you are committed to the importance of what
you are teaching, then that commitment will be
revealed in your voice.
Fire and Emergency Services Instructor – Fire Instructor I 7
b. Remember that enthusiasm is contagious let it
show!
6. Slide 39 Speak with respect.
a. You are teaching adults.
b. When you are respectful to them, they will be
respectful to you.
7. Use pauses when you speak.
a. A short pause can be used to signal an important
point or a transition in your lecture.
b. A pause can also indicate the conclusion of one
topic and the beginning of another.
c. It allows you the opportunity to view your
students and visually check for comments,
interest levels, or questions.
8. Slide 40 Use information appropriately.
a. It is important to gauge your students’ level of
understanding correctly.
b. Make sure you speak at a knowledge and
vocabulary level that students will understand.
c. You may have to ensure that the level of
training or education is appropriate for all
participants in the course.
9. Slide 41 Use gestures sparingly, for emphasis.
a. Avoid meaningless gestures—avoid playing
with things, chewing on the ends of pencils, or
repeatedly tapping your foot.
b. Eventually, these habits will become
intrusive—and distracting to your students.
10. Slide 42 Practice positive mannerisms.
a. Well-placed mannerisms can increase your
effectiveness in presentation of your lectures,
and appropriate gestures can add to the verbal
messages.
b. Vary your position and movement, because
your ability to change the pace of the lesson will
increase involvement.
c. Your body language and facial expression can
give a fire fighter support and encouragement
even when you are not saying anything aloud.
11. Slide 43 Choose your teaching aids appropriately.
a. The technology that you have at your fingertips
in the classroom is simply a way to
communicate with students and reinforce
information.
b. Make sure that your writing is legible.
c. Teaching aids also provide a visual
reinforcement of your verbal message.
d. Your wise use of technology can enrich your
classroom and assist you in teaching.
e. Do not rely on technology alone to teach. It can
malfunction, so always have a backup plan.
Fire and Emergency Services Instructor – Fire Instructor I 8
12. Slide 44 Know how to use your chosen teaching
aids in the classroom.
a. Your communication with your students is
interrupted when you do not handle technology
smoothly.
b. Each time you are guilty of mishandling your
teaching aids, you will weaken the impact of the
lesson.
13. Transition techniques during presentations.
a. Make sure that you make smooth transitions
between your media and verbal communication
techniques.
b. Use media in the correct manner and use
transition techniques that enhance rather than
distract.
B. Effective Transitions
1. Slide 45 Delineation
a. Simplest way to make a transition
b. Tell your class that you will be covering four
points and then begin by stating “point number
one,” and then move to point two, point three,
and point four, and then summarize the
material.
2. Words/phrases
a. Use phrases such as “the next point we need to
discuss,” or summarize the topic and then use a
phrase like “the next step…”
3. Slide 46 Pictures
a. Because so many of today’s lessons use
PowerPoint presentations, an effective tool to
use within such a presentation is the insertion of
historic or unique pictures between points or
topics.
b. This visual signal will allow you to pause and
switch topics.
4. Slide 47 Voice
a. Use your voice by changing your tone or pitch,
by using different volumes to emphasize change
from one idea to another, or by inserting an
effective pause.
b. Pausing will draw students’ attention and
develop anticipation.
5. Slide 48 Body language
a. Effective use of body language will assist you
in moving from one topic to the next.
b. Moving from the podium to one side of the
classroom with a change in voice will clearly
inform students that the topic has changed or is
very important.
c. Make your movements conscious and
meaningful.
6. All of these techniques require practice.
a. Not all instructors will develop all of these
instruction techniques.
b. The goal is to develop those that work best for
you.
Fire and Emergency Services Instructor – Fire Instructor I 9
C. Effective Communication
1. Slide 49 Effective communication is fundamental to
ensuring that the students learn—that they receive
and remember the information you intended to
transmit to them.
2. Remember
a. We remember 10 percent of what we read.
b. We remember 20 percent of what we hear.
c. We remember 30 percent of what we see.
d. We remember 50 percent of what we see and
hear.
e. We remember 70 percent of what we say.
f. We remember 90 percent of what we say while
doing.
3. Slide 50 It is important to choose the right kind(s)
of communication when you are preparing for class.
a. Once selected, use the methods effectively.
b. Understanding how the communication process
works will help you develop or adapt lesson
plans based on your students’ learning
characteristics.
D. Questioning Techniques
1. Slide 51 Be sure to assess the learning process
during class.
a. Ask students questions from the material being
taught.
b. Many lesson plans will build in questions.
2. It is important to ask the correct question at the
correct time.
a. Again, many lesson plans will identify the
appropriate time.
b. Slide 52 Another appropriate place to seek
student feedback is at the end of a lesson during
a summary activity.
c. There are times during a presentation at which
an instructor can use a question to
i. stimulate discussion.
ii. bring class focus to a new topic.
iii. Break-up side discussions in the classroom.
iv. challenge a disruptive student positively.
3. Types of questions
a. Slide 53 Direct questions
i. Those beginning with who, what, where,
when, why, or how
ii. Meant to elicit specific information and
limit discussion
iii. Used when the instructor is seeking an
answer from a specific student
iv. Important to exercise caution with this type
of questioning: could be perceived as
singling out a student
Fire and Emergency Services Instructor – Fire Instructor I 10
b. Slide 54 Rhetorical questions
i. Usually asked to stimulate discussion or to
prepare the learners’ minds for a new topic
ii. Often does not have an answer, or it may
have multiple correct answers
c. Open-ended questions.
i. This type of question could be answered
with varying correct answers based on the
question and the situation presented.
d. Closed-ended questions
i. This type of question seeks a specific
answer based on the question asked.
4. Slide 55 Knowing which question to ask and when
to ask the question is very important but dealing
with a student’s response to a question is just as
important.
a. Responding to a student’s answer is critical to
maintaining a good learning environment.
b. If the student gives the correct response, the
instructor can build on the response and move
on.
c. Effective instructors should highlight the
positive and downplay any negatives.
d. Instructors who make light of a student’s
incorrect response can destroy a student’s desire
to learn and dampen the learning environment.
V. MANAGING DISRUPTIVE BEHAVIOR
A. Slide 56 Your strategy for handling the problematic
situation will vary depending on the type of behavior.
1. Remember that you are in charge of the classroom.
a. If you do not control your classroom, you are
setting the stage for problems.
b. You may be perceived by your students, peers,
and administration as being a less competent
instructor.
2. Slide 57 Disruption in the classroom can
significantly reduce or limit the amount of learning
time for students (Figure 3-6).
a. It can also lead to unsafe and negative learning.
b. Can have serious implications when students
are in the field
c. You are responsible for providing a safe
learning environment and proper, safe
instruction to all students.
B. Categories of disruptive behavior
1. Slide 58 The monopolizer has a tendency to take
control of classroom discussions and dominate class
time.
a. Make certain to call on other students during
classroom discussions.
b. You can also call a break or, when a class
break occurs, pull the monopolizer aside and
discuss your concerns about his or her “over-
participation” during the class.
Fire and Emergency Services Instructor – Fire Instructor I 11
c. Position yourself between the monopolizer and
other students as a physical barrier in an effort
to engage other students.
d. More direct approaches may be to ask an
overhead question: “Anyone other than
[monopolizer] have an idea how this term
applies to fire department operations?”
2. Slide 59 The historian has some experience and
wants to make sure that everyone is aware of it.
a. Real historians have the benefit of years of
experience and share their experiences to help
illustrate an instructor’s lesson; they focus on
helping the instructor and other students.
i. Can be disruptive if their stories become
distracting for the other students, in which
case you should carefully guide the
discussion back to the main topic.
ii. Another way to redirect real historians is by
pairing them with struggling students.
b. By contrast, artificial historians focus on
helping themselves and interject their opinions
to show other students how much they know.
i. Artificial historians are almost always
distracting.
ii. Assertively redirecting the discussion back
to the lesson plan generally corrects this
issue.
iii. If not, take the student aside and discuss the
need for the class to stay focused on the
lesson plan.
c. Treat your adult students as adults—with
respect.
3. Slide 60 The daydreamer is preoccupied with
anything other than the lesson.
a. He or she may have been forced to attend the
training class or may be participating as part of
a job assignment.
b. Often, this student is focusing on life outside of
the classroom.
c. Daydreamers may not directly disrupt other
students, but are more of a distraction to you,
the instructor.
d. Try to draw such students into the class by
using direct questioning techniques and making
maximum eye contact.
4. Slide 61 The expert, or the know-it-all, is a student
who may become confrontational or monopolize
the class in an attempt to show off, often as a
measure of competitiveness.
a. The expert will provide up-to-date information,
factoids, applications, and case information
about the topic and can easily subvert your
position as the classroom authority.
b. You may have to discuss his or her
contributions to the class during a private break.
Fire and Emergency Services Instructor – Fire Instructor I 12
5. Slide 62 The class clown is the student who seeks
attention by acting out or making jokes about
course content, the instructor, or other students in
the class.
a. Most often the reason for this type of behavior
is to draw attention to the individual.
b. Two effective methods for dealing with this
type of behavior are to ignore the class clown or
to engage him or her with a direct question.
c. Sometimes a stern look will deflate this type of
student.
d. Slide 63 Another option is, during a break, to
take a moment to engage the student in
conversation and to get to know him or her
better and seek the individual’s help in setting
an example for others in the class.
6. Another type of student who can be a challenge in
the classroom is the gifted learner.
a. This type of student is usually not disruptive but
becomes a challenge to the instructor because
he or she seems to be disengaged in the learning
process.
b. These students might appear to be shy or
daydreaming, but in reality, they are usually
intelligent and are “bored” with the material.
c. An effective method to manage this type of
student behavior is to have such students assist
you as an instructor during the course.
7. Slide 64 Some behaviors are clearly inappropriate
in the classroom because they are unsafe or illegal.
a. Actions or words that are threatening or
offensive
b. Actions that create risks to students, instructors,
or property
c. These behaviors must be dealt with immediately
and without hesitation.
8. Slide 65 Behavioral problems in the classroom arise
for many reasons, ranging from complex to simple.
a. Learn more about human behavior, behavioral
problems, and their causes to become a more
effective instructor.
b. Slide 66 You may be put in the position where
you must deal with behaviors that are the result
of situations outside the instructional
environment.
c. Your first priority is to create a positive learning
environment for the whole class.
d. Your second priority is to ensure the existence
of a positive learning environment for the
individual student.
9. Slide 67 Other disruptive behaviors
a. Calling out
b. Asking irrelevant questions
c. Giving excessive examples
Fire and Emergency Services Instructor – Fire Instructor I 13
10. Students may be seeking attention from the class or
from you.
a. Some students may seek to gain power by being
argumentative, lying, displaying a temper, or
not following instructions.
b. These students need to be dealt with quickly.
11. Slide 68 Some problem behaviors can be easily
addressed.
a. Hungry students need to eat.
b. Bored students may need a more stimulating
lesson.
c. Understanding the sources of basic behaviors
will help you control the classroom.
12. Ways to make positive behavioral changes
a. Slide 69 Lead by example.
i. You set the tone for the class through your
own behavior; in doing so, you set a
standard for the class.
ii. Act professional.
b. Take steps to prevent undesired behaviors.
i. By preventing the behavior from occurring,
you will have changed it before it happens
and disrupts the class.
c. Slide 70 Know what to expect.
i. By putting the rules in writing, you will
have anticipated what the behaviors may be.
ii. Include the consequences for their violation
and to let the students know what rights they
have in the classroom situation.
d. Stick to the rules.
i. Do not contradict the facility’s or
administration’s rules.
e. Slide 71 Communicate.
i. Talk to problem-causing students and
explain that it is unfair for their behavior to
continue to disrupt the class.
f. Reward good and appropriate behavior.
i. This can be done through special
assignments or may be as simple as a pat on
the back—publicly.
g. Slide 72 Act like a professional.
i. This includes being prepared, approachable,
and good natured.
h. Do not either overreact or underreact.
i. Some issues may bother some people and
not bother others.
ii. Problems left unaddressed seldom resolve
themselves.
13. Slide 73 Know when it is time to “clean house.”
a. If a student continues to be disruptive after you
have attempted to speak with him or her one-
on-one, the time might come when the
instructor requests that the student leave the
class.
Fire and Emergency Services Instructor – Fire Instructor I 14
b. This extreme step should only be used when all
other efforts have failed.
[Link] BETWEEN METHODS OF
INSTRUCTION
A. Slide 74 When students become engaged in the
learning process and actively participate in a class, the
instructor can shift from a lecture format to a guided
discussion.
1. The same effect can occur when a student has
adapted to a basic skill level in a hands-on training
session, allowing the student to perform
simultaneous actions and progressive skills.
2. Some disconnects in learning occur when a student
who has learned in high-tech environments is
suddenly dropped into a fire service classroom that
is a traditional lecture-based format.
a. Slide 75 The Generation Z student may easily
become bored and not engaged unless the
instructor is able to motivate them using many
application questions and more hands-on
methods.
3. Whereas a chalk board and overhead projector were
common to a Generation X student, an interactive
board and flat panel would be more recognizable to
the Generation Z student.
a. Instructors should know their audience
characteristics and adapt the learning
environment accordingly.
b. As more and more Generation Z students enter
the work force and the fire and emergency
medical services field, instructors will have to
adapt the learning environment.
[Link] AND DEPARTMENT CULTURE
A. Slide 76 To be effective in teaching, you must know
your audience, the message you are trying to convey,
your best delivery method, and the ideal atmosphere in
which to deliver your message.
1. This information is not always easy to come by.
2. You must be able to think on your feet and be
prepared to take the presentation in the direction it
needs to go.
3. Remember: A good instructor always has a backup
plan.
B. Audience
1. Slide 77 Depending on where you are presenting,
the manner in which you share the material with
your audience will change.
a. When presenting to a diverse audience, your
presentation may need to be more generic.
b. Avoid using specifics, such as the exact
procedures of any one department.
c. Consider speaking in generalities or giving
examples instead of describing mandates or
specific procedures.
Fire and Emergency Services Instructor – Fire Instructor I 15
d. Slide 78 Taking this kind of broader perspective
will allow each audience member to adapt your
message for his or her own department.
2. Slide 79 You may also need to adapt your
presentation style to better match the learning
environment.
a. As your audience and your space increase in
size, your presentation loses its intimacy.
b. You may have to adapt your style if the larger
room does not allow for personal student
interaction.
Avoid the phrase, “If I were you, I would do it
this way.”
c. The best instructors help lead students into
making the best decisions for their own
departments based on the knowledge that the
instructors provide.
C. Department Culture
1. Slide 80 When making a presentation or teaching a
class, you must also be aware of departmental
culture.
a. Every department has its own culture, based on
its mission.
b. It is what makes fire fighters different, yet
exactly the same.
c. Departmental culture specifies what we will do,
what we can do, and what we will not do.
d. When you instruct students, you must put aside
your personal culture.
2. Slide 81 If you are brought in to teach, you must be
able to separate facts from opinions.
a. Your misgivings about a technique do not
automatically make that approach a bad idea.
b. The misapplication or misuse of any technique
will end poorly.
c. This is the information a student needs, not
personal opinions.
3. You must listen to the culture in which you are
instructing and adapt your training accordingly.
a. Risk management must be viewed within the
context of the fire department’s culture so that
you can place the correct emphasis on the
decision-making process.
VIII. THE LEARNING ENVIRONMENT
A. Slide 82 Whenever two fire fighters are together, one is
always the instructor.
1. Setting, time, and subject are not important.
2. What is important is that you use the environment
to ensure that learning takes place.
3. The learning environment is not always a
classroom, because learning takes place in many
different locations.
a. In many company officer training classes, the
concept of tailboard chats is encouraged.
Fire and Emergency Services Instructor – Fire Instructor I 16
b. Slide 83 Many fire officers report that a great
deal is learned sitting around the kitchen table
in a firehouse or standing around a charred table
in a kitchen that has just been overhauled
(Figure 3-7).
c. The place is not as important as recognizing the
opportunity to share a message or thought and
to deliver a piece of knowledge with others.
d. Slide 84 Skill sets become building blocks that
develop into scenarios, and scenarios move to
larger-scale evolutions that are based on
training as close to reality as possible.
a. This process encompasses a variety of
learning environments that require the
instructor to know how to teach in each
venue.
4. Slide 85 Many agencies are now using online
training.
a. As an instructor, the time may come when you
will present a lesson in an online environment.
b. Although there is no classroom to prepare or set
up, you can have a big impact on how your
virtual classroom is set up and how students feel
in that environment.
5. Slide 86 To be an effective instructor, you need:
a. a solid understanding of the benefits and
weaknesses of potential learning environments.
b. to be able to select the best environment for
presenting your message.
c. to ensure the safety of your students, yourself,
and others involved in the training.
d. to address the environment to ensure that
learning can take place
B. The Physical Environment
1. Slide 87 The perfect environment for students is
one in which all of their needs are met.
2. Basic needs are met when the classroom has
enough light, the temperature is comfortable, and
the seating and workspace are adequate.
a. In the case of an outdoor classroom, it may
mean shelter is available.
3. Slide 88 Formal learning environment
a. Classroom
b. Learning objectives
c. Lesson plans
d. Lesson outlines
e. Final evaluation
4. Slide 89 Informal learning environment
a. Takes place every day in every location
5. Controlling the learning environment is a critical
task. Consider the following factors:
a. Classroom environment
b. Classroom setup
c. Safety
d. Lighting
Fire and Emergency Services Instructor – Fire Instructor I 17
e. Teamwork and self-actualization
f. Minimizing distractions
6. Slide 90 Knowing where you will present the
information is important so that you can tailor your
presentation style to the venue.
a. Size of the room
b. Seating in the room
7. Receptivity of your students will vary.
a. A formal training center with tables and chairs
automatically puts students in the learning mind
frame.
i. Students are more focused.
ii. Student behavior tends to be more formal.
b. By comparison, the more casual atmosphere of
the apparatus room puts students at ease and
minimizes the formality of the student–
instructor relationship.
i. The discussion can go more in the direction
of the students’ interests.
8. Slide 91 The tailboard chat is an informal gathering
of fire fighters at the back of an engine where the
company talks about various subjects.
a. Equivalent to the water cooler in an office
b. Puts all members of the company at ease
c. Can happen back at the station or on the scene
after the call
9. Some instructors “simulate” a fire to reinforce
learning objectives.
a. This is tactics and strategy training at its best.
C. The Indoor Classroom
1. Slide 92 Perhaps the most common setting for class
2. Most often classes start indoors and may or may not
move outside to a training ground.
3. New technology is an important consideration.
a. Projectors and computers
b. Wireless internet service
c. Comes with the possibility that the student
might be distracted
d. Problems can be addressed with policies or
turning the wireless internet off.
4. Slide 93 Temperature is very important.
a. If a room is too hot or too cold, students will
focus more intently on the temperature than on
what is being taught.
b. You cannot make every student happy, so you
must go with the majority opinion.
c. If possible, lean toward keeping the room cooler
versus warmer.
5. Slide 94 You must also provide time for breaks so
students can attend to personal needs.
a. Breaks are necessary both for students and
instructors
b. The informal conversations that take place
during a break can actually enhance the learning
process.
Fire and Emergency Services Instructor – Fire Instructor I 18
6. Classroom setup
a. Slide 95 Arranging the classroom sets the tone
for the learning process.
i. Ask, “Which type of learning do I want to
accomplish?”
b. Slide 96 If you plan to lecture to the students,
then the room can be set up in rows facing a
monitor or dry erase board (Figure 3-8).
c. There are various classroom setups, each with
their advantages and disadvantages
(Figure 3-9).
7. Safety
a. Slide 97 After basic needs, highest needs relate
to safety.
b. Hazards are much different than on the fire
ground.
c. Physical hazards need to be controlled to ensure
a safe classroom environment.
d. Emotional safety is also important.
i. Students need an environment free of
judgement or harassment.
ii. Otherwise, they don’t feel safe expressing
their thoughts and opinions.
e. Your task is to support students and to help
them learn from their mistakes.
i. A sense of comfort can be provided in the
right learning environment.
8. Lighting
a. Slide 98 Having the proper lighting is
important.
b. You may need to adjust the lighting depending
on the type of presentation.
c. In the ideal classroom, lights will be split,
allowing lights in the front of the room to be
dimmed while lights in the back of the room
remain on to allow students to take notes.
d. Your podium should have a light source so that
you can read your notes.
9. Slide 99 Minimizing distractions
a. One challenge that all instructors face is the
variety of distractions available to students.
i. Phones
ii. Texting
iii. Pagers
iv. Station alarms
b. Avoid these by asking students to turn off their
phones at the beginning of class.
c. If you have on-duty crew members in class,
then make arrangements with them to turn down
their pagers or radios.
d. Slide 100 Other distractions can be addressed
by posting signs.
e. Request latecomers wait until a break to join the
class.
Fire and Emergency Services Instructor – Fire Instructor I 19
f. If training occurs with on-duty crews, consider
having one student monitor a portable radio on
low volume.
g. Outdoor training makes controlling the learning
environment more difficult.
i. Try to conduct training in an isolated place.
10. Classroom arrangement for testing
a. Slide 101 Classroom setup typically changes
when students are required to take a test.
b. Each student should have enough space to put
both the testing booklet and answer key on a
writing surface.
c. Minimize the chance of wandering eyes while
allowing the instructor to observe all students.
d. The classroom should remain quiet.
e. If a student needs to leave the room, maintain
the security of the testing process.
D. The Outdoor Classroom
1. Slide 102 Both indoor and outdoor instruction are
important to ensure students achieve the learning
objectives.
a. Your challenge is to match the environment to
the learning objectives to make sure that the
student is always in the correct environment in
which to learn.
2. Slide 103 Outdoor classrooms differ in more
respects than just their location (Figure 3-10).
a. Weather
b. Ambient noise
c. Logistical issues (parking)
3. Slide 104 The key to training outdoors is to plan
ahead and to conduct the proper pretraining
assessment to ensure a safe and effective learning
experience for your students.
4. The instructor needs to be prepared to teach in this
environment.
5. Outdoor classrooms can be organized.
a. On a developed training ground such as a fixed
burn building
b. Off-site location such as a mountain or slope
(Figure 3-11)
6. Slide 105 Challenges include the following:
a. Weather
b. Outside noise
c. Logistics/resources
d. Ability to teach
e. Distractions
7. Slide 106 Keep your groups small, so every student
is more closely engaged in the learning process.
8. Acquired structures present a great learning
opportunity, but also create many difficulties.
9. Slide 107-108 Communicating outdoors
a. Can be a challenge to any instructor
Fire and Emergency Services Instructor – Fire Instructor I 20
b. Be cognizant of your own safety.
i. Taking off your self-contained breathing
apparatus (SCBA) to communicate in a
smoke-filled environment puts you at risk
and sends the message that SCBA is not
important.
c. First, gain the students’ attention and use a calm
and controlled voice to communicate.
d. A live fire training scenario is also an
environment in which teaching is a constant
process.
i. You need to be close enough to the students
to observe their behaviors and far enough
back to observe the scene and allow the
students to perform and learn.
e. Observing your students will be critical to
determining whether your voice and the content
of your message are reaching everyone.
i. Observe body language.
10. Slide 109 Safety
a. Should be your biggest concern
b. Stakes are higher; attention to detail is more
intense.
c. You hold students’ lives in your hands, and
students need reassurance that you take this
responsibility seriously.
d. Follow NFPA 1403.
e. Slide 110 Make the learning environment as
safe as possible.
i. Have the right number of personnel
ii. In the right positions
iii. Doing the right things
iv. With an emphasis on safety
f. The purpose is to teach or evaluate psychomotor
skills.
i. Be redundantly redundant.
g. A skill is either acceptable or unacceptable;
there is no middle ground.
11. Slide 111-112 Weather
a. The physical location of your outdoor
classroom can determine how you prepare for
and handle the class.
i. South or southwest = high heat levels
ii. Northeast or Midwest = cold temperatures
and snow
iii. Any location = rain
b. Many fire departments use either a
temperature/humidity (heat) index or a wind
chill index as a guide when determining
whether outdoor training is feasible.
c. NFPA 1584 offers guidelines on temperature
and exertion levels.
d. Always have a plan B in case inclement weather
affects the lesson.
Fire and Emergency Services Instructor – Fire Instructor I 21
e. Torrential downpours and lightning are
definitely reasons to seek an alternative
environment.
f. Warming or cooling areas and shelter from
wind, rain, or other weather phenomena are
necessities for your students’ safety.
12. Slide 113 Noise
a. In most cases, you will need to project your
voice so that all of the students can hear you
without the use of an electronic device such as a
microphone.
b. Environmental factors such as wind can be a
deterrent in allowing your voice to carry.
c. Other distractions—such as vehicle traffic,
ambient noise—can add to the difficulty.
d. During your preplanning of the outdoor
classroom, look for locations in which you can
present verbal information effectively.
i. Outdoor pavilions
ii. Using the apparatus as a shield
e. Use your voice and other teaching skills to help
communicate the information and knowledge
you are attempting to teach.
13. Logistics and resources
a. Slide 114 When the classroom moves outdoors,
the instructor must also address:
i. classroom setup.
ii. logistical arrangements.
iii. required equipment and materials.
iv. restroom facilities.
v. rehabilitation area.
b. At an established training ground, these
resources are usually in place and have been
designed into the facility.
c. Slide 115 The real challenge comes when
training moves to an off-site location, because
you need to convey all of your resources to that
site.
d. Take extra equipment with you so downtime is
minimized if something breaks or additional
items are needed.
14. Contingency plans
a. Slide 116 You must have a plan B regardless of
the environment.
i. Broken projector
ii. Lightning
iii. Assistant instructor not available
b. Contingencies need to be considered and
planned for.
c. Some solutions are simple.
i. Keeping a spare projector bulb around
ii. Having a rain date
Fire and Emergency Services Instructor – Fire Instructor I 22
d. You need to be able to adjust your training plan
so that your training plan can continue.
i. Without question, safety and proper delivery
will always take precedence over any of
these considerations.
ii. Slide 117 A best practice may be to have a
set of “ready-to-go” backup drills in the case
that training must be stopped.
iii. You do not want to lose momentum or the
opportunity to train, especially if your
department meets infrequently.
e. Slide 118 Look at training the same way you
would approach an emergency scene.
i. Do you have resources in place if something
goes wrong?
ii. Fire fighters must constantly plan for
contingencies.
f. Things can and will go wrong and having at
least considered these issues will allow you to
adapt to the changing circumstances quickly.
[Link] AND SELF-ACTUALIZATION
A. Slide 119 A main focus of fire training is teamwork,
and the learning environment you create must be one
that supports and recognizes the crucial nature of
teamwork.
1. An important part of the instruction should be
providing time either before, during, or after the
formal instruction to allow students to network.
2. You should create an environment that celebrates
students’ victories as they are accomplished.
a. Status and recognition can be very powerful
motivators in the learning environment.
b. Slide 120 Catch people doing things right and
recognize and celebrate that accomplishment.
c. People want to be in an environment where they
can succeed.
3. The highest priority need in Maslow’s hierarchy is
the need for self-actualization.
a. At this level, the student is able to synthesize
material by taking multiple learning situations
and putting them together to solve a problem,
such as in live fire training.
b. Challenge your students to take your message
and use it to solve a problem.
X. DEMOGRAPHICS IN THE LEARNING
ENVIRONMENT
A. Slide 121 Demographics include the age, gender,
marital status, family size, and educational background
of a fire fighter.
1. Demographic considerations extend beyond issues
of race and national origin; in the fire service, they
require looking in a more holistic manner at
everything a fire fighter brings to the department.
2. Slide 122 Ask yourself:
a. What skills does this person bring?
Fire and Emergency Services Instructor – Fire Instructor I 23
b. Could those skills benefit others?
c. Is this individual highly educated, or only
knows the basics?
d. Does this class have a mix of experienced and
inexperienced students?
3. Slide 123 These questions will help you grasp the
basic demographics that can shape your teaching
approach.
4. Another demographic consideration unique to the
fire service is the different types of staffing.
a. Career fire fighters
b. Volunteer fire fighters
c. Combination of the above
d. Paid-on-call fire fighters
5. Slide 124 The learning objectives for paid-on-call
or volunteer fire fighters do not differ, but the
presentation to these groups does.
a. Training accommodations in timing must be
made.
b. By accommodating the demands of student
schedules, you allow each student to focus fully
on the subject at hand.
B. Slide 125 Gender Considerations
1. Many qualified women have joined the ranks of this
once male-dominated profession, so it is more
appropriate to refer to students as fire fighters.
2. Firefighting does not, according to the fire, have a
gender.
3. Although learning objectives do not change with
the gender of the student, you do need to be
cognizant of students’ gender.
a. Remember to be gender neutral when
developing learning objectives.
b. The key is to be respectful of all your students
at all times.
C. Offensive Language, Gestures, and Dress
1. Slide 126 Avoid offensive language.
a. Jokes and language of a sexual or explicit
nature are unacceptable in the learning
environment.
b. You should be able to make your point without
the use of profanity.
c. Students gain a deeper respect for you when
you demonstrate eloquence.
2. Slide 127 Do not participate in improper situations.
a. “If you hear an off-color joke and grin, you’re
in.”
b. If you hear an offensive joke, show that you do
not agree with what was said.
c. It is your responsibility to stop any unsafe or
inappropriate behavior immediately.
d. Pride involves showing respect to everyone.
3. Slide 128 If you offend a student, apologize to the
student in private and then in front of the class.
a. This can go a long way toward making amends.
Fire and Emergency Services Instructor – Fire Instructor I 24
4. Slide 129 Establish a policy that covers acceptable
behavior and language.
a. Your organization should have a harassment
policy that addresses these issues, including:
i. remedies for offenses.
ii. reporting of incidents.
iii. conduct.
b. The best policy is to understand the audience to
whom you are speaking.
c. Ensure that your presentation occurs in a
context that is appropriate for your audience.
5. Slide 130 How you dress and how you move are
representations of your position (Figure 3-12).
a. Always maintain a neutral position, which
allows the student to feel free to express his or
her opinion and concerns in a safe environment.
D. Adapting the Lesson Plan Based on Demographics
1. Slide 131 The information that you learn as a result
of students’ verbal introductions may require slight
modifications to the lesson plan.
a. Perhaps students will need to spend more time
in one area of the class and less time in another.
b. The information gained in this way can also
help you decide topic depth.
c. Be aware of the skill, experience, and ability
levels of the members of the class to gain the
best results.
2. Slide 132 If a student requests that you cover a
certain topic, you should not rewrite the entire
course; however, you should keep the student’s
request in mind.
a. If time and circumstances permit, you could
briefly present the topic and ask if that was
sufficient.
b. You must be prepared either to adapt your
lesson plan or to tell the student that the topic is
outside the scope of the class.
3. If you indicate that you will cover an area or an
objective, you need to ensure that you fully address
any concerns or questions about that topic.
a. Meeting this goal requires knowing and
understanding your audience.
4. Slide 133 By anticipating questions, you will be
prepared to offer an opinion because you have had
time to research the question and present an
intelligent response.
a. If you do not know the answer, do not—under
any circumstance—make up the answer.
b. It is completely acceptable to say, “I do not
know, but I will try to find out for you.”
c. Fire fighters respect honesty.
Fire and Emergency Services Instructor – Fire Instructor I 25
SUMMARY
• Slide 134 Adult students need realistic, practical, and
knowledgeable lessons that deliver information in a variety
of ways to accommodate their differing learning
characteristics.
• When you can communicate to students that you know the
information and that you understand their unique needs and
motivations, you will find that it is much easier to achieve
the goal of teaching the information and having the
students learn.
• Slide 135 Determining which method of instruction should
be used to deliver information is accomplished using
several factors:
o The experience and educational level of the students
o The classroom setting or training environment
o The objectives of the material to be taught
o The number of students to be taught
• Slide 136 Ask yourself three basic questions when
reviewing and planning for the delivery of a lesson plan:
o What are the goals of the lesson?
o Who is the intended audience?
o What are the resources and learning environment
characteristics?
• Slide 137 Methods of instruction vary among disciplines,
but for the fire service the following are most common and
effective in teaching new and in-service personnel:
o Lecture
o Demonstration/skill drill
o Discussion
o Role play
o Labs/simulations
o Case studies
o Out-of-class assignments
o Online learning, independent study, and blended
learning
• Slide 138 While reviewing and preparing for class with a
lesson plan, the four-step method of instruction is the
primary process used to relate the material contained in the
lesson plan to the students:
o Preparation
o Presentation
o Application
o Evaluation
• Slide 139 Five effective transition techniques are
delineation, words/phrases, pictures, voice, and body
language.
Fire and Emergency Services Instructor – Fire Instructor I 26
• An important part of the learning process is to assess the
knowledge gained during class. This is most commonly
done by asking the students questions about the material
you have presented. Several types of questions may be
used:
o Direct questions
o Rhetorical questions
o Open-ended questions
o Closed-ended questions
• Slide 140 Disruption in the classroom can significantly
reduce or limit the amount of learning time for students. It
can also lead to unsafe and negative learning that could
have serious implications when students apply what they
have learned in the field. As the instructor, you are
responsible for providing a safe learning environment and
proper, safe instruction to all students.
• When you develop your lesson plan, it should be detailed
and complete enough to achieve the identified goals and
desired outcomes, yet flexible enough that it can be
adjusted to meet students’ needs on the fly.
• Slide 141 Because learning can take place in many
locations—such as a traditional classroom, fire-ground
training facilities, or another location such as an acquired
structure—you as the instructor need to be keenly aware of
your environment.
• When making a presentation or teaching a class, you must
be aware of both the audience and their departmental
culture.
• Slide 142 Some programs require that students take
prerequisite classes before attending certain advanced
classes. The fact that students have completed these
preliminaries ensures that the students taking your course
have a certain base level of training and education.
• Establishing a learning environment is just as important as
having a lesson plan. Without the proper environment, the
learning process will be limited and can be ineffective.
• Slide 143 Matching the correct classroom arrangement to
the needs of the lesson plan will allow students to learn.
• When presenting a lesson in an indoor classroom, consider
the classroom environment and setup, safety, lighting, and
ways to minimize distractions. Adjustments may need to be
made for testing.
• Slide 144 When presenting a lesson in an outdoor
classroom, considerations include communication, safety,
weather, background noise, logistics, and resources.
• You must have a plan B when using any environment. All
potential contingencies need to be considered and planned
for.
Fire and Emergency Services Instructor – Fire Instructor I 27
• Slide 145 Understanding demographics extends beyond
issues of race and national origin. In the fire service, taking
demographics into account during instruction requires
looking in a more holistic manner at everything a fire
fighter brings to the department.
Fire and Emergency Services Instructor – Fire Instructor I 28