Chapter 2 - Instructor Responsibilities and Duties

Instructor Responsibilities and Duties Responsibilities The terms “duty” and “responsibility” have a complex relationship. There have been numerous attempts to define the differences. For simplicity, in many job descriptions they are lumped together under the title, Duties and Responsibilities.” For purposes of this discussion we will use the term “responsibility” to represent a broad area of obligation owed to some person or some group by virtue of membership or position. In evokes a sense of accountability or answerability. It is not time constrained in the sense that one cannot be off-responsibility as one can be off-duty. A responsibility cannot be delegated to another person although that person may be assigned a duty that makes them responsible in return to the person assigning the duty. A duty on the other hand is a task or action through which one accomplishes a responsibility. It can be delegated and often constrained by time. When referring to duties we will attempt to use an action verb in defining them. US SAILING, in its Small Boat Sailing Level 1 Instructor Manual divides responsibilities into four broad areas. • Responsibility to your students • Responsibility to your employer • Responsibility to yourself. • Responsibility to US SAILING YOUR RESPONSIBILITY TO YOUR STUDENTS Safety People expect to be safe while in the care of an expert. As an instructor you are the expert. You have a responsibility to safeguard your students from harm. You have a personal responsibility and a legal duty to anticipate danger and protect them from it. You have a duty to take charge of all facets of the learning environment and maintaining sufficient control of it so that nobody gets hurt. If a student becomes injured, you have a duty to provide care to the extent of your training. More extensive treatment, beyond what you are trained to do, should be administered by qualified medical personnel. 2-1

L INSTRUCTORS TAKE NOTE ... Safety, fun, and learning are the three major objectives for every boating instructor. If your students enjoy themselves, return uninjured, and learn something new and interesting, you will have met your primary responsibility to your students.

Chapter 2 - Instructor Responsibilities and Duties Fun Whatever style of powerboat operation your various students aspire to (fishing, cruising, race support boat operations, waterskiing, etc.), one thing they have in common is a desire to enjoy their learning opportunity. One of the first and most common questions friends and family ask after class is, “Was it fun?” While “fun” is often thought of in one sense only, that is playing games or telling funny stories, the person asking, “Did you have fun?” is actually asking more. The formal view of fun uses the concept of arousal. That is when persons are engaged in an activity they become aroused. For each individual there is a level of arousal that suits them and that is called, “optimal arousal.” When arousal is optimal the individual is having fun or experiencing what some call “flow.” It is different for each activity and individual. The chess player may have “fun” at a different level of arousal than the hydroplane driver. The formal view also leans heavily on theories of play. Other animals play as well as humans. Consider the cat playing with a mouse even though not hungry. High arousal levels are found in simpler tasks where pre-established strategies come into play more often than thought out actions. Conversely lower levels are found in more complex, methodical activities. Again there are optimal levels for each type of activity as well as for each person. Ways to have fun: (Not all listed are going to be fun for everyone in a class.) • Experience optimal arousal ( flow ) during the hands-on learning process • Do well academically or physically as compared to others in a course. Self esteem. • Participate in a group and experience group support/acceptance. • Laugh and joke with the instructor and other students (too much may disturb some). • Experience the sense that the instructor respects/ likes/ knows you. • Come away feeling satisfied that something of value was learned during the course.

Ways to not have fun • For the mature or maturing individual, one sure way of not having fun in a course is not having learned something.. • Anxiety over poor performance. Many experienced powerboaters come into these courses and discover they have never practiced precision boathandling. This may be contrary to their self image or how they portrayed themselves to fellow students. Boat handling is a skill that carries with it macho overtones as does seamanship acumen. Some underperforming students have been known to become hostile toward the course and the instructor or aggressive in their behavior on the water.

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Chapter 2 - Instructor Responsibilities and Duties

Learning Much of this manual is devoted to the specifics of teaching powerboat handling. You succeed when your students learn. But your success in getting through to them depends on setting the right tone from the outset of your relationship. Students naturally expect a certain degree of personal attention and care from their instructor in helping them learn. No one likes feeling anonymous or neglected. Start by memorizing students names or use name tags to help break the ice and begin team building. Try memorizing the list of names before your class begins. It makes it easier to pin a name on a person. Avoid the appearance of playing favorites by trying to meet the needs of ALL students. Take a few moments to make contact with each individual in your care and continue to give feedback to each of your students, as it is an important element in trust building and assuming consentful leadership. Finally, you have a duty to treat your students with respect: • • • • • • • • • • • •

Arrive for class on time and prepared. Give the class your undivided attention. Greet each student as you would a guest. Be polite and courteous at all times. Protect their personal confidences with proper discretion. Avoid offering unnecessary opinions. You may needlessly risk offending someone. Accept your students differences objectively and professionally. Never mock or make fun of a student in or out of class. Provide all students with ample individual supervision. Answer their questions thoughtfully. Follow-up on any promises you make. Ensure students leave the class having attained their goals or understanding why goals were not attained.

YOUR RESPONSIBILITY TO YOUR EMPLOYER There are by nature conflicting interests in any employer/employee relationship. Your personal objectives in teaching powerboat handling may not necessarily be the same as those of your employer. Ultimately, a compatible relationship depends on both parties understanding and cooperating with one another. If you are a paid instructor, bear in mind who bears the ultimate responsibility. To maintain good relations at work you need to be aware of your employers point of view. You have professional responsibilities to your employer to support his objectives.

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Chapter 2 - Instructor Responsibilities and Duties What does Being Professional Mean? The term “professional” implies a certain quality of performance. It suggests one who is thorough, effective, dependable, objective, focused, and does a good job. Whether or not you teach boating as your principal livelihood, your employer probably wants and expects you to be "professional." Being professional should include: • • • • • • • • • • • • • • • • • •

Teaching effectively and safely Abiding by all terms of employment Abiding by all laws and regulations Keeping required certifications and licenses current Abiding by a high standard of ethics Being respectful of authority Taking your job responsibilities seriously Being thoroughly prepared Being a dependable and cooperative teammate Being a good role model Being courteous, tactful and discreet Avoiding offensive, discriminatory, or vulgar language and behavior. Completing assignments neatly, promptly and correctly Being punctual and respectful of others time Accepting responsibility for yourself, your assistants, and your students Being respectful of your employer s property Neither using nor tolerating alcohol or drugs on the job Dressing in a manner appropriate to your position

Job Descriptions A job description normally defines an employee’s exact duties and areas of responsibility. Most employers put job descriptions in writing. Written job descriptions are required by labor law in some states. In schools where staff members perform more than one job function or occasionally pitch in and help each other, job descriptions help to minimize confusion and misunderstandings. They spell out who is responsible for what, and they specify who is accountable to whom. If your employer does not supply a written job description, ask for one. Get clarification about anything confusing or unclear. It is helpful to save all memos and correspondence from your employer. This will help you if any misunderstanding ever arises about your duties. You will have your written instructions to guide and support you.

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Chapter 2 - Instructor Responsibilities and Duties

What are my Legal Duties as an Instructor? Federal and State Requirements Federal Regulations require that the operator of a vessel equipped with an engine must have a license if carrying passengers for consideration. This requirement applies to the navigable waters of the United States but does not include inland lakes bordering on only one state. The term “for consideration” is construed very broadly and includes any form of compensation. This requirement may apply even though the individual is not directly compensated but is a volunteer/member for an organization which may accrue some benefit. This would include any instructor that embarks a student in a vessel under the instructor’s control other than in an emergency situation. It would not apply in the event the instructor was using a public vessel or if the instructor embarked in a vessel for the purpose of teaching where the vessel is under the control of the owner. It also includes embarking media for the purpose of covering a regatta or for that matter sponsors or potential sponsors for an event. This is the case even if the boat operator is a volunteer and not being paid for this activity. For more information see the US SAILING Race Management Handbook, Chapter 3, “Coast Guard Interpretations Involving Regattas.” Under the “Passenger Vessel Safety Act of 1993 a “passenger” is any person, other than the owner or crew, and a “passenger for hire” is anyone who has contributed consideration for carriage on board. “Consideration” means an “economic benefit, inducement, right or profit, including pecuniary payment accruing to an individual, person or entity, but not including a voluntary sharing of the actual expenses of the voyage by monetary contribution or donation of fuel, food, beverage or other supplies.” The Coast Guard has taken the position that it is not what the passenger pays but what the owner might receive which controls. In other words, the passenger does not have to provide any consideration for carriage on board at all, so long as the owner is receiving some form of potential benefit by the person being aboard. Under this interpretation, the Coast Guard had asserted that consideration includes prospective financial gain, such as that possible when entertaining even prospective customers or clients.

There are several levels of licensing. The minimum level is the Operator of an Uninspected Passenger Vessel (OUPV). This allows the licensee to embark passengers in an uninspected vessel. Vessels carrying over six passengers for consideration must be inspected vessels hence the common name (Six Pack or SixPax) for this license. This is probably a name to be avoided since it implies the passenger number restriction is in the license. It is not; it is in the nature of the vessel. Even a holder of a Masters License (the next step up) cannot embark more than six passengers for consideration in an uninspected vessel.

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Chapter 2 - Instructor Responsibilities and Duties

Detailed information is available in the Code of Federal Regulations 46CFR10. This is available on the Internet at URL: http://www.access.gpo.gov/nara/cfr/waisidx_99/46cfr10_99.html. The Code of Federal Regulations does provide for a Limited OUPV License to be issued to employees of camps, yacht clubs, educational institutions etc. This license is limited to the specific activity and locality of the organization. More information is available in 46CFR10.466. Unfortunately these limited licenses are administered by local Coast Guard Districts which vary considerably in the requirements they impose. State Regulations More and more states are passing regulations requiring a license for the operation of a power vessel. The age requirements and particulars vary from state to state. Most states simply require the applicant to take a National Association of State Boating Law Administrators (NASBLA) approved course and examination. In some states the examination can be taken without classroom study. Most states accept federal licenses as an equivalent. Instructing Considerations and Implications First, anyone intending to teach in a powerboat with students in the boat should have a federal license to carry passengers. This is true in all cases except for non-navigable waters such as inland lakes existing totally within a state and for certain government owned vessels such as boats owned by the U.S. Navy. It also includes vessels with an engine on-board but not in use. A license is also required to tow another vessel. The operator of a vessel may, however, embark a passenger or tow another vessel if he is rescuing that person or vessel from a dangerous situation. Remember it may be necessary to satisfy not just the Coast Guard but a court as well if a lawsuit for negligence is involved. Jones Act vs. Worker’s Compensation The Jones Act is a federal act which provides employee benefits - similar to Worker's Compensation - to masters and members of a US-flagged vessel. State Act Worker's Compensation plans DO NOT cover vessel crew members and under the Jones Act employees can bring action against their employer for negligence.

Because of the existence of this act many states excluded cases that would fall under the Jones Act from their Worker’s Compensation coverage. Numerous attempts have been made to clarify exactly what constitutes being considered a seaman. In 1995 in the case Chandris v. Latsis, the Supreme Court set forth some guidelines: ...

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1) Those working aboard a vessel for the duration of a voyage in furtherance of the vessel's mission are not necessarily seamen. 2) Jones Act coverage depends not on the place where the injury is inflicted, but on the nature of the seaman's service, his status as a member of the vessel, and his relationship as such to the vessel and its operation in navigable waters. 3) A distinction must be made between sea-based workers and land-based workers who have only a transitory or sporadic connection to a vessel in navigation. 4) Land-based maritime workers do not become seamen because they happen to be working aboard a vessel when they are injured, and seamen do not lose Jones Act protection where the course of their service to a vessel takes them ashore. 5) In evaluating the employment-related connection of a maritime worker to a vessel in navigation, courts should not employ a "snapshot" test for seamen status, inspecting only the situation as it exists at the instant of injury; but rather, the total circumstances of an individual's employment must be weighed to determine whether he has a sufficient relation to the vessel. Thus, a worker may not oscillate back and forth between Jones Act coverage and other remedies depending on the activity in which the worker is engaged while injured. 6) The essential requirements for seaman status are: (a) An employee's duties must contribute to the function of the vessel or to the accomplishment of its mission; (b) A seaman must have a connection with a vessel in navigation (or to an identifiable group of such vessels), that is substantial in terms of both its duration and its nature; (c) The duration of a worker's connection to a vessel and the nature of the worker's activities, taken together, determine whether a maritime worker is a seaman because the ultimate inquiry is whether the worker in question is a member of the vessel's crew or simply a land-based employee who happens to be working on a vessel at a given time.

While this terminology will probably not assist the Instructor in determining his status, it does serve to emphasize the importance of determining what your status is while teaching. The stakes are significant because if you get injured in the performance of your duty on board a vessel, the state may deny you worker’s compensation. Many insurance policies, on the other hand do not provide specific coverage for Jones Act injuries. If injured you could wind up having to sue your employer for medical coverage of an injury. It is important to determine your status and whether your employer’s insurance provides coverage under the Jones Act. It is likewise important to determine the status of those working for you or for any volunteers that participate in your program As a instructor you automatically assume certain legal duties and obligations both personally and on behalf of your employer. Perhaps the most important duty is providing for the safety of your students. You have what lawyers term a duty of care. If you fail in that duty, and someone is hurt as a result, you may be deemed negligent. If you are negligent, you and your employer may be found liable for damages. Insurance Coverage If a student is injured while in your care, he or she may seek compensation through the courts and/or your liability insurance coverage. Most reputable employers maintain suitable liability insurance coverage which affords protection for their employees. The type and 2-7

Chapter 2 - Instructor Responsibilities and Duties extent of your employer s coverage, however, may not be sufficient to fully protect you personally from a claim. For your own protection do not fail to thoroughly research the complete extent of your liability exposure and how much insurance protection your employer provides. You may wish to carry a back-up personal "umbrella" liability policy, possibly through your renter’s or homeowner’s policy. US SAILING Instructor Liability Insurance - US SAILING provides liability insurance coverage for its certified instructors. Coverage is for the benefit of the individual instructor employed by or volunteering for a club or school. The policy provides a limit of $1,000,000 per occurrence if you are found legally liable as a result of your instructional activities. Keep in mind that current CPR, first aid and US SAILING membership are certification requirements. If you allow them to lapse, you risk losing this valuable coverage. This policy is in excess of insurance provided by your employer. It takes over as primary insurance if the club or school policy is inadequate. Instructors, who are also principals of a club or school, and their spouses, are not included in this particular coverage since they are in a position to obtain the appropriate Commercial insurance. If you are named in a lawsuit, please notify the Training Director of US SAILING immediately. Commercial General Liability is considered third-party coverage because the application of coverage arises from the filing of a suit by a “third-party.” The policy will respond on your behalf by defending and, if necessary, indemnifying for bodily injury, property damage or personal injury claims. The policy contains a number of exclusions, but some principal ones include claims arising from use of a vehicle, bodily injury to an employee, or intentional acts. Vehicle claims are covered by Auto insurance, employee injuries are covered by Workers’ Compensation, and intentional acts are not covered because the insurance is to protect you from accidental incidents. This last exclusion does not apply, however, to the use of reasonable force to protect persons or property. If an accident does occur, deal with the injury or accident and follow your organization’s reporting procedures. Having the person (s) fill out and sign a standardized accident/incident report form is also recommended. If a claim results, there will certainly be official reports to fill out. All circumstances surrounding the accident will need to be documented to verify the facts of the claim. Those circumstances will determine the degree of negligence and the amount of any liability. At that point routine record keeping can become legal documentation and can carry considerable weight in litigation, which may occur many years later. Completion of accident reports requires serious thought. See “Risk Management,” in Teaching and Coaching Fundamentals for Sailing for complete details on legal responsibility. YOUR RESPONSIBILITY TO US SAILING When one is a member of a profession, there is an obligation owed to others of that profession and the organizations that support and sponsor the activities of that profession. A physician, for example, owes an obligation to his fellow practitioners as well as his governing professional organization. When US SAILING confers certification to an instructor candidate, it vouches for that person’s training and skill to perform the essential prescribed duties of a sailing instructor at the time of certification. By doing so it also lends its own name and reputation to the instructor s credentials. US SAILING does this to provide uniform national standards on which everyone may rely. Aside from the instructor, those who benefit include the boating 2-8

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public, employers, employment brokers, boating schools, charter and rental agencies, insurance carriers, and any others who may find standardized skill documentation helpful in their decision making. When an instructor lives up to the certification standards of US SAILING, it reinforces the value and perception of that certification for all who rely on it. If for any reason a certified instructor fails to live up to US SAILING standards, it reflects poorly on, and diminishes the value of, the credential for all US SAILING certified instructors. So once you have become certified, you represent US SAILING and reflect its standards every time you teach. And among your primary professional responsibilities is a duty to US SAILING and your fellow certified instructors to live up to the standards of your certification credential. YOUR RESPONSIBILITY TO YOURSELF To casual observers, teaching boating appears to be a relaxing and easy-going occupation; but veteran instructors know that it can be quite challenging, both physically and mentally. To be fair to yourself and all those who rely on you, you need to stay healthy, alert, positive, and focused. Is This the Right Job for Me? Job satisfaction and the attitude you bring with you each day have a good deal to do with the quality of your work and the success of your students. You cannot reasonably expect your students to be any more enthused about their lesson than you are. If you are not fully committed and do not enjoy what you are doing, it will become evident to your students and co-workers and undermine their confidence in you. To get a clearer measure of your personal level of commitment ask yourself the following: • • • • • •

What is my objective in doing what I am doing? Is this job a stepping stone to another goal? How closely does this meet my current goals? How long do I intend to work at this location? How long do I intend to stay in this profession? What sort of things do I enjoy doing the most?

You may not be able to answer every question precisely, but you should be able to identify and rank your personal motives and objectives. Be honest, and realistic. Compare your needs, wishes, and abilities to the reality of your employment. If everything fits, you are off and running. If not, you may need to reconsider your priorities and options. The responsibilities of an instructor are too important to be taken half-heartedly. Personal Maintenance There are innumerable stresses and pressures which can affect an instructor s health, moods, attitude, and job performance. To be at your resilient best day after day you need to be in the habit of performing routine preventive maintenance on yourself, just as you would on the 2-9

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boats on which you teach. Personal maintenance is an essential discipline for any serious professional. By adhering to the following personal maintenance guidelines, you will be off to a good start: • • • • • • • • • •

Get adequate sleep. Eat regular, balanced meals. Exercise regularly. Drink plenty of water. Avoid excessive caffeine. Don t smoke. Minimize alcohol consumption. Use sun protection (sunscreen, sunglasses, hat, etc.). Take regular days off, as needed. Make time for outside interests.

Stress Management Stress gradually takes its toll when an instructor feels overwhelmed by job pressures. Frequent pressing deadlines, long hours, conflicts, high expectations, insufficient resources, emergencies, sudden setbacks, financial constraints, and preoccupying personal problems are only a few of the things instructors may face every day which contribute to stress. Stress management is particularly important during busy times. When tension and job pressures run high, the human body sometimes responds much as if it were in physical danger. It releases stress hormones into the bloodstream to prepare for self-preservation. This is a survival response which kicks the body into overdrive when there is threat of physical danger, but it is an overreaction for typical job stress. If it continues too long, it can gradually wear a person down and lead to physical and mental burnout. When working with other instructors or staff members as a team, stick to a routine schedule as much as possible. Consider posting everyone s daily schedule (including temporary changes) on a bulletin board. Good teammates need to communicate frequently. Knowing when and where to find one another saves everyone search and worry time, while minimizing the pitfalls of indirect or non-existent communication.

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Chapter 2 - Instructor Responsibilities and Duties SPECIFIC DUTIES AND CONSIDERATIONS Primary Duty – Be a good role model

As goes the instructor – so goes the class The common thread that runs throughout this entire discussion is the duty of an instructor to provide a good role model. This is important not only for the student but for assistants and subordinates as well. A well known naval adage states: “The principal duty of a naval officer is to train subordinates in the duties to which they will succeed.” Another important thing communicated by your

actions as an instructor is respect for other people and the sport. Your speech and mannerisms convey your attitudes about sportsmanship and courtesy. Young boaters hold you in high regard and will be deeply impressed by what you do. If you expect courtesy and good sportsmanship from your students, lead the way by your own actions .Be aware of your students’ reactions to you. They look up to you as an instructor and have great expectations of you. If you keep them busy, interested, and entertained, they will respect you. If you lose that respect because you don’t have an interest in whether they learn or not, you will have a miserable time and disciplinary problems with your students As a role model, you must teach your students safety by example, and that means wearing a Persona! Flotation Device (PFD) whenever you are teaching on the water. Show them that safety matters to you and that it is a normal part of sailing. Not surprisingly, there is a trickle up effect as well. The demeanor, attitude and professionalism of the instructor will have an effect of the employer as well. Basically the instructor should: • • • • •

Have superior knowledge of the area being taught Have a personal mastery of the skills being taught Demonstrate safe practices. One is never off-duty in this regard, Demonstrate proper teaching techniques. Show confidence

Legally Defined Duties for the Instructor Over the years a series of case decisions and actual statutes have identified a number of broad duties that are common to instructors and coaches. For the purpose of completeness they are summarized briefly here but covered in greater detail in the Risk Management section of the US SAILING publication Teaching and Coaching Fundamentals for Sailing . These include: •

Proper prior planning. o Have tailored and detailed lesson plans o Provide for a reasonable progression o Evaluate students regularly and maintain written records o Modify plans to accommodate student needs o Don't deviate without justifiable cause

•

Provide proper instruction o Instruct completely, thoroughly and in accordance with with accepted practices . o Maintain currency o Provide proper feedback Provide a safe physical environment. o Regularly inspect the teaching environment and equipment.

•

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o

•

•

Under law you are not only responsible for discrepancies for which you have actual knowledge but also for those which in the proper performance of your duties you should have knowledge. This is called "constructive knowledge" as opposed to "actual knowledge."

Provide adequate and proper equipment. o Explain its use o Inspect o Stow properly - Flammable liquids - Safety flares - Inventory lists (Include equipment expiration dates) Understand and evaluate you student's capacities.

•

Supervise all activities closely o General supervision requires that you be in the area at all times. o Specific supervision is required when you teach new skills. o When a safety boat is utilized it must be manned and on the water when students are on the water. o Failure to supervise is the most common source of lawsuits

•

Warn of all known risks

•

Provide appropriate emergency assistance

RECORD KEEPING You may not be a practiced record keeper but as an instructor you have a legal and professional duty to your students and yourself to keep accurate records of your work and any accidents or incidents that occur while you are instructing. Records include: Student Records You should keep a record of the progress of each student in every class you teach. If you have disciplinary problems you must make a record of it. Use a notebook with a separate section for each student and a divider for each class you teach. Develop a detailed log of: daily weather and water conditions, course diagrams, successful activities, program changes, student development, and other topics you find important. Injuries and Medical Records Have a special section to record injuries, even minor ones. List the name, date, nature of injury, and details of the action taken by you Remember that however minor the injury, you are responsible for rendering first aid only, not for treating the injury. It is your responsibility to summon professional medical assistance. follow the guidelines laid down by your employers. it is recommended that a medical card be maintained for each student: showing the nature of any illnesses, allergies) or treatment the student is undergoing; listing the telephone numbers of parents/guardians or family who can be reached during the time that the student is with you; listing the name and telephone number of the student’s physician or specialist, and parental permission for emergency treatment to be carried out if they cannot 2 - 12

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be contacted. This card or copy, should be given to any medical service which takes over responsibility for the student’s welfare in a medical emergency. VISIBILITY Be visible You must be visible to your students at all times. In the early stages of teaching boat handling skills, you have to be everywhere at once! Consider wearing a uniform. A uniform allows you to be seen in a crowd and can distinguish you as the appropriate authority if an emergency should occur. In addition to being seen, you must place yourself in a position where you can see everyone in your class, whether you are ashore or afloat. Teaching Ashore When you are ready to give a presentation you should make sure that everyone can see you and the visual aids you may be using. When indoors, set up your position so that the students have their backs to the windows or doors. When outdoors, choose an area with minimum distractions. The sun can be a problem because it can blind a group or make them almost invisible to you. Use blinds when indoors, and move the class to a more sheltered location if you are teaching outside. When you are teaching outdoors, use a small white board and felt-tip pens to illustrate your points You may have to learn how to draw and write from behind the board. Sand is a good medium for sketching diagrams. Magnetic boards can show maneuvers with cutout shapes representing boats, the wind, and the current. If you want the class to take notes, make sure the students bring writing materials with them. Writing pads should be stiff enough to allow the students to write with the pads resting on their knees or the arm of a chair. If the students need writing materials on-thewater, white plastic writing boards and grease pencils should be used (each boat should be equipped with these items).Plan the seating arrangement so the class members occupy the same seats until you know their names. Seat the group as close to you as possible. The optimum seating arrangement is a horseshoe arrangement. Take into account whether you are right handed of left handed to ensure that students on your bad side can see the board adequately. Instructing Afloat When on-the-water, you need to work harder at being able to see the students, because they have the ability to move away from you. Use simple drills or follow-the-leader exercises to keep the class in a small area. This helps maintain control while the class practices maneuvers under your supervision. As the instructor you must at this stage ensure that the operating area limits are very clear and understood. This is perhaps the first opportunity for your students to be on the water by themselves and the sudden sense of freedom tempts them to set out on their own.. On occasion you will have a student who will attempt to test your system and directives. The safety of the individual concerned, as well as the whole group, is put in jeopardy, and this is one directive that should be strictly enforced.

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COMMUNICATIONS Team Building Team building is an important instructor responsibility. You, as the group leader, provide the catalyst for your students' development. Team building concepts foster interpersonal relationships within your group and develop mutual support between individuals. Developing a sense of team is not an easily attained goal and requires effort, especially early in the program. The benefits of team building are many, among them increased communication between group members, a more enjoyable learning atmosphere, increased questions and answers, and overall cooperation. Use your creativity and view any activity that your group does together as a potential team builder Being Heard People learn most by doing and less by listening to a lecture. When you lecture, you must ensure that what you say is heard, absorbed, and understood. When you speak, aim your voice at the back of the room If you are outside, reflect your voice off an adjacent flat surface such as a building Furnishings, grass, and wind absorb your voice, so you must get accustomed to projecting it slowly, clearly, and loudly. Even the most practiced instructor cannot compete with engine noises . That's the time to resort to writing boards and the sign language . Pace One of the most difficult problems facing you as an instructor is that you must pace the release of the boating knowledge you have accumulated. The most effective way of pacing your material is to prepare about ten minutes of information. Spend two minutes introducing it and relating it to previous skills; five minutes delivering it, stopping to repeat and reinforce key topics; and three minutes reviewing the material and answering questions with reference to diagrams or visual aids used in the presentation. Nomenclature Being understood is a difficult thing to evaluate. You should check from time to time to be sure that you are getting your message across. One way to do this is to break for question and answer periods. Problems can arise from using nautical nomenclature too early in the program, before the students have learned the proper names for boat parts. Don't be afraid to use everyday terms the students will understand, such as "back,” “front," “pull" and “push.” When you are talking about using controls, start by telling the students to "move the tiller toward (or away from) them (in the case of tiller steered outboards) The objective is to teach the students to maneuver the boat first, then teach the correct terminology once they can relate it to what they have been doing to your teaching. As the group develops, begin to introduce the proper nautical terms. EQUIPMENT STORAGE In order to prevent chaos spend time before classes begin, learning how the storage system is organized, or devising your own. Plan how damage and deficiencies should be dealt with, and where and how the boats should be stored The best storage systems are those which encourage the placement of equipment in only one position. This allows an instructor to do a 2 - 14

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quick visible check that all equipment is where it should be. It is your job to make sure that a pattern of storage is adopted which will prevent equipment from being misplaced or damaged. You should ensure separate and safe storage for flammable materials. RULES OF CONDUCT To ensure a safe program you should have a set of published rules. These rules should tell students what they can do and where they can go around the site. Post maps showing the areas open for them are off limits. Access to areas where members boats are docked or stored is a frequent problem.. Students should understand that even though their parents own a boat and they normally have access to that area, that this is not the case as long as they are undergoing a period of instruction. The rules apply equally to all. Establish enforceable rules such as wearing shoes and PFD’s. Enforce all rules regularly so that desired behavior becomes second nature. This is particularly important because enforcing these policies can prevent accidents. Having and enforcing a policy is also important if someone is injured, because of the principle of "apportioned blame.” DISCIPLINE Discipline is an important concept which should be thoroughly understood. Though often thought of in the sense of punishment, it is used here in the sense of the predictable behavior which is necessary in any group activity. You the instructor must be disciplined so the students can predict what will be acceptable and what won't. The students have to be disciplined so you can concentrate on teaching the class and working with individuals who are having problems. Concentrate on important issues, don't nitpick! Keep it safe, keep it organized, and keep it fun. Allow the group to develop and grow, but keep them within bounds. Draw the line firmly at disruptive activity and jokes which endanger class and individual progress. Most cases of undisciplined behavior have a cause and it may not be you. Try to trace the cause of the problem by relating the incident to the events which led to it. Try to find something which triggered the behavior, such as a gradual buildup of unchecked incidents. Once you have figured out what may have caused the behavior you have to take positive steps to stop the undisciplined behavior before it develops into a major problem. Punishment is often the method used to induce predictable behavior. Punishment ,however, is not always effective. Punishment in a sporting activity, which is supposed to be fun, raises some difficult questions. The answer is you must be firm at the first sign of undisciplined behavior. Never present punishment as a threat, particularly when that punishment is not within your capability of inflicting. Idle threats are a very ineffective form of punishment. Early in the program be more strict than you would like to be. You can always relax your discipline, once you have a reputation of being strict but fun. Pride can be another difficult situation to deal with. When objectivity is lost, a disagreement becomes a matter of pride for both sides. If you feel that objectivity is being lost, focus on the issue at hand, restate your concern, make your decision, and close the discussion.

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Chapter 2 - Instructor Responsibilities and Duties Treat rudeness, vulgarity, and undisciplined behavior as offensive to you. Explain that continued inappropriate behavior will be brought to the attention of the host activity and in the case of a young offender to parents. Stress that the behavior is unacceptable, but the student is OK.. To avoid discipline problems, consider the following suggestions: • • • • • •

Develop knowledge of your students' needs. Define individual and group goals. Learn each student's name. Integrate fun activities into drills. Allow students to assist in developing their prograrn Recognize the age group you are working with and accept that children need to act like children within limits. • Try to avoid a scene in front of the class if a problem develops. • Recognize that peer pressure can either reduce discipline problems, or have the opposite effect • Be consistent in working with the students, develop fair polices, and eliminate favoritism • Develop a code of conduct and post it Some suggestions, which have proved to be effective and satisfactory in disciplining students are: • • • •

Meet and control discipline problems immediately. Exclude the student from participation in a popular upcoming activity. Require the student to help setup for the group activities. Require the student to write down what he or she did wrong and why it was wrong: antisocial, disruptive, rude, or thoughtless.

As a deterrent for first time offenders, take them aside after class and talk with them . Explore their interests and goals, and determine the reasons why the student was disruptive. SUPERVISING ASSISTANTS Assistants are program helpers who are not certified instructors . The important thing to realize is that they are there to help you do your job more efficiently. Some assistants will be able to help while on-the-water. Others may be able to assist only on land or in the classroom. If you have assistants assigned to you who haven’t been trained, you will have to show them what you want them to do. If your assistants are to run safety boats ensure they have completed the Safe Powerboat Handling Certification. NOTE: In some programs you may find yourself working alongside "instructors" who are under 18 years of age or who may not have attended a US SAILING Course. It is important that you thoroughly discuss the philosophy and approach of the US SAILING teaching method with them and other staff, so that continuity can be maintained. This is especially important when assistants are working with first-time students. PARENTAL INVOLVEMENT IN DISCIPLINE AND PUNISHMENT At this point, it should be stressed that the only time instructors and parents should meet is by appointment or at parent orientation or other organized events. 2 - 16

Chapter 2 - Instructor Responsibilities and Duties

It is necessary for the program organizers, Head instructors, and instructors to formulate a policy regarding the exact nature of parental involvement in the discipline and punishment process. This policy should follow the principle that the onshore and afloat environments are the instructors' "place of work.' CONCEPT: PARENT’S HAVE THE ULTIMATE RESPONSIBILITY FOR CONTROLLING THE ACTIONS OF THEIR CHILDREN.

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