Fire and Emergency Services

Instructor
Ninth Edition
Chapter 5 — Learning Environment

Replace with manual graphic on slide master

Learning Objective 1

Describe considerations for classroom

learning environments.

5–2
Learning and Classroom
Environment

 Fire and emergency services training can occur in

a variety of settings

 Cognitive training can happen in a classroom

setting or may be hosted online

 Psychomotor training typically occurs in a

training facility, such as a fire station or at a
remote site, such as an acquired structure

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Learning and Classroom
Environment

 Wherever training occurs, instructors must control

the learning environment to ensure that students
can concentrate on the lesson and remain safe

 Before conducting training, instructors need to

evaluate the environment to identify and remove
potential distractions and hazards

5–4
Classroom Environment

Courtesy of Chris Mickal/District Chief,

 One advantage of

New Orleans (LA) FD Photo Unit.

working in a permanent
classroom is the
environment rarely
changes

 Instructors must be
able to adapt to the
location to create the
best possible learning
environment

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Seating Arrangements

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Seating Arrangements

Instructors must

 Determine how important it is for students to see

and hear
 Determine how important it is that students can
interact with each other
 Determine the location of table legs
 Ensure that emergency exits and evacuation
routes are not blocked

5–7
Seating Arrangements

Work surfaces vary and include

 School desktops fixed to an individual chair
 Work surfaces that unfold across a student’s lap from
between auditorium-type seats
 Tables with varying depths that may accommodate
students on one or both sides or are arranged in a U or
square shape
 Long conference tables

 Round tables

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Seating Arrangements

5–9
Seating Arrangements

 Instructors may not have the opportunity to choose the

type of table or desktop surface for the classroom

 Some training organizations may provide only desks or

tables with small writing surfaces that do not accommodate an
open notebook

5–10
Seating Arrangements

 Instructors should inspect

the physical setting before
beginning the class

 Have students place

unneeded items in a
storage area to prevent
cluttering the work
surfaces

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Lighting

 Permanent classrooms have lighting designed to

enhance the learning experience

 Typically, this is a mix of

 Incandescent

 Fluorescent light

 LED (light emitting diode)

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Lighting

 The primary light source is usually fluorescent

 The trend is moving toward LED lighting

 Incandescent lighting is often controlled with a

dimmer switch

5–13
Lighting

 When training must be conducted in a non-

classroom setting, instructors should inspect the
room or area before class

 Whatever lighting is used, the instructor must

always consider student safety as a priority

 A proper balance of lighting will allow students to

clearly see audiovisual components while giving
them safe movement within the training facility

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Temperature and Ventilation

 The temperature of the learning environment can

distract students and instructors

 When temperature becomes a distraction, instructors

may need to provide more frequent rest breaks for
students

 Learning environments that are too hot or too cold

tend to preoccupy students as they try to become
comfortable

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Temperature and Ventilation

Instructors should be familiar with the HVAC systems at

classroom facilities

 Determine the location and setting of climate

controls before teaching in the facility

 Determine whether controls can be adjusted and

how to adjust them

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Temperature and Ventilation

 Contact facility personnel if the instructor does

not have access to the building’s environmental
controls

 Make any climate adjustments within adequate

time for the temperature to change prior to
instruction

 Advise students on how to dress for comfort

when the systems cannot be adjusted
5–17
Temperature and Ventilation

 Buildings or areas that do not have HVAC systems

may be equipped with openable windows

 In warm weather, consider whether the fans

available will be sufficient to create a cooling air
flow in the room

 In cold weather, air flow should be minimized

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Temperature and Ventilation

 Apparatus bays may

Courtesy of Spokane Valley Fire Department

need ventilation to
disperse exhaust before
instruction

 When conducting
training, monitor air
quality within the
learning environment for
the safety of the
students, yourself, and
other instructors
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NOTE

In colder climates, training organizations

may have indoor facilities large enough
to host apparatus training. These
facilities must have adequate ventilation
systems to ensure that apparatus
exhaust does not present a hazard.

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Noise Level

 When inspecting a learning environment, instructors

should attempt to eliminate potential sources of noise
 Depending on the type of facility,
they may be able to turn off or
lower the volume of loudspeakers,
radios, and pagers

 They might also close classroom

doors or windows to reduce
outside noise

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Noise Level

 Students who are in-service or on call may have to

respond to radios or cell phones during class and may
inadvertently cause noise interruptions during a training
session

 Instructors should consult with these students before

sessions to determine how they will be contacted if
called to duty
 Instructors can prepare the rest of the class for this
potential interruption, so that in-service students can
leave with as little distraction to others as possible

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Noise Level: Maximum Levels

 If noise exceeds maximum noise exposure levels (90

decibels in the U.S., 85 decibels in Canada), the
instructor should provide safe and approved hearing
protection

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Audiovisual Equipment

 Instructors can also take steps to eliminate distractions

before using instructional technology tools

 Take time to ensure that the equipment is arranged

properly to allow all students to view presentations

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Audiovisual Equipment: Avoiding
Distractions

 Do not stand between the audience and the

projected image

 Locate the projector so that it does not obstruct

students’ views

 Ensure that the projected image fills the screen area

without extending over the edges or keystoning

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Audiovisual Equipment: Avoiding
Distractions

 Ensure that the projected image is not distorted

 Locate the projector to minimize motor noise

 Prior to the day of instruction, preview any

audiovisual aids in the classroom from the point of
view of the students so that you can understand
transitions between all media types and ways to
present the lesson as smoothly as possible

5–26
Audiovisual Equipment

 When using a computer and projector system,

instructors should test the presentation before class

 The initial image may be used to welcome students, or

the system may be turned off until it is needed

 When using unfamiliar technology tools, the instructor

should ask the facility staff how to use the equipment;
instructors should become familiar with the operation
of the unit being used

5–27
Audiovisual Equipment

 Interaction and cooperation with support staff is

essential when providing a course on closed-circuit
television, interactive television, or computers
(computer-based training)

 A test of all the equipment and remote receiving sites

must be performed in advance in order to meet all
training objectives

 Broadcast airtime is valuable, and instructors should not

waste it trying to resolve system problems
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Other Learning Environment
Considerations

5–29
Power Outlet Access

Before beginning a
presentation in a remote
location, instructors should

Locate necessary electrical

outlets
Determine need for
extension power cords or
power strips
Know where power cords
are located
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Power Outlet Access

 Use extension power cords that meet the local fire

code, usually 6 feet (approximately 2 m) and
adequate size for the electrical load being attached

 Never plug too many pieces of equipment into a

single outlet or power strip, as this can overload the
circuit

 Be sure to use appropriate electrical outlets,

extension power cords, and adapters

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Power Outlet Access

 It is a good habit for instructors to unplug all

electrical equipment from outlets at the end of the
class each day

 Safe use of electrical equipment can prevent

accidents or injuries; this includes protecting
extension power cords and eliminating tripping
hazards

5–32
Power Outlet Access

Instructors should also evaluate the following

 Location of adapters for grounded plugs or power

strips

 Condition of extension power cords (whether cords

are frayed or worn or plugs are damaged)

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Power Outlet Access

 Location of the main breaker panel and

identification of the circuit breaker that controls
classroom receptacles

 Locations of timer-controlled automatic power

switches that may turn off lights in the classroom
during a presentation

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DISCUSSION QUESTION

What classroom learning

environments have you had that
facilitated learning? Why?

5–35
DISCUSSION QUESTION

What classroom learning

environments have you had that impeded
learning? Why?

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Internet, Phone, and Cable
Television Access

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Internet, Phone, and Cable
Television Access

 May be necessary to contact an information technology

representative at facility before instruction to obtain
security passwords for Wi-Fi network or for connection
assistance

 When using distance technology, instructor must ensure

all participants have proper equipment, login
information, and appropriate access

 May be necessary to rearrange seating, move television

or lectern, or arrange for extension cable
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Visual Distractions

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Visual Distractions

 Before class begins, an instructor should remove

those decorations and close the window blinds

 If training is conducted in work areas, seating should

face away from the apparatus, other equipment, or
working personnel

 The only thing that should be visible behind the

instructor is a blank wall or projection screen

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Comfort Facilities

During session introduction,

instructors should inform
students of
 Location of restrooms
 Location of water
fountains
 Applicable tobacco/drug
use policies
 Location of refreshments,
if applicable

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Safety Hazards and Emergency Exits

During session introduction, instructors should inform

students of

 Location of storm shelters

 Location of exits, including emergency exits

 Potential disaster emergencies, when necessary

5–42
REVIEW QUESTION

What must an Instructor I consider

when organizing a classroom learning
environment for effective learning?

5–43
DISCUSSION QUESTION

You are teaching an indoor class on

community risk reduction that has twenty
students. What would you do to help set
up an effective learning environment?

5–44
Learning Objective 2

Describe considerations for training

ground learning environments.

5–45
Training Ground Environment

5–46
Training Ground Environment

 Lead instructor requirements of safety levels

found in
 National laws
 State/provincial laws
 Local ordinances
 Government rules and regulations
 International consensus standards
 Organizational policies and procedures
 Case law

#–47
Remote Sites

Safety analysis of
remote sites may

Courtesy of Overland Park Fire Department

include an
incident action
plan

5–48
Remote Sites

 When developing list of possible remote training

sites, instructors collect data including
 Location

 Name of owner/representative

 Availability (access and time)

 Water supply source

 Types of training evolutions site can support

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Remote Sites

 Parking lots
 Subdivisions
under
construction
 Acquired
structures
 Military or
government-
owned
reservations

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Remote Sites

 Airports
 Grain elevators/silos
 Industrial sites
 Open wildlands
 Vehicle salvage yards
 Parking garages
 Warehouses and aircraft hangers
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Weather Conditions

 Provide rehabilitation for students exposed to

temperature extremes and high humidity

 Provide shielded observation and waiting areas to

protect against strong winds and rain

 Provide cleats to add to the soles of shoes or boots on

icy ground — Sand, salt, and/or ice melt can be spread
to help melt the ice or provide foot traction

5–52
Weather Conditions

 Prohibit some operations such as the use of aerial

devices or ground ladders during high wind or
thunderstorms

 Follow regulations and local policies that dictate

under what conditions (temperature, humidity,
wind, etc.) students may train

 Training should be cancelled, rescheduled, or

changed to meet conditions if student safety cannot
be maintained with the original plan
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Site Environment Considerations

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Vehicle Traffic

When training near vehicle

traffic
Limit or prohibit public
access whenever possible
Enforce the use of safety
cones and vests
Involve local department of
public works, department of
transportation, or law
enforcement personnel to
provide scene support
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Training Ground Noise

 Precautions to protect
students from training
ground noise
 Follow appropriate
guidelines for hearing
protection
 Turn off vehicle and
machinery motors
when instructors are
giving instructions or
explaining procedures

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Training Ground Noise

 Bring extension cords to place noisy generators

and compressors out of the immediate training
area

 If noise cannot be controlled, use a microphone

and speaker system

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Lighting

Instructors on the training ground should

 Provide initial instruction in a well-lit and

comfortable area

 Light the immediate training area and staging

areas where tools and other items are kept during
training

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Lighting

 Make sure the terrain is well lit to help prevent

tripping and falling

 When applicable, use fluorescent markings to

highlight potential hazards

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Access/Egress

Site map should indicate

 Access and egress points
 Traffic flow
 Relationship between staging and incident areas.

Other considerations
 Additional personnel may be required to control
access to the site
 Whenever possible, provide at least two means of
egress

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DISCUSSION QUESTION

What remote sites in your jurisdiction

might be potential classroom training
sites?

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Permanent Training Facilities

 Drill towers
 Burn buildings and smokehouses
 Flammable/combustible liquid pits
 Vehicle driving courses

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Permanent Training Facilities

Before teaching at a training facility, instructors should

 Inspect the area to determine the condition of the

facility and training props

 Identify and mitigate any safety concerns

 Locate simulated incidents, student parking lots,

apparatus staging areas, and observation seating

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Permanent Training Facilities

At beginning of outdoor training sessions, instructors

should provide students

 An overview of the training scenario which

includes safety issues, expected outcomes, and
assignments, whether at the unit, company, or
individual level.
 Demonstration of any skills
 Walk-through of the area or structure,
emphasizing exit routes, control zones, rehab
facilities, accountability practices

5–64
Permanent Training Facilities

Instructors should develop a list of

 Potential facilities

 Types of training props available

 Names of facility representatives

 Types of evolutions that can be performed at each
location

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REVIEW QUESTION

What are some challenges an

Instructor I encounters when using
training ground environments as a place
to teach?

5–66
DISCUSSION QUESTION

What outdoor learning environments have

you had that facilitated learning? Why?

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QUESTIONS

Are there any questions about this content?

5–68