Lifeguard Instructor homework

Most of the time that I teach this at De Anza I do it in two parts. First people certify as instructors in CPR/AED Pro, then we go on to LGI.

To enroll in a LGI course you must

1) complete the prerequisite swim test(s) lifeguards must pass, described at: Lifeguard Training FAQs

2) pass the written pretest,

3) pass Administering Emergency Oxygen

4) pass the Bloodborne Pathogens self-study pretest

5) and show these skills: (Deep water backboarding and shallow water backboarding are step by step how-to-do-its)

Rescue Skills and Scenarios

¦ Simple Assist

¦ Extension Assist from the Deck

¦ Reaching Assist with Equipment

¦ Throwing Assist

¦ Swimming Extension Rescue

¦ Multiple-Victim Rescue

¦ Front Head-Hold Escape

¦ Rear Head-Hold Escape

¦ Head Splint Technique—Face-Down Victim, Deep Water at or Near Surface

¦ Head and Chin Support—Face-Up Victim, Deep Water at or Near Surface

¦ In-Line Stabilization for a Submerged Victim—Face-Up, Face-Down or on One Side in Deep Water

¦ Using a Backboard in Deep Water

¦ Active Drowning Victim Scenario

¦ Passive Submerged Drowning Victim Scenario

¦ Head, Neck and Back Injury Scenario

First Aid, CPR and AED Skills (if the group did CPR/AED Pro instructor with me they have already done the CPR/AED skills)

¦ Removing Gloves

¦ Initial Assessment

¦ Rescue Breathing—Adult, Child and Infant

¦ Using a Bag-Valve-Mask Resuscitator—Two Rescuers

¦ Conscious Choking—Adult, Child and Infant

¦ Unconscious Choking—Adult, Child and Infant

¦ CPR—Adult, Child and Infant

¦ Two-Rescuer CPR—Adult, Child and Infant

¦ AED/CPR Skill Scenarios

¦ Controlling External Bleeding

¦ Applying a Sling and Binder

¦ Manual In-Line Stabilization of a Head, Neck or Back Injury on Land

After each candidate has shown me his/her skills and has passed the written test, they can have their instructor manuals and start on homework.

This class will not certify you to become a waterpark or waterfront lifeguard instructor, but if you have a current waterfront cert you can upgrade to waterfront instructor after finishing LGI.

Lifeguard instructor initial homework

Read and be prepared to discuss:

Lifeguard class safety rules

History of lifesaving

review your FIT manual

State of California Title 22 regulations require that many lifeguards, fire and police personnel get 15 hours of First Aid and 6 hours of CPR/AED training. This goes beyond the material required in Red Cross lifeguard training.

(At least one local LGI course requires current certification in Title 22, but I will not.)

The info hot line for the Red Cross is 1-800-RED-CROS (1 800 733-2767)

You will turn in your course records to: support@redcrosstraining.org

Write that phone number and email address on the inside front cover of your instructor manual.

Read the entire Instuctor's manual before we start the lecture and teaching sessions.

__________________________________________

During class you will be rated on:

Maturity and Responsibility

Arrives on time and prepared

Returns from breaks on time

Is prepared for class activities

Completes homework assignments

Demonstrates effort toward homework assignments

Behaves appropriate to activities

Provides appropriate feedback

Receives feedback professionally

Treats others with respect

__________________________________________

Your teaching will be evaluated by you: (what was done particularly well and what could be improved upon), and see list below.

and evaluated by the other students and the Instructor Trainer:

(what was done particularly well and what could be improved upon), based on these goals:

Followed written lesson plan.

Arranged participants so that all could see.

Was clean and neat in appearance.

Communicated effectively. (A common mistake in delivery is to fail to listen and manage silence. Silence is okay. You don't need to fill pauses with "Um...you know...So, um.")

Made frequent eye contact with students.

Organized presentation logically.

Managed time well.

Delivered accurate and specific information.

Was able to answer the questions asked by the group. (It is never acceptable to wing it, guess at or make up answers to questions. If you find yourself not remembering something, there is nothing wrong with saying, let's look in the book and read exactly what the Red Cross says. Not all questions have answers straight from the book. There is a difference between making up something and answering a question based on your own experience and knowledge. If you need to add from your own experience say that you are doing so. Refer to making an educated guess when you need to. Finally, the instructor manager at the Red Cross is very willing to take on questions you don't readily have the answers to.)

Gave clear explanations of practice teaching and skills to be taught.

Started practice efficiently. (If you lose control, and everyone does some of the time, you must get it back. Unless all your class is listening to you they can't learn.)

Noticed participant errors.

Gave appropriate feedback.

Provided accurate demonstrations when needed.

Used appropriate class organization for the skills being taught.

Used appropriate learning activities or drills for the skill being taught.

Used appropriate equipment and teaching aides.

You will also complete a Practice-Teaching Self-Evaluation Form.

Did I follow my lesson plan?

Did participants have enough time to practice?

Did I choose the right activities, or were they too difficult, too time consuming or too easy?

Did I use my teaching area effectively?

Did the participants’ skills improve?

Did I use co-instructors or instructor aides effectively?

__________________________________________

You will be responsible for observing and providing corrective feedback to your peers.

The skill of how to effectively give and receive appropriate feedback can be learned, with practice. The feedback you receive from other instructor candidates can help you develop new and improved teaching skills and become a better instructor. Practicing giving feedback makes you more aware of your own and others’ teaching styles.

You will be giving and receiving feedback and will have an opportunity to assess your own teaching skills. When receiving feedback, listen carefully. If you do not understand the point being made, ask the person to explain more specifically.

When giving feedback on your own or another instructor candidate’s teaching session—

First, provide positive feedback. Offer comments about what was done well during the lesson.

Next, discuss an aspect that could be improved, with a specific example of how to make it better. (This is called corrective feedback.)

Use the topics listed on the following form as a guide for giving feedback to your peers.

Remember that useful feedback—

Is evaluative rather than negative or judgmental.

Reinforces positive aspects of the teaching session.

Focuses on improving teaching skills.

Is specific and concise.

Takes into account the needs of both the receiver and giver.

Is well-timed.

Feedback will follow this order:

1. Presenters critique their own teaching session.

2. Other instructor candidates give feedback.

3. The instructor trainer gives feedback and summarizes.

________________________________________

Some of the following about the lessons you will teach is from the IT manual.

You will be given at least two lifeguarding teaching assignments (and if we don't do CPR/AED as a separate part, 2 of them) of 10 to 15 minutes each. Most of them will be taught to a small group, mostly of other instructor candidates. One will be taught to one of my classes, perhaps to as many as fifty people. (For example, teaching a basic skill to my novice class.)

Each lesson you teach needs to be well organized and well managed.

Each session should include direction and instruction, ample practice time, instructor reinforcement, corrective feedback and encouragement.

The purpose of the practice-teaching assignments is to give you experience in

Conducting lessons from the instructor’s manual.

Giving directions.

Managing and conducting water-based rescues as well as first aid, CPR and AED skill sessions and scenarios, including bridging from key points to video segments to skill sessions.

Coaching and prompting participants.

Evaluating performance and providing corrective feedback to help participants develop and improve their skills.

Completing course activities within suggested timeframes.

Ensuring participants’ health and safety during training.

_________________________________

One of your responsibilities is to make class time as effective and rewarding as possible for the participants.

This takes careful planning and preparation. You must prepare a written (at least an outline) lesson plan beyond what is in your instructor's manual. Typed is best, but clear printing is okay if I can read it.

Put your name and the class subject at the top, then add at least:

Foresee hazards that are particular to this lesson and take steps to eliminate or control them.

Safety issues you review at the start of the lesson, and perhaps as you go along (deep water ear pain, let go signal, etc.). Any adjustments needed to your emergency action plan. A list of safety equipment you will have on deck.

On the subject of safety, read this teaching safety info from Water Safety Instructor which applies to lifeguard training classes as well as to teaching swimming:

You must make your teaching environment as safe as possible.

Some state recreational bathing and health codes require certain standards be met before swimming courses begin. These may include requirements for lifeguards, safety equipment and proper water quality. Know the requirements for your state and local jurisdiction.

Factors affecting class safety include:

Supervision Adequate supervision during swim classes must be maintained at all times. The Red Cross recommends that an adequate number of qualified lifeguards be on deck at all times during all water sessions. This:

Improves instruction by letting the instructor concentrate on teaching

Increases the safety of participants

Provides additional trained rescuers to respond in an emergency

Instructor preparation Careful preparation includes considering possible hazards and managing safety concerns before a course starts. Often you can foresee hazards and take steps to eliminate or control them before participants enter the water.

Co-instructors and instructor aides When using co-instructors or instructor aides, it is critical to clearly define their roles and responsibilities to eliminate any confusion or lapses in supervision. They can help by leading specific instructional activities, such as supervising a task station or helping a student who needs individual assistance, under the supervision and guidance of the instructor. Co-instructors or instructor aides can help decrease risks by providing more supervision. An instructor aide is not a substitute for an instructor or for having a lifeguard on duty.

Participants Participants must know and follow the facility’s rules and regulations. You should explain and enforce all rules and regulations consistently. (And note that you and your co-instructors should follow all the rules as well.)

Equipment Check to be sure that any equipment you intend to use in your lessons is ready and in good working order before your course begins.

Teaching environment

The teaching environment may have hazards that should be eliminated or minimized. Document and report your concerns to the facility manager and/or program administrator, and retain a copy for your records. Adjust your class to reduce risks to your participants if you cannot completely eliminate them.

Some conditions may require temporary adjustments or suspending a class, such as during an electrical storm.

Facility policies and procedures

Besides being prepared to teach, you must be prepared to react appropriately in any type of aquatic emergency. Be sure your duties and responsibilities are clearly documented in the facility’s emergency action plan to avoid any misunderstandings. If your class has exclusive use of a facility, the standard facility emergency action plan may need to be modified. If you are using a residential or other private pool, you may need to implement an emergency action plan.

List of instructional equipment (manikins, rescue tubes ....) you will need to have out.

What do you expect them to learn and why? (Remember the primacy/recency effect. The first and last words/sentence/points of your lecture can be the main things people remember. Tell them what you want them to learn, teach it to them and tell then what they learned.) Consider class organization, that is, how your students will be able to hear you, see you, and practice.

Once they get in the water it is much easier to lose control. What drill on deck before your class gets in the water would be worthwhile? What class organization method will you use?

You should start with a brief review of previously taught skills that apply to this lesson.

Explanation and demonstration of new skills. (To save time during practice lessons among each other you can say that the group already saw the video).

Discuss how/when the new skill is used.

Practice of the new skills.

List cue words/phrases you will repeat and possibly even have your students repeat out loud to help your students learn and remember.

Make a list of mistakes you expect. Prepare to maintain a non-judgmental perspective. Devise ways to prevent the mistakes and devise potential corrective feedback. (My online backboarding mistakes quiz and Common mistakes in professional rescuer CPR skills - Lifeguard Training are examples of how I try to prevent mistakes.)

Plan to use your photographic eye, described below by the Red Cross:

"The ability to observe and assess a skill and to intervene to improve performance is often the difference between a successful and unsuccessful instructor.

The ability to see and hold a mental picture of what is being done at any given moment is critical. This is known as having a photographic eye.

A well-trained eye stops the action of a skill in the mind, such as a basic skill, stroke or dive, and holds the image long enough to compare it to performance criteria.

This skill can only be acquired by practice and experience.

The keys to an accurate assessment are having a thorough knowledge of the skill, a clear understanding of the learning progression of the skill and a photographic eye."

Prepare for usual questions and have the answers to them. Can you answer some of them before they are asked?

Each lesson will be as follows:

You will prepare a lesson, arrange the class and teach it until I say time is up (15 minutes). We will then have you give a self-critique of your organizational ability, knowledge of the subject matter, presentation and communications skills. This is followed by a peer and instructor trainer evaluation. (About five minutes total).

The critique form includes yes/no, did you/were you

1. Spoke loudly and clearly.

(A common mistake in delivery is to fail to listen and manage silence. Silence is okay. You don't need to fill pauses with "Um...you know...So, um.")

2. Made eye contact when speaking.

3. Followed the lesson plan.

4. Gave clear instructions so that participants knew what was expected of them.

5. Gave clear instructions on safety precautions before having participants participate in the skill session or scenario.

6. Referred participants to the manual and skill sheets.

7. Effectively and efficiently set up the skill session or scenario.

8. Effectively and efficiently conducted the skill session or scenario.

9. Provided coaching or prompting as directed in the skill charts in the instructor’s manual.

10. Was able to answer questions asked by participants.

(It is never acceptable to wing it, guess at or make up answers to questions. If you find yourself not remembering something, there is nothing wrong with saying, let's look in the book and read exactly what the Red Cross says. Not all questions have answers straight from the book. There is a difference between making up something and answering a question based on your own experience and knowledge. If you need to add from your own experience say that you are doing so. Refer to making an educated guess when you need to. Finally, the instructor manager at the Red Cross is very willing to take on questions you don't readily have the answers to.)

11. Noticed and corrected participants’ errors.

12. Provided positive reinforcement and corrective feedback at appropriate times.

13. Gave specific suggestions for correcting errors.

The critique also asks for comments on these subjects:

The candidate:

Gave clear explanation of the purpose of practice teaching and skills to be taught.

Started practice efficiently.

Noticed participant errors.

Gave appropriate positive feedback.

Gave specific directions for correcting errors.

Provided accurate demonstrations when needed.

Used appropriate class organization for the skill being taught.

(If you lose control, and everyone does some of the time, you must get it back. Unless all your class is listening to you they can't learn.)

Used appropriate drills for the skill being taught.

____________________________________________

The steps for the practice-teaching process are as follows:

Each instructor candidate prepares a teaching session by reviewing the appropriate sections of the lesson plans in the Lifeguarding Instructor’s Manual, DVDs, if applicable, and participant materials. Every instructor candidate is responsible for arranging participants and/or equipment depending on the activity.

Each instructor candidate conducts his or her assigned topic following the appropriate lesson plan in the instructor’s manual until the instructor trainer indicates that time is up.

The remaining instructor candidates act as course participants, closely following the directions.

Instructor candidates evaluate themselves on organizational ability, knowledge of the subject matter and presentation and communication skills. The instructor candidate’s evaluation is followed by peer and instructor-trainer evaluations.

During your practice-teaching assignments, you should follow the outlines in the instructor’s manual for your assigned practice-teaching topics. Be sure that you are familiar with the information on the DVD and in the participant’s materials that are related to your topics. Be prepared to answer questions participants may have.

The first practice-teaching assignment will last about 10 minutes followed by about 5 minutes of self evaluation and evaluation by your peers and the instructor trainer. The remaining two or three or four practice teaching assignments will last about 15 minutes, followed by about 5 minutes of self-evaluation and evaluation by your peers and the instructor trainer.

Each instructor candidate is expected to successfully complete at least four (or less if we did CPRPro aside recently) practice teaching assignments.

In Practice-Teaching Assignment I, each instructor candidate will conduct a lecture-based session using the instructor’s manual and DVDs, if applicable.

You are expected to—

Present key points.

Conduct activities.

Bridge to and show any video segments, unless directed otherwise.

Answer participants’ questions related to the topic.

Practice-Teaching Assignment I choices

1. Decision Making (The instructor candidate should start the video segment but then stop it after about 3 minutes so he or she can continue with the activity.)

2. Legal Considerations

3. Preventing Injuries—Patron Safety (The instructor candidate should continue through the second activity in this topic.)

4. Safety Checks and Weather Conditions

5. Patron Surveillance and Victim Recognition (The instructor candidate should start the video segment but then stop it after about 3 minutes so he or she can continue with the activity.)

6. Standard Precautions

7. The Cardiac Chain of Survival and Signs and Symptoms of a Heart Attack

8. When the Heart Stops and AEDs

9. Heat- and Cold-Related Emergencies (The instructor candidate should stop after heat-related emergencies.)

10. Caring for Head, Neck and Back Injuries

In Practice-Teaching Assignment II, each instructor candidate conducts a skill session for a water-based rescue using the instructor’s manual. The assignment begins at the water with the assumption that just prior to the skill session, participants viewed the video segment that provides an explanation and demonstration of the skill. Every instructor candidate is expected to effectively and efficiently set up and conduct the skill session, demonstrate the skill, lead participants through the skill and evaluate and provide feedback on the participants’ skills.

Practice-Teaching Assignment II choices

1. Entries and Rescue Approaches

2. Active Drowning Victim Rear Rescue

3. Passive Drowning Victim Rear Rescue

4. Multiple-Victim Rear Rescue

5. Submerged Victim—Deep Water

6. Rear Head-Hold Escape

7. Two-Person Removal from the Water Using a Backboard

8. Head Splint Technique—Face-Down in Shallow Water at or Near the Surface

9. Head and Chin Support Technique—Face-Down in Deep Water

10. Using a Backboard—Shallow Water

__________________________________________

IF I don't teach this in two parts, and everyone is not already a CPR/AED pro instructor, we will do the CPR/AED portions of the following,

In Practice-Teaching Assignment III, each instructor candidate conducts a first aid, CPR or AED skill session. The assignment starts at the beginning of a skill session with the assumption that just prior to the skill session, participants viewed the video segment that provides an explanation and demonstration of the skill. Every instructor candidate is expected to effectively and efficiently set up and conduct the skill session, prompt and coach participants and evaluate and provide feedback on participants’ skills.

Practice-Teaching Assignment III choices

1. Initial Assessment

2. Rescue Breathing—Adult, Child or Infant

3. Conscious Choking—Adult or Child

4. Unconscious Choking—Infant

5. CPR—Adult or Child

6. Two-Rescuer CPR—Adult, Child or Infant

7. Bag-Valve-Mask Resuscitator—Two Rescuers

8. Secondary Assessment

9. Applying a Sling and Binder

10. Manual In-Line Stabilization of a Head, Neck or Back Injury on Land

In Practice-Teaching Assignment IV, each instructor candidate conducts a water-based rescue, first aid, CPR or AED skill scenario. Every instructor candidate is expected to effectively and efficiently set up and conduct the scenario, prompt participants and evaluate and provide feedback on participants’ skills.

Practice-Teaching Assignment IV choices:

1. AED/CPR Scenario 1

2. AED/CPR Scenario 3

3. AED/CPR Scenario 5

4. Putting It All Together—First Aid Scenario 1

5. Putting It All Together—First Aid Scenario 2

6. Putting It All Together—First Aid Scenario 3

7. Putting It All Together—First Aid Scenario 4

8. Final Skill Scenario—Active Drowning Victim Scenario

9. Final Skill Scenario—Passive Submerged Drowning Victim Scenario

10. Final Skill Scenario—Head, Neck or Back Injury Scenario

__________________________________________

When I teach CPR/PRO instructor as a separate first section, the following would have been completed then.

Read the Red Cross on-line reference American with Disabilities Accommodation Resource Guide for Conducting and Administering Health and Safety Services courses. at: (copy and paste this url into your browser)

www.chicagoredcross.org/pdf/adaresourceguide.pdf

American with Disabilities Accommodation Resource Guide for Conducting and Administering Health and Safety Services courses.

It is a 104 page document, but most of it is links to resources. YOU DON'T HAVE TO READ ALL 104 PAGES!

It starts with a review of basic principles of accommodating people with disabilities and Red Cross procedures for classes. Eventually you will want to read the whole document, but for now at least read:

section 3 on page 3 access to and participation in courses

section 4 on page 3-4 teach to the standard and test to the objective

Chapter 2 page 6 problem-solving approach to develop appropriate accommodations has a lot of info for the school itself to get ready in advance for various people with various needs. Pages 6-8 are worth reading and try out the case studies in pages 9-10

FAQs on pages 17-24 especially notice that a student in a cpr class who has a laryngectomy can use a bag valve mask to ventilate a victim and could therefore be able to certify

To be able to certify, a student must be able to get to the floor and check an unconscious victim, place a face down victim into a face up position if needed and roll the victim into the recovery position. This can not be done just using a manikin on a table. Once this has been done they can practice cpr skills with a manikin on a table.

On page 23 open and closed captioning are explained. I did not know that American Sign Language was built on French Sign Language and in some cases there is no translation for the English terminology and the word order and syntax are different.

The only aquatics FAQ is about the use of goggles (at the bottom of page 24). Due to safety reasons.. no use of goggles during any lifeguarding skill practice session or in swim classes when learning to dive or practicing surface diving.

Chapter 4 has a ton of info on service animals. Commonly asked questions are on page 36-7.

Hearing loss tips are on pages 39 - 40. Details about facility accessibility start on page 43. MS starts on page 48, with sample accommodations on page 52.

Most of the rest of it is a really detailed listing of online sources for info.

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Here is a study guide for the written exam:

You should be familiar with all the courses and water safety presentations you can teach

Unit of Authorization

Instructor aides

Activity Report

Authorized Provider, Authorized Provider Agreement, Authorized Provider Instructor

Code of Conduct

Co-teach

Course of Record, Course Record, Course Record Addendum

Reauthorization, Extended Authorization

adapting a course

rules for pass, fail, incomplete, audit

pass/fail rules for the pre-course swim tests

which course you can teach have written exams, how many sections to each, rules for passing

which courses you can teach have what prerequisites, what are they

parts of and rules for skills evaluations, water or dry land

certificates you issue, validity period of each

courses you will be authorized to teach initially and which you can add on and how

class length, prerequisites, tests, minimum class size (& number of instructors) , minimum age for students

required equipment, (number per student) materials you must use, can use

material you can't use

skills participants should practice only on a manikin, or can be practiced on a class member

forms you must complete, forms you must turn in

recommendations on manikin decontamination including decontaminating solutions

instructor aides

teaching to the standard and testing to the objective

ideal corrective feedback, what is effective, importance of

guidelines for use of and safety with an AED training device

which materials you need to teach are in your instructors manual, which on the DVD, which on the CD

Continuing Education Units (CEUs) are available after you complete this course. Go to: http://www.redcrossstore.org/dp.aspx?pgid=547