THE FIRE SERVICE INSTRUCTOR AND THE INDIVIDUAL LEARNER
BY TIMOTHY J. FLANNERY
The fire service is made up of many individuals–each an adult with unique abilities and weaknesses. The fire service instructor must understand and recognize these abilities and weaknesses to ensure that all students acquire the necessary training. Once the fire instructor understands the group as a whole, he can learn to interact with the students on an individual basis.
ADULT LEARNERS
By understanding the abilities and weaknesses of the individual adult student, the instructor can enhance the learning process. Let`s look at some of these characteristics. Adults have gained many experiences in their lives. Each experience influences how they view certain subjects being taught. Adults are usually very motivated to learn for reasons that may include gaining knowledge, improving self-esteem, gaining financial reward, or advancing in their careers. The instructor should learn his students` motivations for being in that particular class.
In addition to going to class, adult students have responsibilities related to their careers, families, and social lives and must learn to budget their time to properly meet all of the demands on it. Some adults may lack confidence in their ability to learn. Adults tend to grow more conservative with age and less prone to risk taking. They sometimes are more comfortable with certain ideas or values and may be reluctant to change their beliefs. An example of this might be when a fire department that has used “standard” ventilation techniques for years changes over to positive-pressure ventilation (PPV). Some members who are comfortable with the older method may find this adjustment difficult. The instructor must recognize this and explain the reasons that make the change beneficial. I use the term “invoke their self-interest.” In other words, find out what in their minds would be the most important considerations–that PPV is safer, more efficient, or does the same job as standard ventilation, for example.
Adults learn best when they are allowed to participate in developing the learning goals. If the instructor creates the proper learning climate, the adult learner will be receptive. The instructor must determine the type of audience in the class. The level of learning (basic, intermediate, advanced) will determine the structure of the lesson or program. As an example, in a class on pump operations, an area in which all the students have had previous experience, students should be motivated from the inception. In this case, it could be done by asking for examples of problems that they have had with pump operations on the fireground.
Learning should be problem centered. Training should be designed to meet the student`s pace. The instructor will learn the correct pace as he interacts with the learner. The instructor must give feedback to the student concerning progress being made in the course. Adults like to know where they stand and need reinforcement such as being told how they are doing or areas in which they need improving. When they understand their place in the program, they feel more confident and are more receptive to learning. Some approaches I have used to determine students` standing in the class include the following:
Give short quizzes, for the purpose of determining if learning has taken place, not for grading purposes, at the beginning of a class on material previously presented or at the end of class on material taught in that session.
Provide problems to be solved during class time and reward correct responses with praise not only from the instructor but also from fellow students.
Discuss pertinent points with students before or after class if they have questions, and praise correct responses to show they are grasping the concepts or principles.
INDIVIDUAL LEARNERS
Some students may require more attention than others. Since most lesson plans and courses tend to teach toward the median of the student population, the instructor must consider students at either end of the spectrum–at the one end, students who have a very limited knowledge of the subject and for whom everything presented is basically new information and, at the other end of the spectrum, students who are very experienced and for whom most of the information will be a review. The class population has a direct effect on the amount of attention the instructor can give students.
When developing the course, the instructor must consider the characteristics of the student population. They will determine the level to which the instructor must gear the course material. If the instructor knows ahead of time that he may have individual learners in the class, then it is important that he consider the possible need for additional resources when teaching the class. It is possible that additional time and personnel may be required to assist in the instruction of the individual learners, depending on their individual abilities.
Individual learners can be broken down into several general categories, which are for reference only. It is impossible to place a specific individual into a specific category. Depending on their abilities or weaknesses, students may fit into several of the categories below. The instructor must remember that students must be dealt with on an individual basis and not just as a component of a category because it is convenient.
Some of the general categories commonly used are the following.
Gifted learners. This type of learner is usually able to accomplish more than the average student. These students may learn at a satisfactory level or above without much supervision. Gifted students can be an asset to the class and the instructor if the instructor makes good use of their abilities. These learners may assist students who are having difficulty grasping a certain subject–improving the self-esteem of the gifted learner and giving the instructor more time to work with the other students and keep the class on track.
Gifted students must be kept busy with work and assignments that are equal to their learning abilities. If they are given assignments below their abilities or if they are allowed to be idle, the instructor risks the chance of their becoming bored and possibly a disruptive influence on the class.
Slow learners. These individual learners are usually identified shortly after the start of the class. This type of learner must not be prejudged. A student may not be keeping pace with the class for various reasons, including the following:
–The instructor may not be effectively teaching the course material.
–The students may be in a class where the learning level is above their capacity. The instructor must make sure that the learning level of the class is the same as the learning level of the student. A recruit firefighter would probably be lost in a course on fire service hydraulics.
–Some slow students may have trouble grasping knowledge in one area but may excel in another area. For example, a student may be a natural with ropes and knots but have no inclination toward pump operations. This does not make the student slow in all areas but only in those with which he does not feel comfortable.
–The student may have a disability that will hinder the learning process. The instructor should discuss the problem with the student and possibly with others who may be familiar with the student. Once the problem is understood, remedial work can be developed to assist the student and allow him to keep up with the pace of the class. The instructor must realize that he is not an expert in all fields and that he may have to go to experts outside the fire service for answers.
To assist the slow learner, the instructor may want to arrange private conferences, special assignments, extra study, or individual study. This will allow the learner to work at a comfortable pace and to feel that he is contributing to the class by completing the tasks or course work.
We all need our egos boosted at some time or another. In the hierarchy of needs, self-esteem ranks near the top. As with other students, the instructor must realize that praise should be given to slow learners for any accomplishments achieved. If their self-esteem is boosted in front of their peers, it will probably make them work all the harder to excel in the subject being taught.
Nondisruptive learners. Nondisruptive learners are those students who may need assistance in the class or need to be kept on track. They are not problem students who will disrupt the flow of the lesson, but they may fall behind and cause the class to slow down unless the problem is recognized early and dealt with.
There are several types of nondisruptive learners:
–Timid souls. These students are usually hesitant, tongue-tied, shy, and timid. They are not “people persons.” If they have to talk in front of a group of people, they will probably exhibit some of the above-mentioned traits. They tend to be quiet and reserved, but this does not mean that they have a learning disability. It just means that they prefer to be left to themselves in many cases.
With the timid-soul student, learning is most likely occurring, but it is passive rather than active. Trying to call on this type of student to speak in front of a group can be extremely counterproductive and may very well cause the individual to become even more timid. It is a good idea for the instructor to visit the student during breaks and to try to get to know him. This may help the student feel more at ease with the instructor and the surroundings. This student should not be pushed and should determine when he feels confident enough to speak up. The instructor can help the student overcome his shyness by asking simple questions to see if the student feels comfortable answering them.
–Daydreamers. This type of student is normally above average in ability. The student may drift mentally for the following reasons: uninteresting subject matter, unfamiliar terms, boredom, and lingering too long on a particular subject.
Some signs that indicate daydreaming may be the following: gazing around the room, doodling, and thumbing through materials not directly related to the subject.
The instructor should become aware of the problem early and work to bring the student`s attention back by involving the student in the class through direct questioning or other more active means, such as class projects.
Uninterested learners. This type of student may display little energy and interest and will tend to have a low learning and accomplishment rate. To determine whether the instructor is correctly evaluating the student, he may have to request permission to look at the student`s records of behavior in other classes.
This type of behavior is not natural, and its cause should be determined. Some instructors may think the student is lazy and does not care, but the assumption may be incorrect. The behavior may be the result of outside influences on the student and may include poor health, nervousness, worry or fright, domestic problems, or problems on the job.
Some considerations when trying to determine whether a student`s behavior is disruptive or can be attributed to other factors include the following:
–Do they interact with other students during the class? Many nondisruptive students keep to themselves.
–Are there certain times during the class when they seem to be disinterested or “drifting”?
–When talking to them during breaks or after class, does it seem that they are grasping the material?
–Ask them if there is a problem with the material or whether they have a problem outside the classroom. The uninterested student is difficult to identify and can easily be mistaken for a slow learner. In these cases, the instructor should consider arranging a conference with the student to determine if there is a problem and, if so, what it is.
Disruptive learners. These learners disrupt the learning process for various reasons other than a learning disability or some kind of problem that is hampering their learning, although this could be a reason. These learners are disrupting the class because they like attention, are not prepared, or have possible conflicts with members of the class or the instructor. These disruptive learners can be placed into three general categories:
–Troublemakers. This type of learner can distract other students and prevent learning from occurring in the classroom. These distractions can be subtle, such as whispering or making annoying gestures or sounds, or they can be blatant, such as throwing things in class, feigning snoring, making some other distracting noise that may be heard by the entire class, or arguing with the instructor or other students.
To curtail this type of distraction, the instructor should use the following techniques:
1. Talk to the individual and explain the seriousness of his actions and try to win him over.
2. Evaluate the reason for that person`s being in the class and explain that a change of behavior will be required if he is to remain in the class.
3. As a last resort, consider expelling the student from class and notify his superiors of the inappropriate behavior.
— Sidetrackers and stallers. This type of learner tries to divert the attention and interests of the other students by talking in class, making annoying sounds, bringing up material that has nothing to do with the subject at hand, or trying to control the discussion with “war stories” that do not deal with the subject.
Other types of sidetrackers include the talkative, aggressive, extroverted person who tries to monopolize the conversation and persons who are members of a group who prefer to talk among themselves instead of being attentive. When these diversions occur, the instructor must recapture the attention of the group.
One reason for this type of behavior can be the student`s failure to prepare for the class. To keep the student under control, the instructor can keep the student off-guard by calling on him regularly so participation will be expected. A private, personal appeal from the instructor or extra assignments should cure this problem. The instructor should have a personal word with the offender before the beginning of class, during a break, or after class about the problem and try to enlist his help in class. In most cases, the problem should be resolved after the instructor has spoken with the student.
–Showoffs. This is a person who uses a group situation to perform acts of exhibitionism. This type of behavior could cause damage or injury if performed during an outdoor training class. Usually this student`s primary concern is himself. The instructor should make clear to the student that any disruption of class will not be tolerated and spell out the consequences for such continued behavior. It is important that the instructor confront this student as soon as possible after the incident occurs.
INSTRUCTOR STRATEGIES
The instructor should develop strategies for handling potential problems that may arise during training, keeping in mind that not every class will have disruptive students or students considered to be slow or gifted learners. The instructor should also be aware of the fact that not every student fits these patterns exactly and that some students may show tendencies in several categories. It is up to the instructor to see which category best fits the student and to proceed accordingly.
In developing these strategies, the in-structor will need to use common sense. There are no hard-and-fast rules. He must keep a balance between maintaining discipline in the class and treating the adult students with respect and consideration. The instructor should get acquainted with students early so potential problems can be identified early in the course. If the student has attended other training classes, the instructor can draw on the experiences of other instructors for guidance.
In the fifth edition of The Fire Service Instructor (IFSTA), a method of progressive class discipline, called “the L.gif>.A.S.T. method” is presented. It is explained below:
L At first evidence of misbehavior, “leave it alone”; the behavior may be an isolated incident.
E If the behavior continues, make eye contact to convey dissatisfaction with the behavior.
A If the behavior continues, an action step is indicated. This may be one of several ideas previously discussed.
S At this point, the student is disrupting the class to the extent that you should stop the class and discuss the problem with the student, but be tactful. Do not lose your temper.
T Assuming the discussion phase was not able to stop the problem, terminate the individual`s classroom privileges and notify his superiors of the actions you have taken.
COUNSELING
If a problem has occurred, the instructor may have to call the student in for a conference. This is an extremely important part of dealing with students and an area in which the instructor can err. During this counseling, the instructor can explore and discuss areas of mutual concern with the student and come to an agreement on what should be done. A conference will show the student that the instructor values what the student has to say. This should be a discussion, not a lecture. The student should be encouraged to explain any troublesome situations and ex-press his feelings about them. The in-structor should not be judgmental. A good instructor will try to see the problem from the student`s point of view. The instructor should consider all aspects when counseling a student. The real reason for the problems may surface during this conference. It may very well be that the student is not a troublemaker but may be being influenced by occurrences outside the classroom.
REPRIMANDING
Reprimanding is usually the last resort. Trying to force acceptable behavior usually fails. Before attempting a reprimand, the instructor should try to learn the techniques of stimulating or motivating the student. Positive reinforcement has been proven to get much better results than negative reinforcement.
An important part of lesson or course development is to motivate the student to buy into the concept of the class. An instructor must convince the student through whatever means possible that it is in his best interest to take this class and become involved. If reprimanding is necessary, use the following technique: Praise the individual in public for anything that he has contributed to the class. If a problem has occurred and a reprimand is needed, this should be done in private where both parties may speak freely.
The instructor`s job is to provide education and training for the firefighter/student. To accomplish this, he must recognize that there are differences among people and how they learn and that he must be able to adapt to these differences so that everyone in the class can be effectively trained.
TIMOTHY J. FLANNERY, active in the fire protection field for more than 20 years, is a principal in the training and consulting firm Flannery Associates. He is an adjunct instructor for Rutgers University and John Jay College of Criminal Justice, is the former director of the Middlesex County Fire Academy, and is a New Jersey state-certified fire instructor and fire official. Flannery has a bachelor`s degree in fire administration from Empire State College and is working toward a master`s degree in fire protection management at John Jay College of Criminal Justice. He is a member of the New Jersey State Fire Commission`s Training and Education Advisory Council.
