EDUCATION: IS IT YOUR PRIORITY?
BY GARY R. RIETH
As we in the fire service approach the year 2000, we need to keep our priorities in perspective. Educating the public should be one of those priorities. If we are to reduce deaths and injuries, we must expand our educational efforts beyond fire- and burn-related incidents to those involving poisonings, shootings, and vehicle accidents and to behaviors that can help reduce the incidence of these emergencies, such as the use of seat belts, bicycle safety, and not drinking and driving. Remember: We are the first to respond to any type of incident.
We have only to read the newspaper to see how our current educational efforts are lacking. Someone may say, “Well, this or that organization is handling or will take care of this or that problem.” Sometimes, however, more than one message is needed. Most behavior is learned through repetition; and the more we hear a message, the greater the chance that we will respond to it. Moreover, even the acceptance of a message does not guarantee that the message will be remembered and carried out without reminders. As an example, although fire departments offer free smoke detectors, some families still do not have a detector in their homes. Even some of those families who have detectors do not experience their safety benefits. We still see and hear about fire incidents involving fatalities in which the detector battery was disconnected or no longer working. Had the detector been in working order, lives could have been saved.
METHODS FOR DELIVERING MESSAGES
Messages can be delivered in many ways. A parent and child stopping by the fire station to look at the equipment could be the point at which you begin your educational efforts. Talk to the parent as well as the child. If you have some handout materials, use them. There is a good chance the parent will read them. After all, the parent made the initial contact.
A group tour of the fire station is another vehicle for getting your message across. Remember to talk at a level appropriate for the group members. Do not talk above the children`s level of comprehension. When talking to small children, get down to their level even if you have to sit on a small chair or kneel on the floor. You will be less intimidating this way and have a better chance of getting their attention.
You may be asked to attend a picnic for an apparatus display–another chance to deliver your message. You may want to take your message to the residents directly, subdivision by subdivision–perhaps on a Saturday or Sunday. Let area residents know when and where you will be. Unless you have a call, be on time. It may take an hour or so out of your schedule, but the effect will be long-lasting.
AN ASSESSMENT
Critically and honestly assess your department`s educational presentations/programs from the following perspectives:
Does the educational program go beyond station tours and neighborhood visits?
Are the programs hit and miss, or are they ongoing?
Do you sit and wait for the phone to ring for an invitation to make a presentation, or do you get out there and make the contact yourself?
Do you have a method for evaluating your programs? Do they cover the topics you want your audiences to remember? Once a program is established, its effectiveness constantly should be evaluated. What worked three years ago may not work today.
Look at your programs and picture yourself as a member of the audience. Ask yourself, Are they interesting? Do they present useful information? Some people have a knack for turning lectures into an entertaining learning experience. On the other hand, all of us have been in lectures that tested our ability to keep our eyes open. Is this your type of lecture? If it is, change it. Come up with ways to enhance the message you are delivering. Develop creative styles and delivery techniques.
A “CHARACTER” CAN HELP
Do you use “characters” to help present and enforce your message? Smokey Bear and Sparky® are among the best known. Make sure the character is appropriate for your area/audience. If you are teaching in the inner city, for example, Sparky may be able to get your message across more effectively than Smokey.
Clowns have become very effective tools for presenting safety messages; they generally appeal to all ages. Keep in mind, however, that makeup alone does not make you an instant clown or guarantee a successful presentation. If used effectively and enough preparation has gone into creating and presenting the message, however, characters can help get your message across.
Also, you could develop a character that depicts a characteristic of your district. For example, if the area is mountainous, you may want to develop a trapper-type character.
Some departments are using various forms of robots. They are not cheap, however. If you want to use robots but cannot afford them, reach out to the organizations out there; many of them are willing to help.
Some departments are using puppets to enhance their programs. Puppets come in many sizes, shapes, and prices. They can be used for small or large groups. Remember that they are for educational purposes and not solely for entertainment.
There are many ways of getting your message across. It is up to you to find what will work for you and your area. It is never too late to begin to make education a priority in your department.
As my coworker, the late Archie Burt, put it: “There`s no honor in fighting a fire that could have been prevented through education.” His words sustain my drive to increase my involvement in educational activities so that the safety of those we serve will be safeguarded. I hope they do the same for you. n
GARY R. RIETH, an engineer and 18-year veteran of the Maryland Heights Fire District in Missouri, has been involved in education for the past 16 years. He is a State Fire Instructor III and associate instructor for Missouri Fire & Rescue Training. He has a bachelor of science degree in fire service management.
