Water Safety Instructor Recertification Workshop. Facilitator Guide for Instructor Trainers

Water Safety Instructor Recertification Workshop Facilitator Guide for Instructor Trainers April 2006 March 2008

Acknowledgements: The quality and success of the Canadian Red Cross Water Safety Program is due to the commitment and support of dedicated Water Safety personnel. The Canadian Red Cross would like to thank the following volunteers in Western Canada for their assistance in developing this Facilitator Guide: Anne Benn, Paula Elfstrom, Shelley Kwong, Debbie Mah, Dean Pelletier Sylvia Raketti, Debbie Schlick, Jari Weaver and Erin Wilson. The Canadian Red Cross also recognizes the Authorized Providers, Master Instructor Trainers, Instructor Trainers and Instructors who continue to provide feedback to Red Cross on all aspects of the Water Safety Program. Your input makes our program even stronger. Thank you!

Dear Water Safety Instructor Trainer (WSIT): Thank you for your interest in and support of the Red Cross Swimming & Water Safety Program. Please use this guide to assist you in facilitating Water Safety Instructor Recertification Workshops. The purpose of this guide is to ensure the content of Water Safety Instructor Recertification Workshops is consistent across Western Canada. What is different in this package from previous years is that you have options to choose from regarding the professional development content of the workshop. All Recertification Workshops have two mandatory modules: the Introduction and the Canadian Red Cross Update. The professional development modules (choose one module from option A and One module from option B) focus on: Option A: 1. Customer Service; or 2. Mentoring / Coaching Option B: 3. Multi-Level Teaching; or, 4. Red Cross Swim Preschool Program In this Recertification Workshop Facilitator Guide, you will find: 1. Recertification Workshop Information 2. Welcome and Introductions (20 minutes) 3. Red Cross Swimming & Water Safety Update (20 minutes) 4. Professional Development sessions: Customer Service (90 minutes, all classroom activities) Mentoring & Coaching (90 minutes, all classroom activities) Multi-level Teaching (40 minutes classroom, 50 minutes pool) Red Cross Swim Preschool Program (30 minutes classroom 60 minutes pool) 5. Wrap up (10 minutes) 6. Recertification Debrief Form for WSIT You know the importance of highly trained and enthusiastic Water Safety Instructors. Red Cross values your commitment to, and support of, the Red Cross Instructor Development Program. Thank you for agreeing to facilitate this recertification workshop. Canadian Red Cross Page 0

Recertification Workshop Checklist Before the Workshop: q q q q q q Select the two professional development sessions that you will facilitate Determine classroom and pool requirements Confirm audio visual equipment arrangements Download additional support tools templates from www.redcross.ca\rcswimtemp and create the resources Ensure the facility has registered the workshop through the Red Cross Contact Centre Ensure the facility has ordered sufficient workshop materials (participant packages) from the Red Cross Contact Centre (1-888-307-7997) Workshop Materials: q This guide q Resource templates for sessions q Bathing suit and towel q Flip chart paper or whiteboard, and pens After the Workshop: q Ensure course roster(s) are completed q Collect Feedback Forms q Complete Workshop Debriefing Form Please forward the materials listed above to the Red Cross Contact Centre within two weeks of the workshop. Our mailing address is: Canadian Red Cross 100-1305 11 Ave SW Calgary AB T3C 3P6 Material can also be faxed to: 1-800-811-8877 Once Red Cross receives the roster from the WSI Recertification Workshop, Water Safety Instructor Recertification Cards will be issued within two weeks to successful participants. Canadian Red Cross Page 1

Commonly Asked Questions and Answers 1. What if an Instructor has moved in the past two years? Remind Instructors who have moved to provide an updated address to the Red Cross Contact Centre. If the address in our database doesn t match the roster address for a WSI, the WSI s birthdate on the roster is used for verification and their roster information is entered into the database. 2. What if an Instructor has registered for the Recertification Workshop and their certification expired more than two years ago? Red Cross has a two-year grace period that allows Water Safety Instructors whose certification has expired to recertify by taking the Recertification Workshop. Instructors whose certification expired more than two years ago must retake a Red Cross WSI course (they cannot attend a Recertification Workshop in order to regain current certification). 3. What if Instructors cannot provide a copy of their Water Safety Instructor Certification card? Note on the roster that the WSI did not provide proof of the WSI certification card. Do not issue a temporary recertification card. Ask the Instructor to call the Red Cross Contact Centre to confirm their certification status. If the Contact Centre cannot confirm the pre-requisite, the Instructor should provide a copy of their certification card (if available), the date and location where they took their WSI course and the name(s) of the Instructor Trainers who delivered the course. A search will be done for the original course roster. 4. What if an Instructor behaves inappropriately, arrives late, forgets their Instructor manual, fails to participate, or displays a lack of understanding about basic course material? Instructor Trainers can ask Instructors who behave inappropriately or display a lack of interest or professionalism to leave the workshop. Instructors who display a lack of understanding about basic course material should not be issued a certification card and should be directed to follow-up with the local Red Cross Program Representative. Document the behaviour for any of the above examples, discuss it with the Instructor and submit the documentation with the course roster. While the Instructor may register in a subsequent Recertification Workshop, registration fees may not be transferred to the second workshop. 5. What if I am asked questions I cannot answer? Encourage the Instructor to contact Red Cross with those questions, either through a local Program Representative, through the Western Canada Contact Centre at 1-888- 307-7997 or wz-contactcentre@redcross.ca. Canadian Red Cross Page 2

Recertification Workshop Outline The suggested minimum time to complete the Recertification Workshop is four hours. Depending on the WSIs needs, you may want to add time to focus on particular skills or issues. Each session is outlined in detail below. Please ensure you have reviewed the sessions prior to delivery and created all support resources required by the session. Session Objective: Introductions and icebreaker Instructor Trainer Notes 1. Welcome and Introduction Suggested time: 20 minutes (Dry) Verify WSI s pre-requisites for the Recertification Workshop - see the WSIs certification card and ensure that the expiry date is no more than two years. If it expired more than two years ago, the WSI is required to complete the WSI course to regain a WSI certification Complete course roster. Remind WSIs to print clearly and completely to ensure accurate processing of their Instructor card Review the Instructor Recertification Philosophy and Objectives Review workshop outline. Philosophy and Objectives Included in WSI Recert Participant Guide The Canadian Red Cross trains and supports leaders to deliver Water Safety programs in communities across Canada. A critical component of instructor development is the on-going preparation, training and mentoring of Water Safety Instructors. The goal of Red Cross is that our Recertification Workshops build the strength, integrity and quality of the Canadian Red Cross Swimming & Water Safety Program. Workshop Objectives: Provide Water Safety Instructors with an opportunity to discuss concerns, resolve issues, share ideas and network Provide Instructors with updates from Red Cross Provide professional development sessions to enhance the WSIs instructional skills. Canadian Red Cross Page 3

Successful completion involves attending and participating in 100% of the workshop. 2. Red Cross Swimming & Water Safety Updates Suggested time: 20 minutes (Dry) Session Objective: To provide WSIs with an update of Red Cross activities. Instructor Trainer Notes Review the following updates with WSIs. Administrative Update Included in WSI Recert Participant Guide Upon completion of the WSI Recertification Workshop, the Instructor Trainer will provide a temporary certification card, valid for two months. The Red Cross Contact Centre will issue permanent recertification cards two to three weeks after the appropriate documentation is received from the Water Safety Instructor Trainer(s). Recertification cards are valid for two years and expire on the last day of the month in which the recertification workshop was completed Replacement Water Safety Instructor certification cards are available at a cost of $15.00. To replace cards, call the Red Cross Contact Centre General information on the Red Cross Water Safety Program and updates regarding changes are available through: o o Contact Centre: Water Safety Instructors can access the Contact Centre toll free by calling 1-888-307-7997. Contact Centre staff answers questions, take orders, provide general support and assist Water Safety Instructors in accessing specialized expertise and/or local support Authorized Providers: The monthly InfoFax newsletter provides up-to-date information about the Red Cross and its programs Please inform the Contact Centre if you change your name or address; the Contact Centre mailing address is: 100-1305 11 Avenue SW, Calgary AB, T3C 3P6 It is the responsibility of each Water Safety Instructor to check the expiry date of their certification card. A current certification is required to teach Red Cross Swimming & Water Safety programs. Canadian Red Cross Page 4

Program Updates For the most current information about the Canadian Red Cross, please visit our website at www.redcross.ca. Partnership with Swim Canada Included in WSI Recert Participant Guide In March 2006, the Canadian Red Cross entered into an exciting new partnership with Swimming Canada. Swimming/Natation Canada serves as the national governing body of competitive swimming. Swimming/Natation Canada represents over 50,000 competitive swimmers registered in more than 350 clubs across the country. In addition, another 75,000 people participate in other competitive SNC-designed activities and programs. Swimming/Natation Canada and Canadian Red Cross are partnering to promote swimming and prevention of water related incidents in Canada in addition to public policy and advocacy. Swimming/Natation Canada representatives will become spokespeople in the promotion of our water safety messages and of the value of Red Cross Swim programs. Red Cross Water Safety Instructors will be encouraged to bring forward to local swim clubs, any swimmers who show potential as a future competitive swimmer. Several activities are planned in the near future to support this partnership and Water Safety Instructors can check www.redcross.ca for information about these activities. For more information on Swimming/Natation Canada, visit their website at www.swimming.ca. Red Cross Swim@School Included in WSI Recert Participant Guide Red Cross Swim@School is a participation program designed to provide swimming and water safety skills appropriate for school lessons (shorter lesson set, greater diversity in skill levels of swimmers). The program focus is on: Stroke development; Active participation; Development of safety skills and fitness. Red Cross Swim@School is designed to be used in conjunction with an at-school module called Brain Games, which can be delivered by school teachers. Red Cross Swim@School is not designed as a replacement program for Red Cross Swim Kids programs, other than for the school audience. A current WSI certification is required to teach the Red Cross Swim@School program. Program resources include worksheets with skill and stroke development criteria, as well as an Instructor Orientation Guide to prepare the WSI. Canadian Red Cross Page 5

AquaSquirts Program Included in WSI Recert Participant Guide AquaSquirts and AquaSquirts Too consists of ten lesson plans that can be scheduled into 30, 45, or 60 minute blocks. It s recommended that swimmers are 7-11 years of age and have completed Red Cross Swim Kids 3. It is important that swimmers are comfortable in water that is chest deep and are able to float on their front and back. Now Available - AquaSquirts for Little Squirts: Adapting AquaSquirts for Younger or Less Skilled Swimmers This new booklet, designed to be used with the AquaSquirts Instructor Guide, provides tips and suggestions lesson by lesson on how to adapt the AquaSquirts program for younger (ages 3-6) or less experienced swimmers through the use of flotation devices and new or modified activities. Children who are still learning the basic skills that are normally required for AquaSquirts (ability to swim 2m, ability to glide or float on front and back and a level of comfort in chest-deep water) can still enjoy this fun-filled program. In fact, since the program s development in 2000, many AquaSquirts Instructors have been successfully modifying the program to make it suitable for younger swimmers, less-skilled swimmers, and swimmers with a variety of abilities. To download a PDF copy of this new resource designed for AquaSquirts Instructors, please visit our website at www.aquasquirts.ca. For more information, contact us at info@aquasquirts.ca. Who can teach AquaSquirts? Synchro Canada Certified Synchro Instructor. Red Cross Water Safety Instructors who have completed the AquaSquirts Training Workshop (2 2½ hours). An AquaSquirts Instructor s Guide is the required material for each candidate participating in the workshop (available for order through the Contact Centre) and provides learning objectives, content, practice activities and teaching tips for each lesson. Once completed, Red Cross will issue an AquaSquirts certification card. This card will remain valid as long as the Instructor has a current Water Safety Instructor certification and does not require additional recertification actions or fees. Canadian Red Cross Page 6

BoatSmart Canada Included in WSI Recert Participant Guide BoatSmart campaigns are based upon drowning statistics and focus on messages such as getting boaters to wear lifejackets. TV, radio and print public service announcements to support the campaign are produced yearly and supplied to broadcasters in early June each year. The BoatSmart website contains a resource kit with lesson plans for Water Safety Instructors to teach boating safety and proper use of lifejackets. Boating Safety Resources While on the site, explore the other fabulous resources to be found here. If you select Boating Safety Resources, you can download Lifejackets: the best one is the one you ll wear book of lesson plans. This is a book of lesson plans developed for WSIs to use in teaching the current information about PFDs and lifejackets Other resource topics on this site include Alcohol and Boating, PFDs and Hypothermia, Ice Safety and a BoatSmart Quiz for children. For more information, visit our boating safety website at www.boatsmartcanada.com (English) or www.laviesurleau.com (French). Want more teaching ideas and activities? Look in the WSI Manual. Chapter Eight, the strategy resource is an exciting teaching resource designed for your reference. It s full of useful teaching ideas, strategies, common errors, and correctives for all skills and levels. Canadian Red Cross Page 7

Session Objectives: 3. Professional Development Modules: Choose two of the four modules for Recertification Workshops Customer Service To identify the types of customers in an aquatic environment To problem solve specific customer service issues in a professional manner To provide the opportunity to role play customer service scenarios To prepare a personal SMART goal statement relating to customer service. Time Frame: 90 minutes (no pool session) Resources: S.M.A.R.T. goal transparency / poster Listening Skills transparency or poster Equipment: Flip chart paper, stand and markers, or White board and markers, overhead projector (if using transparency). Suggested activities: 1) Have WSIs identify (brainstorm) contact points in daily work environment that require customer service skills (with external customers) and list on a flip chart. Have WSIs identify ways and methods of providing excellent customer service for the list generated. (20 minutes) 2) Review the S.M.A.R.T. goal statement (display as overhead- included in WSI Recert Participant Guide). Have WSIs work on personal S.M.A.R.T. goal statements (Strategic, Measurable, Attainable, Realistic, Time) that will assist them when dealing with customer service situations. Have WSIs come up with one personal goal statement each. (15 minutes) 3) In partners, have WSIs role play the following case studies -included in WSI Recert Participant Guide (or generate a list with the group) and have the WSIs identify how to use the S.M.A.R.T goal as the basis for effective customer service strategies in these scenarios. Discuss and summarize the key steps on a flip chart and ask for feedback if there are any other ways to change the outcome. (30 minutes) Parent to Programmer: A parent complains to the programmer that the comments on the progress card do not identify what specific skills require further development. (Facilitator: The discussion may revolve around the time it takes the programmer to review the comments, speak with frustrated parent, track down the WSI, get the explanation, and report back to the parent). Canadian Red Cross Page 8

Instructor to Parent: A swimmer does not understand instructions during class and/or displays behaviour that is interpreted as disruptive. The swimmer complains to his parent that instructor does not like him. The parent approaches you negatively about singling out his/her child. Instructor to Instructor: You have pool space challenges as there are five classes in the pool at one time (Red Cross Swim Preschool Starfish; Red Cross Swim Preschool Crocodile; Red Cross Swim Kids 1; Red Cross Swim Kids 3; Red Cross Swim Kids 7). Each class is using a portion of the shallow end for various activities. The instructors have not pre-arranged the sharing of pool space and now you are in a situation where your Red Cross Swim Kids 1 class is at risk in deeper water. (Use the layout of the aquatic facility that you are at for this recert.) Instructor to Front Desk Staff: You have registration issues it s the first day of class and upon taking attendance, you discover three additional children in your class that had registered a week ago who are not on the class list. Instructor to Instructor: A swimmer was completed for stroke criteria in the lesson set that just ended by another instructor; however, the swimmer is not able to demonstrate the stroke to meet evaluation criteria now. The other instructor does not understand why the missing stroke criteria are important for stroke development. Parent to Instructor - on the first day of lessons, the parent shows you the AquaQuest progress card with performance criteria checked off and compares these skills to the Red Cross Swim Program. The parent is concerned about the accuracy of having demoted the child by having to register in a level below in the Red Cross Swim Kids program. The parent wants to know which performance criterion still applies for the skills and stroke, and if the child is in the correct level. 4) Create cue cards that contain three items of knowledge (one per WSI in the recert) that the WSIs have to collect from their partner through conversation. The WSIs cannot ask direct questions to get the information. The focus on this task is to encourage active listening. Examples of information: middle name; name of high school that you attended in grade eight; name of your WSIT for your WSI course; first pet; favourite Red Cross Swim Kid level to teach; favourite nursery rhyme; favourite skill to teach; favourite teaching activity/game;least favourite artist, etc. Have the WSIs identify why information seeking is important and how to actively participate in interactions with staff/customers to ensure information is accurate. After the discussion, review the Listening Skills information and have the WSIs relate these skills to effective customer service. (20 minutes) 5) Identify the resources available to WSIs/APs for educating parents (performance criteria on the back of the worksheets, Conversion Charts, Red Cross Swim Preschool, and Red Cross Swim Kids newsletters on AP Website). (5 minutes) Canadian Red Cross Page 9

S.M.A.R.T. GOALS GOAL: AN AIM OR AN END IN MIND. YOU GET WHAT YOU FOCUS ON SO FOCUS ON WHAT YOU WANT! WRITING GOALS: SAY IT THE WAY YOU WANT IT! S SPECIFIC SIMPLE M MEASURABLE MEANINGFUL TO YOU A AS IF NOW ACHIEVABLE ALL AREAS OF YOUR LIFE R REALISTIC RESPONSIBLE T TIMED TOWARD WHAT YOU WANT Canadian Red Cross Page 10

Listening Skills Included in WSI Recert Participant Guide Before people can learn, they must listen - and people can learn to listen better. Help your Instructor candidates develop their listening skills. Following are 20 steps* for becoming a better listener: 1. Want to listen. Almost all problems in listening can be overcome by having the right attitudes. Remember, there is no such thing as disinteresting people - only disinterested listeners. 2. Act like a good listener. Be alert, sit straight, lean forward if appropriate, and let your face radiate interest. 3. Listen to understand. Do not listen for the sake of listening; listen to gain a real understanding of what is being said. 4. React. The only time a person likes to be interrupted is when applauded. Be generous with your applause. Make the person feel important. Applaud with nods, smiles, comments and encouragement. 5. Stop talking. You can t listen when you are talking. 6. Empathize with the other person. Try to put yourself in the speaker s place so that you can see what he or she is trying to get at. 7. Ask questions. When you don t understand, when you need further clarification, when you want to show you are listening - but don t ask questions that will embarrass or show up the person. 8. Concentrate on what the person is saying. Actively focus your attention on the person s words, ideas and feelings related to the subject. 9. Look at the other person. A person s face, mouth and hands will all help communicate with you and help you concentrate too. This makes the person feel that you are listening. 10. Smile appropriately. But don t overdo it. 11. Leave your emotions behind (if you can). Try to push your worries, your fears and your problems away. They may prevent you from listening well. 12. Get rid of distractions. Put down any papers, pencils and so forth that you have in your hands; they may distract your attention. Canadian Red Cross Page 11

13. Get the main points (the big story). Concentrate on the main ideas and know the illustrative material; for example, stories and statistics are important, but usually are not the main points. Examine them only to see if they prove, support or define the main ideas. 14. Share responsibility for communication. Only part of the responsibility rests with the speaker; you, as the listener, have an important part. Try to understand and if you don t, ask for clarification. 15. React to ideas, not to the person. Don t allow your reactions to the person to influence your interpretation of what is being said. The ideas may be good even if you don t like the person. 16. Don t argue mentally. When you are trying to understand the other person, it is a handicap to argue mentally when the other is speaking. This sets up a barrier between you and the speaker. 17. Use the difference in rate. You can listen faster than the person can talk, so use this rate difference to your advantage by trying to stay on track and think back over what has been said. The difference is this: speech is about 100 to 150 words per minute, and thinking is about 500. 18. Don t antagonize the speaker. You may cause the other person to conceal ideas, emotions, and attitudes by being antagonizing in any number of ways, such as arguing, criticizing, taking notes, not taking notes, asking questions, or not asking questions. Try to judge and be aware of the effect you are having on the other person. 19. Avoid hasty judgments. Wait until the facts are in before making any judgments. 20. Listening is fun. Develop this attitude. Make a game of seeing how well you can listen. *Adapted from McCarthy B: The 4Mat System, Barrington, Ill, 1981, Excel Inc. Red Cross First Aid Instructor Trainer Manual page 17, 18 Canadian Red Cross Page 12

Session Objectives: Coaching and Mentoring the AWSI & WSI Candidate Identify the AWSI/WSI teaching experience expectations and evaluation criteria specific to assignments and the role of Supervising WSI; To develop your own personal constructive feedback skills strengths vs. areas of improvement; Identify strategies for mentoring and coaching the AWSI and WSI candidates. Time Frame: 90 minutes (no pool session) Equipment: Flip chart paper, stand and markers, or White board and markers Overhead projector and screen, if required Tape to attach paper strips to flip chart paper Suggested activities: 1) Roles for Teaching Experience (10 minutes): Divide the WSIs into four equal teams. Each team is given the roles and responsibilities of one of the following groups to review: Facility Staff Representative and Helpful Tips to Mentor your AWSI/WSI Candidate (Team A), WSIT (Team B), Supervising WSI (Team C) or the AWSI/WSI Candidates (Team D); Reference: Appendix E pages A.10 - A.12 (AWSI Manual); Appendix F2 pages A2.9 A2.10 (WSI Manual) At the end of the review stage, each team is assigned a letter (all WSIs on Team A are now A ) Using the Jigsaw method, realign the teams so that every team now has at least one member from the previous teams (now four teams made of A, B, C, and D members). TEACHING EXPERIENCE ROLES AND RESPONSIBILITIES Included in WSI Recert Participant Guide AWSI Manual, Appendix E and WSI Manual Appendix F2 The AWSI/WSI responsibilities include: Working with your Instructor Trainer/Authorized Provider to set up your teaching experience Arranging and attending a facility/site orientation prior to your first teaching experience Canadian Red Cross Page 13

Bringing the Teaching Experience forms to the lesson Preparing an activity plan (AWSI) or lesson plan (WSI) for the topics being taught one week prior and review with the supervising WSI Being punctual and prepared (with clip board, paper and pencil) and ready to go into the water Being present for the entire class that you are scheduled for and notifying the facility/lesson provider if a lesson has to be missed Keeping attendance and evaluation records throughout the lesson for each level taught and comparing the evaluation with the Supervising WSI throughout the lesson (WSI) Assisting with the evaluation and feedback of swimmers. Safety, safety, safety - keeping a constant watch on all swimmers throughout the lesson (WSI) Acting in a professional manner. Being a positive role model to the swimmers and behaving in a manner appropriate to an aquatic environment Accepting feedback from the Supervising WSI with a positive attitude and a willingness to work on improvements Completing the Teaching Experience and returning the forms to the original Instructor Trainer(s) immediately following the original WSI course. If unable to complete due to illness, injury, or a personal matter (does not include being busy), contacting the original Instructor Trainer(s) and discussing other options Discussing (with the original Instructor Trainer[s]) any problems which occur during the Teaching Experience that cannot be resolved with the Supervising Instructor. SUPERVISING WATER SAFETY INSTRUCTOR To be a Supervising Water Safety Instructor (WSI), it s recommended that you have at least two years experience teaching the Red Cross Water Safety Program before accepting the responsibility of mentoring and evaluating an Assistant Water Safety Instructor candidate or a Water Safety Instructor candidate. Your responsibilities include: Ensuring the AWSI/WSI candidate is informed in advance of the lesson expectations regarding preparation, time commitments, and roles and responsibilities of the supervising WSI and the AWSI/WSI candidates Ensuring the AWSI/WSI candidate has access to lesson plans and worksheets to support the development of the sessions he/she will teach Reviewing the lesson plans ahead of time and providing assistance where necessary Canadian Red Cross Page 14

Assisting the AWSI/WSI candidate with any planning difficulties he or she is encountering Being present throughout the entire lesson. The Supervising WSI is responsible for Safety Supervision of the class at all times. It s the Supervising Instructor s responsibility to ensure that the full content of the lesson is covered and that it s presented accurately Providing continuous feedback to assist in the development of the AWSI/WSI candidate s skills (both verbal and written). Remember, they are not Instructors Assisting in the evaluation process of the AWSI/WSI candidate by providing fair and accurate feedback to the AWSI/WSI candidate as soon as possible. Remember, you are responsible for the safety and evaluation of your class! Ensuring AWSI/WSI candidates have been given specific assignments based on level and lesson. It s the responsibility of the AWSI/WSI candidates to inform you (the Supervising WSI) what they are teaching one week prior to presenting the assignment Prior to the lesson, providing feedback to the candidate on the lesson plan (which coincides with the assignment). AWSI/WSI candidates should assist and take initiative as if they are already on the job! If you have a weak AWSI/WSI candidate, contact the Instructor Trainer as soon as possible. Should you have any comments or feedback on their progress, please pass them to their Instructor Trainer. WATER SAFETY INSTRUCTOR TRAINER Your responsibilities include: Where possible, assisting with organizing the AWSI/ WSI Teaching Experience hours Reviewing the Teaching Experience evaluation forms and assignments with the AWSI/WSI candidate and determining the final outcome of the AWSI/WSI candidate s Teaching Experience Notifying the Red Cross of the final outcome of the AWSI/WSI candidate s Teaching Experience within one week of receiving the completed Teaching Experience Assignment documentation. NOTE: The Instructor Trainer from the original course is responsible for recommending the final outcome of the AWSI/ WSI candidate s certification. Canadian Red Cross Page 15

FACILITY STAFF REPRESENTATIVE Your responsibilities include: Planning an orientation session for the AWSI/WSI candidate before they start their Teaching Experience, covering such things as: o o o o dress code punctuality professionalism emergency procedures. Helpful Tips to Mentor your AWSI/WSI Candidate: Ensure your actions are in accordance with the Red Cross Code of Conduct and actively encourage the candidate to do the same Be approachable, open, honest, and tactful Serve as a role model for initiative and innovation Promote strategies to assist the AWSI/WSI candidate to improve and achieve excellence Act as a resource for information Actively listen and ask questions to ensure mutual understanding Provide immediate feedback to clarify and validate any teaching concerns Provide specific feedback to develop the AWSI/WSI candidates knowledge and understanding Inspire the AWSI/WSI candidate to be self-confident and credible Encourage the AWSI/WSI candidate to adopt a self-critique and appraisal approach Assist with the AWSI/WSI candidates planning review their activity plan before they teach Make time to share information, knowledge, and experience with the AWSI/WSI candidate Create an environment that supports sharing of ideas. 1) Who am I? (15 minutes) Preparation: Make four copies of Mentoring Roles template (on www.redcross.ca/rcswimtemp). This is information from: Canadian Red Cross Page 16

o AWSI Manual Appendix E pages A.10 - A.12; and o WSI Manual Appendix F2 pages A2.9 A2.10. Each copy needs to be on a different colour of paper. Cut the bullet points of responsibilities for each of the Facility Staff Representative and Helpful Tips to Mentor your AWSI/WSI Candidate, WSIT, Supervising WSI and the AWSI/WSI Candidates into strips and place into envelopes (one colour per envelope). o On the board or on a flipchart, write the following headings: Facility Staff Representative and Helpful Tips to Mentor your AWSI/WSI Candidate, WSIT, Supervising WSI and AWSI/WSI Candidates. Give each team one envelope of coloured strips and a roll of tape o If the room permits, have the teams use a relay format to identify the roles of each group by having to select the bulleted responsibility or tip from the envelope, agree which heading it belongs under, race across the room and tape it in the appropriate spot and then race back to the team. The next bulleted responsibility or tip can only be drawn and reviewed when the team member returns o As a group, review the final responses and discuss questions or issues with the information. 3) Review the teaching assignments of the AWSI and the WSI candidates (35 minutes) Review AWSI & WSI Teaching Experience Assignments Summary (AWSI page A.11 & Manual WSI Manual page A2.8) AWSI Manual Appendix E Included in WSI Recert Participant Guide AWSI TEACHING EXPERIENCE ASSIGNMENT SUMMARY Assignments Subjects Time Specifics Allotted Assignment 1: Site Safety and Emergency Response 1 hour Observation; any level in the Red Cross Swim Preschool or Red Cross Swim Kids Assignment 2: Class profile / screening assignment 1 hour Assist a Supervising WSI; assignment completed by AWSI candidate and signed Assignment 3: Attendance and safety supervision Assignment 4: Teaching Principles Assignment Assignment 5: Teach a Game with an Aim by the WSI 1 hour Assist a Supervising WSI; assignment completed by AWSI candidate and signed by the WSI 1 hour Assist a Supervising WSI; assignment completed by AWSI candidate and signed by the WSI 1 hour Assist a supervising WSI; plan and teach a game with an aim during one lesson; assignment completed by AWSI candidate and signed by the WSI; WSI evaluates plan and performance of AWSI Canadian Red Cross Page 17

Assignment 6: Teach a Skills and Water Safety component (Direct or Discovery Teaching Method) Assignment 7: Teach a Fitness component (Direct or Discovery Teaching Method use method not used in assignment 6) Assignment 8: Teach a Stroke component 1 hour Assist a supervising WSI; plan and teach a skill and water safety component during one lesson; assignment completed by AWSI candidate and signed by the WSI; WSI evaluates plan and performance of AWSI 1 hour Assist a supervising WSI; plan and teach a fitness activity item during one lesson; assignment completed by AWSI candidate and signed by the WSI; WSI evaluates plan and performance of AWSI 1 hour Assist a supervising WSI; plan and teach a stroke component during one lesson; assignment completed by AWSI candidate and signed by the WSI; WSI evaluates plan and performance of AWSI WSI Manual Appendix E2 Included in WSI Recert Participant Guide WSI TEACHING EXPERIENCE ASSIGNMENT SUMMARY The specific item the candidates will be teaching is dependent on the level they are assisting with (Red Cross Swim Preschool = RCSP; Red Cross Swim Kids = RCSK). Assignment 1: Teach a skills and water safety component RCSP 1 3 Assignment 2: Teach a developing swimmer/stroke component RCSP 1 3 Assignment 3: Teach a fitness activity RCSP 1 3 Assignment 4: Teach a skills and water safety component RCSP 4 7 Assignment 5: Teach a developing swimmer / stroke component RCSP 4 7 Assignment 6: Teach a fitness activity RCSP 4 7 Assignment 7: Teach a skills and water safety component RCSK 1 5 Assignment 8: Teach a developing swimmer / stroke component RCSK 1 5 Assignment 9: Teach a fitness activity RCSK 1 5 Assignment 10: Teach a skills and water safety component RCSK 6 10 Assignment 11: Teach a developing swimmer / stroke component RCSK 6 10 Assignment 12: Teach a fitness activity RCSK 6 10 Assignment 13: Plan and teach 1 entire class RCSP 1 3 Assignment 14: Plan and teach 1 entire class RCSP 4 7 Assignment 15: Plan and teach 1 entire class RCSK 1 5 Assignment 16: Plan and teach 1 entire class RCSK 6 10 Assignment 17: Assist WSI with an AquaAdult class Canadian Red Cross Page 18

Included in WSI Recert Participant Guide Teaching Experience Levels RCS Preschool 1 3 RCS Preschool 4 7 # of hours for each level Recommendations RCS Kids 1 5 RCS Kids 6 10 AquaAdults 2 hours 2 hours 3 hours 4 hours 1 hour 4 lessons in a row with same group 4 lessons in a row with same group 4 to 6 lessons in a row with same group 4 to 6 lessons in a row with same group 1 class Assignments Assignments 1 2 3 13 Assignments 4 5 6 14 Assignments 7 8 9 15 Assignments 10-11-12-16 Assignment 17 NOTE: It is recommended that teaching Assignments 13 16 should be completed towards the end of your Teaching Experience. To gain the most knowledge and experience, it is recommended that the WSI candidate be paired with at least 2 and a max of 3 different Supervising WSIs Review WSI -TE Assignment #5 key points: o Each assignment has a specific purpose and task o The WSI candidate answers questions 1-4 o The Supervising WSI s responsibilities include reviewing the candidate s plan in advance, providing feedback, and signing the assignment sheet. WATER SAFETY INSTRUCTOR TEACHING EXPERIENCE ASSIGNMENT # 5 Included in WSI Recert Participant Guide Purpose: To demonstrate the ability to plan and use safe formations and effective drills and progressions for this age group. Task: To lead a developing swimmer/stroke item using at least two different formations and three different drills/progression steps. A lesson plan is required to be reviewed and signed by the Supervising Water Safety Instructor or Instructor Trainer prior to lessons and submitted with assignment. Level: Red Cross Swim Preschool 4 5 6 7 Developing Swimmer/Stroke Item: 1. Circle the activities on your lesson plan that went as planned today. 2. What did you do to ensure these activities were effective? 3. What activities or teaching strategies would you change and why? 4. Identify one way to change the activity to make it more effective. Candidate Signature Date Supervising WSI Signature Date Instructor Trainer Signature Date Canadian Red Cross Page 19

Divide into small groups; provide each group with three scenarios (see potential scenario list) and have the WSI s what actions they can take as the supervising WSI to assist the candidate Upon completion of the scenario work, each group identifies one strategy to: o Set the tone between themse Canadian Red Cross Page 20

he gives up. The mentor then concentrates and raises the X-WING to the apprentice s amazement and exclamation, I don t believe it! to which the mentor replies That is why you fail ; THE FORCE IS OUR BELIEF IN OURSELVES MANY TIMES IT TAKES SOMEONE ELSE TO GET US TO REALIZE AND NURTURE THAT BELIEF. Have the group think of someone (a coach, teacher, neighbour, etc., i.e. the math teacher who made you love math, the neighbour who s community service inspired you to get involved, the coach who s practice you d never miss); Ask the group What was it about that person that made you feel that way? What were their qualities? Have the group write them down on a piece of paper; Then ask each one to read their list and you write the characteristics on the flipchart or chalkboard in a column. As you are writing, many of the characteristics will come up time and again! Draw this to their attention! Then ask them, How many of you were thinking of the same person? Not all of them, of course. Point out that we all seem to value, and are motivated by, these same characteristics. You can even ask them to identify which ones are personality traits and which are learned characteristics. In discussion, have the WSIs identify how the needs of our WSI candidate will be met by these characteristics. Divide into partners use the Mentoring skills handout in the WSI Recertification Participant Guide. Have the partners discuss action words to describe the word mentoring and coaching. Facilitate a brainstorm sessions, discussing the action words to describe mentoring and coaching skills. Write these on a flipchart listed Mentoring /Coaching down the left side, and an action word for each letter. (25 minutes) Canadian Red Cross Page 21

For example: M - E - Encouragement N - T - O - R - I Instruction, Inspiration N - G Goal Setting C Create Trust, Corrective Feedback O - A Active Listening C - H - I - Inspiration N - G - Some of the following key points and words could be reinforced throughout this exercise: Helpful tips to mentoring your AWSI / WSI candidates: Included in WSI Recert Participant Guide o Be approachable, open and honest and tactful; o Promote attempting to improve and achieve excellence; o Act as a resource for information; o Actively listen and ask questions to ensure mutual understanding; o Provide immediate and specific feedback to clarify and validate any teaching concerns; o Inspire the candidate to be self-confident and credible; o Encourage the candidate to adopt a self-critique and appraisal approach; o Make time to share information, knowledge, and experience with the candidate; o Create an environment that supports sharing of ideas. Mentoring Skills Chart is included in WSI Recert Participant Guide Canadian Red Cross Page 22

Mentoring Skills Have the partners discuss action words to describe the word mentoring and coaching. Write these on the below chart: M - C E O - N - A T - C - O - H - R - I I N - N - G - G Canadian Red Cross Page 23

Multi-level teaching Session Objectives: Create a long term plan and a daily lesson plan with a combined Red Cross Swim Kids or Red Cross Swim Preschool levels e.g. 5-6 or Duck Sea Turtle Teach an activity with swimmers working on different items and teach an activity with swimmers working on one skill at various ability levels focus on class management, safety supervision and evaluation-feedback (wet) Share teaching tips and experiences of multi-level teaching (dry or wet). Time Frame: 90 minutes (40 minutes classroom, 50 minutes pool) Resources: Red Cross Swim Kids and Red Cross Swim Preschool Worksheets Word Scramble Equipment: Flip chart paper, stand and markers, 1) Sharing experiences of multi-level classes advantages and disadvantages and/or difficulties. Create two flip charts (one for Red Cross Swim Kids and one for Red Cross Swim Preschool. Split each flip chart in two one column for the advantages and one column for the challenges, and title the flip chart with Red Cross Swim Kids 3 and 4 (or choose from the list below); repeat the same with a flip chart titled Red Cross Preschool Duck and SeaTurtle (Red Cross Swim Kids 7-8; 9-10; and 5-6 and Red Cross Swim Preschool the first three levels can be combined). Red Cross Swim Kids 7-8 Advantages Difficulties Questions to ask to assist in generating discussions: Included in WSI Recert Participant Guide o Is there a safety risk for the swimmers or the WSI? o Are WSIs able to plan and organize multi-level classes while maintaining the individualized approach to instructing? Canadian Red Cross Page 24

o Is the number of swimmers manageable and within allowable limits -- Red Cross recommendation/provincial regulations? o What would be the age and mental and physical ability range of the swimmers in the combined class? o Is the range in the skill level achievable? o Other site specifics considerations? o What about combining swimmers with preschool lesson background with swimmers with little or no prior swimming lessons? o What about combining three levels? Divide the WSIs into small groups and have them generate solutions for the difficulties identified on the flip chart (divide the difficulties equally amongst the groups so each group works on a different solutions). Each group shares their solutions with the others encourage the solutions to be quick and achievable actions. (20 minutes) 2) Long Term Lesson Planning - in groups of three have the WSIs identify what they need to consider (skills, stroke development, time considerations etc.) when creating a long term lesson outline for a combined lesson set of two Red Cross Swim Kids levels (assign each group a different combination) and then create a lesson plan to teach two skills from the two different levels in the following water session for their assigned levels. (20 minutes) Note: Make sure that all groups are doing common item activities and noncommon item activities in their daily lesson plan. Key points for planning: Included in WSI Recert Participant Guide Pool Sessions o Include every stroke and skill a minimum of three times o Introduce all strokes and skills by the 4 th or 5 th lesson o Build ability through progressions o Ensure you have the fitness activity- personal best in the second and second to last lesson. 3) Teaching idea sharing: each small group teaches one activity that the two levels have in common and one activity that the two levels do not have in common to the larger group. Wrap-up the activity with a group discussion on how elements such as wet and active, safety supervision, class management, evaluation, and performance criteria for the level were taken into account in the planning. (30 minutes) Canadian Red Cross Page 25

4) Word Scramble: (Amazing race! Scavenger Hunt Method) write the list of words below on recipe cards (one letter per card) and water proof the cards (laminate or place in sandwich baggies). Create 3 or 4 sets, so that you can have 3-4 groups on the scavenger hunt. Word List to choose from (or add your own to reflect key points for multi-level teaching): planning individualized approach number of swimmers mental ability physical ability two levels range of skill respect guidelines. Create Clue Cards and Action Cards and laminate or place in water proof bags - one per team (each team should have different colour if possible). Clue Cards have the clue to take the teams to the next station. Action Cards contain the activity that the team must perform after unscrambling the word. After completing the word scramble and the action activity, hand the team their next clue card. The set of letters to unscramble are found at the water fountain. Clue Cards a. Clue Card: Water, water everywhere but only this one is to drink. Action Card: (water fountain) Now that you have reached the water fountain, recite 5 ways to be safe in and around water. b. Clue Card: Humpty Dumpty on the wall, Humpty Dumpty had a great fall! Action Card: (bench) Yahoo, you found the bench! How does one stay safe in the sun? c. Clue Card: You can use this to get in and out of the pool. Action Card: (stairs/ladder) Ladders and stairs are one way of entering the pool, demonstrate 2 other ways. d. Clue Card: I am afraid of heights so I would not want to be here. Action Card: (diving board) If you are brave and it is safe, do a cannon ball off of the board. e. Clue Card: This is where I go when I am hurt. Action Card: (first aid room) Recite the rescue breathing steps for a child/adult. f. Clue Card: This is where we find the lifeguard. Action Card: (lifeguard station/chair) Recite how to call for EMS. g. Clue Card: It s all down hill from here! Action Card: (slide) Slide into the pool and do 5 bobs. Canadian Red Cross Page 26

h. Clue Card: This is where you may find yourself in too deep! Action Card: (deep end of the pool) Do surface dives to reach the clue! Place the word bags around the pool deck with an Action Card and create a scavenger hunt for the teams to complete. At the end of each water activity, they have a larger plastic bag with the letters for the words they have to unscramble. After the first envelope is done, they receive a clue on how to get to the next word stash but before they move on to the next station, they will need to do a series of activities or recite some safety items. The groups keep going from one station to the next like this until the last one is done. The first team to finish them all wins! The maximum should be 4-5 swimmers per group. Review the Multi-Level Teaching key factors when considering a combined class. (20 minutes) Canadian Red Cross Page 27

Multi Level Teaching As stated in the Red Cross Swim Program Guide, the Swimming and Water Safety Program is designed to be flexible and accommodate the combination of levels. Care must be taken when combining levels to consider both the swimmers and the Instructors. A number of key factors must be considered prior to determining what levels or classes to combine: 1) Will the combination of levels pose a safety risk for the swimmers or the WSI? 2) Can the WSI plan and organize the multi-level class (and still maintain the individualized approach to instruction?) 3) Will the number of swimmers be manageable and within allowable and limits? 4) What is the age and ability (mental and physical) range of the combined class? 5) Is the range in skill level (between the combined levels) achievable for the swimmers? 6) Other considerations specific to your facility. Canadian Red Cross Page 28

Session Objectives: Red Cross Swim Preschool To review the Preschool content and the available resources To provide the opportunity to practice the preschool teaching strategies from the lesson plans To share problem situations that may arise when teaching Preschoolers To brainstorm solution to the above problem situations. Time Frame: 90 minutes (30 minutes classroom 60 minutes pool session) Equipment: Flip chart paper, stand and markers, or White board and markers, overhead projector (if using transparency). 2 daily lesson plans (from AWSI Lesson Plan CD) from 4 different Red Cross Swim Preschool levels Classroom Session 1. Name Tag Match Activity to find common information and share teaching tips for working with preschool swimmers. (10 minutes). Each group member will need a 5" x 7" card for a name tag. Then give the following directions: Put your name in the center of your card In the upper left corner, write two reasons why you like to work with preschool swimmer In the upper right corner, write two skills that you would like to improve when working with preschool swimmer In the lower left corner, write your preferred preschool age to teach In the lower right corner, write your favourite game to play with preschool swimmers When everyone finishes, have them mingle for a few minutes. Without talking, they are to read the upper left corner of the other WSIs' cards. When time is up, they are to find one or two people who they have the most in common with for the upper left corner information. With these people, they are to share one teaching tip for working with preschool swimmers. When time is up, they are to circulate again, reading the upper right corner of the other WSIs, and share one teaching tip for the skill the WSI would like to improve. Circulate a third time and find a WSI who likes a different age to teach then you do and share a teaching tip for working with your age group. Canadian Red Cross Page 29