Embedded Files
WINTER 2024 VERSION --- MUST COMPLETE BEFORE JAN 5
Module 08 Introduction
Module 08 Introduction
Please watch the following introduction video:
Building a Warm Class Environment
Building a Warm Class Environment
Instructors are ultimately responsible for the well-being of their students. It is essential that Instructors create a safe and respectful learning environment. Oakville Swim Academy participants, no matter their age, should feel:
Confident to be themselves;
Treated fairly without harassment;
Not afraid to take risks; and
Feel emotionally and physically safe.
These are standard class management expectations. Instructors can achieve these standards by Establishing Expectations.
Expectations are usually set at the beginning of the session and class. They can be about:
Safety;
Behaviour;
Instruction;
Expectations provide students with boundaries and a sense of order that is critical for the lesson. Listen below for an example of an Instructor setting expectations on the first day of class:
Trainning Systems: Expectations Example Expectations are critical for success at all levels, but the type, detail, and language used may differ based on the level. Take a look below:
Conflict Resolution
Conflict Resolution
Conflict will likely occur, even in the most supportive learning environments. Resolving a conflict between students is a skill that Oakville Swim Academy Instructors must be able to use. Like most situations, emphasis must be placed on prevention! It is much easier for a Swim Instructor to help swimmers' avoid conflict than help solve it. Clear expectations can help with this.
However, despite clear expectations, conflict can still arise, and when it does, please follow these steps:
1. Stop the behaviour immediately
Whether it is about who goes first during front crawl or a disagreement about a toy, it is important for the Instructor to step in and disengage the problem.
2. Identify the root of the problem/cause of the conflict
By using active listening, Instructors should listen to the student(s) involved and determine what the cause of the problem is. Instructors are encouraged to listen to all involved, which will decrease the likelihood of jumping to assumptions. Also, do not focus on the student, focus on the problem or behaviour.
3. Address the problem
If the problem is small (fight about a toy), address it at that moment, and discourage the behaviour in future classes. However, if the problem is serious, addressing it after class privately is another option as well.
4. Deck Supervisor Involvement
If the behaviour/conflict continues to arise, Instructors should get the attention of their Deck Supervisor, who can help with thinking of the next steps.
Bullying vs Harassment
Bullying vs Harassment
Before we get into bullying, it is important to highlight the difference between bullying and harassment because these two terms are regularly viewed as identical, but in fact, they are much different. Please take a look:
Bullying
Bullying
A safe learning environment is free from bullying, and Oakville Swim Academy has zero tolerance for such behaviour. However, for you to respond to bullying, you must have an understanding of what it is:
Preventing Bullying
Instructors can prevent bullying by creating and maintaining a safe and supportive learning environment. This can be done through the following tactics:
Setting the Tone
Instructors should model the behaviour they desire from their swimmers.
Drawing the line
Instructors should set clear expectations for behaviour from the beginning.
Look for Warning Signs
Instructors should pay attention to their class, and how they are interacting with one another.
Responding to Bullying
Instructors may be able to correct behaviour simply by reiterating the rules of the class. However, if the circumstances are more serious, Instructors should get the attention of the Deck Supervisor immediately.
Managing Challenging Behaviour
Managing Challenging Behaviour
Even with practice measures in place, challenging behaviour will occur from time to time. This could be a young swimmer crying during a lesson, or a swimmer who interrupts repeatedly or someone not paying attention.
When managing challenging behaviour, gradually increase the response to reflect the severity of the situation. There are two approaches that are used in managing challenging behaviour in swimming: Direct & Indirect. Take a moment and review:
In most cases, using an indirect approach may be all that is needed to fix the problem. However, if the behaviour continues or escalates after using several indirect strategies, select a more direct approach with the individual. However, here are five strategies for addressing challenging behaviour:
Managing Challenging Behaviour.pdfPage updated
Report abuse