BY WILLIAM HOPSON
As I reviewed the seminars, conventions, and presentations I attended in 2005, it was obvious to me some of the training was of higher quality and offered better content. In defining the reasons that made some training events better than others, I attempted to identify the elements needed to create this perception.
• Location and site. The first element I examined was the location or the site where the training was going to take place. In some instances, I found the site to be the perfect marriage for the instructor or group of instructors who provide the training and the attendees. When a geographical location or site is compatible with the training taking place, it is reasonable to expect the content and quality of the training to be better than expected. One of the reasons classroom instructors can become better is that the site or geographic location of the training allows them to become better. This may be because of a superior facility, a more defined audience, or simply the number of networking opportunities the student may have with the instructors. Although site and location are good starting points, several other factors determine if good classroom instructors can indeed become better.
• Student experience level. A second factor to examine is the experience level of the student in the classroom. Within this factor is the student’s ability to correctly assess the value of the training and to determine realistically if the training was delivered in a style that was easy to understand and can be compared with the particular student’s responsibilities at the local department. In my experiences before new students, I have found that some students can do this type of training analysis while some cannot. I compare this to the ability of students who can quickly realize when an instructor is failing them and they are receiving ineffective training. A good classroom instructor can become better by understanding the experience level of their students early on and using that information to their advantage. Good classroom instructors will guess at this and will more often than not be correct. Better classroom instructors will not have to guess: They will simply recognize the experience level of their students and will make adjustments, if necessary.
• Instructor skill level. An equally important factor when considering if good classroom instructors can become better is the individual skill level of the instructor-that is, if an instructor already has skills and is good at what he does, can he improve and become better?
CRITICAL ELEMENTS
Several critical elements separate “good” instructors from the “better” instructors.
• Subject knowledge. Know your subject beyond the minimum level, and be a master of your craft. This will establish your reputation as a competent instructor and allow you to demonstrate improvement to various students. It is important for a good instructor to understand that improvement is not the automatic result of increasing the number of times a class is conducted. Improvement is achieved by consistently selecting the best “application” for the subject material and presenting it in a style students easily understand. Improvement will also come to those instructors who learn their passion and patience will take them only so far. It is their ability to educate, and not their desire to educate, that separates good instructors from better instructors. Understanding how to maximize their desire and relate their passion for what they are doing will always lead to improvement and often move a good classroom instructor to become a better classroom instructor.
• Adapting delivery methods to maximize students’ ability to “absorb.” Craft blocks of instruction appropriate for students’ absorption rates. A good classroom instructor will partially understand why this is important, whereas a better classroom instructor will already possess the skills necessary to ensure that all blocks of instruction will fit the application of the material and the absorption rate of the assembled students. Better classroom instructors, when reviewing the material prior to instructing, will almost always craft blocks of instruction that will neither be loaded with too much information nor be too void of information. Better classroom instructors will correctly insert the appropriate amount of information for each “block” of instruction; the good classroom instructor often will be in the “learning” process of how to make that possible.
In addition to the elements already identified, here are some additional items that often contribute to a good classroom instructor’s being perceived as a better classroom instructor:
• Do not use terminology or jargon only you understand and make the classroom too technical for your audience. The good classroom instructor will occasionally lapse in this area, especially when presenting new material for the first time, whereas the better classroom instructor will always understand how to craft the wording of the lecture to promote interest, no matter what the subject.
• Make it worthwhile for your students to come to your class. Make the material and presentation interesting; invite class participation; break the material down into “delivery segments”; and plan breaks appropriately, ensuring that the students remain alert and refreshed. Good classroom instructors will become better classroom instructors when they do not resort to “gimmicks” to keep their students interested in the material being delivered.
• Identify your students’ needs, adapt to the classroom setting, and consistently deliver the information in a fashion that maintains a positive learning environment.
• An often overlooked element is the use evaluation forms that solicit information that can be used to improve an instructor’s effectiveness in the classroom. Often, classroom evaluation forms do not ask the right questions and often leave the instructor with little useful information. Examples of “useful” questions an evaluation form might include are the following:
-What did you like about the presentation?
-What did you not like about the presentation?
-This presentation was ___ or was not ___ worth my time and energy.
-This presentation met ___ exceeded ___ failed to meet ___ my initial expectations.
-Overall, on a scale of 1 to 10, I would rate the instructor’s knowledge and competency on the subject a ____.
It has been my experience that students will react positively to this type of evaluation form because it provides the proper format for the students to express how they felt during the presentation. Often, students will form an initial impression of a classroom instructor early in a presentation and later determine if that impression was the correct one. Good classroom instructors will often match the initial impression formed. Better classroom instructors will always change the initial impression formed.
In addition to useful evaluation forms, good classroom instructors can become better by setting some time aside at the end of a presentation to allow students to individually express their impressions of the day, once the classroom presentation has been completed. It has been my experience that students will at times find it difficult to accurately express how they feel when they are limited to standardized, written evaluation forms. It has also been my experience that a good classroom instructor will become better when students are allowed to use 10 to 15 seconds at the end of the training to express themselves orally and supplement their written comments.
A caution flag must be raised here, though. This technique works best in groups of 35 students and under. If it is used for groups of 36 and more, the comments often will become repetitive, and the instructor will lose the value of the technique. A better classroom instructor will not allow students to simply repeat their written comments while using this technique and will understand the value of the technique is to gain information no evaluation form could possibly capture. This technique is all about understanding the initial perception the individual student held prior to the classroom presentation, and it will accurately gauge if the “application” and “delivery” of the material were correct.
SOME ADDITIONAL THOUGHTS
In some instances, ineffective classroom fire service instruction is a direct result of a presentation based on too many “bells and whistles.” The quality of the presentation suffers because the instructor, although very knowledgeable, does not deliver the material in an easy-to-understand manner.
While there should be no debate about the value of enhanced graphics technology (such as Power Point® and similar programs), instructors should not abandon audiovisual tools such as flip charts, white or chalk boards, and videos, which can augment the presentation and enhance the material presented.
To make the presentation good smoothly, synchronize video with the appropriate instructional segment; stack the videos in the order in which they will be presented; set the volume controls so that students in the last row can adequately hear the audio and students in the front rows are not overpowered by the volume; select effective light, heat, and cooling settings for the classroom; back up or copy all computer-based presentations (in case of computer failure); select effective background settings for items displayed on the main screen; and use a font size that is easily legible for students in the back rows.
Being able to handle situations that can negatively impact the classroom is also important. Examples include students falling asleep during a presentation, students responding to every question (the “know-it-all” students), students consistently engaging in conversation, and students refusing to participate in tabletop exercises. Consult with other instructors to ensure that your techniques for handling these situations are the most recent and most effective.
• • •
Many good fire service instructors can improve in the classroom setting and become better by harnessing their dedication and understanding that they must never stop believing they can make a difference for every student they encounter. Better classroom instructors will not only understand their mission but also constantly remain true to the mission at hand. Better classroom instructors exhibit a sense of pride and professionalism that is a noticeable level above a good classroom instructor and adopt a mental philosophy of being passionate about getting it “right” every time inside the classroom. Good fire service instructors do not have to take giant leaps in improvement when looking to become “better.” They must constantly work toward becoming masters of their craft, staying true to the brotherhood, and understanding that good classroom instructors can become better when they incorporate all we have discussed here and effectively educate inside the classroom. As I often like to say, “You can’t build a reputation on what you are going to do.” ■
WILLIAM HOPSON is a 27-year veteran of the New Jersey fire service. He has been an instructor since 1982 and is a certified State of New Jersey level II instructor. He has been a presenter at FDIC since 1999. He has lectured for the NJ Division of Fire Safety/Kean University and serves on the NJ State Fire Safety Commission Training and Education Sub-Committee.
