FIRE SAFETY INSPECTION, EDUCATION AND TRAINING

CONTENTS Training Session

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Introduction Importance of Fire Lecture Before The Class Meets Set Up a Lecture Outline Present Fire Lecture Demonstration Using Fire Extinguisher Lecture Content Conclusion Revision Notes Learning Outcome 3 Deliver Fire Lecture. Assessment Criteria: 3.1. State the importance of Fire Lecture. 3.2. Describe how to plan Fire Lecture. 3.3. Identify the standard format and content of Fire Lecture. 3.4. Deliver Fire Lecture. REFERENCES a. b. c. NFPA Fire Protection Handbook Eighteenth Edition

NFPA 1035- Professional Qualifications for Public Fire Educator-1987 Edition NFPA-Management in the Fire Service Third Edition

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FIRE LECTURE
INTRODUCTION 1. A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher. Lectures are used to convey critical information, history, background, theories and equations. A politician's speech, a minister's sermon, or even a businessman's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content. Therefore fire lecture is one of the programme should be remain in fire safety education programme in order to ensure all personnel will take seriously regarding on fire safety. IMPORTANCE OF FIRE LECTURE. 2. Many fire departments consider training to be among the most important functions because it is so central to operational effectiveness. One reason is the need to maintain skills at peak levels. Based on the concept, fire lecture will not only give the theoretical knowledge 3. The lecture provides essential insight into recognising the importance of fire safety and assisting in fire prevention. Furthermore, fire lecture give the student a closer understanding of the possible hazards and guidance as to how to cope with them safely. 4. In RMAF Fire Service, it is requirement to deliver fire lecture once in 6 months period to the all base personnel in order to expose the fire safety awareness among them. Therefore fire departments need to coordinate among all the units or section for the fire lecture programme. All records pertaining fire lecture should kept safely for analyze the results of the programme. BEFORE THE CLASS MEETS 4. Choose the learning goal for the class. Interactive Lecture Demonstrations are most effective if they focus on a single or related concept that is frequently misunderstood by audience. For example, concepts in which: a. student misunderstanding often persists after traditional instruction.

b. contrasting cases yield different interpretations that are often not recognized by audience . c. abstract principles need concrete examples.

5. For this concept, what demonstration will generate the greatest enhancement in audience learning? d. Learn more about types of demonstrations. Normally it is must to demonstrate how to use fire extinguisher during fire lecture 6. Decide if the demonstration will be conducted by the instructor or if it will be feasible for small groups of students to undertake their own demonstrations. The obvious time-saving advantage in showing the demonstration is often out-weighed by the greater engagement and learning potential when students conduct their demonstrations. As a course progresses, consider a combination of the two approaches. FCS M2 LO3 - 26

7. Have the demonstration ready to go so that student will not be distracted by the preparatory steps. Therefore presenting fire lecture need a group of fire fighter in order to prepare the demonstration how to extinguish fire. 8. Decide what you want to relate to your audience. Remember that lecturing is telling the people what they are going to see, showing it to them and explaining what they just saw, along with allowing discoveries to made along the way. 9. Prepare your opening point form or overheads. Concisely state the topic, issue or problem that forms the subject of your talk. Then prepare an outline with the information you will discuss and include supporting data for all your sub points. Prepare your final overhead statement list, which should contain no more than four points that you want the audience to remember. If you are doing your job right, the middle sections should relate to your opening segment and support your final conclusions. 10. Practice the lecture for timing. If your rehearsal takes 45 minutes, and you have that amount of time to talk, condense the presentation to 30 or 35 minutes. Prepare some emotionally-driven material relevant to the lecture material and insert it. Move the audience emotionally with humor or pathos, and you they will open up their ears to what you have to say. SET UP A LECTURE OUTLINE 11. Whatever the subject of a lecture and whomever the audience, a lecture outline helps prepare the speaker for a concise and clear delivery. It also helps the audience, since a good outline improves the likelihood of a coherent lecture being delivered.

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Add an introduction and conclusion section to your outline. For a short outline, these sections can include two or three key points. These points can be point form notes or even single words that capture the essence of the subject at hand. 13. Break the outline down into themes or categories. A short outline should include three to five themes or categories for sorting data. Each theme or category should include a few short point form notes or words, like the introduction and conclusion. 14. Add time markers. Short outlines can be enhanced by time markers in each section or category. These markers can be small notes, either highlighted or written in a different colour, that note how long the section should take to deliver. These can be adjusted as necessary. 15. Presentations that are plain can often be boring, resulting in a loss of audience interest and a poor perception of your lecture. But creating an exciting PowerPoint presentation can captivate your audience, engaging their attention and keeping it, as well as providing vital information

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PRESENT FIRE LECTURE 16. Know your audience and what interests, motivates and entertains them. Lectures should always be designed with the audience in mind to be most effective. While you probably don't know any of the attendees or students personally, knowing why they are attending the lecture or general age group knowledge can be helpful. 17. Do something unexpected. When people attend a lecture, they have certain expectations, and challenging these expectations can increase their interest. While it is important to remain professional, there are still plenty of ways you can surprise your audience. You can surprise them with something you say, tell jokes, play music, suddenly changing your tone, randomly ask someone how their day is going. 18. Be passionate about the subject. Let your energy start a fire in the room. When lecturers get excited about their topic, so does the audience. How you behave has a great impact on the lecture itself. If you are fun or you think the material is fun, you will likely end up with an audience who thinks your lecture was fun. 19. Engage the audience. Use an icebreaker at the beginning if it is appropriate and find ways to get the audience involved in the learning process. Ask the audience questions, ask them for examples that relate to the material and find any other way for them to participate in the learning process. 20. Entertain your audience. Make learning a game or tell a story. Use creative ways to instruct and disseminate knowledge. While instructors often have specific learning objectives they must teach, they are often allowed a great deal of flexibility in how they teach it. Use this flexibility to your advantage and have fun with your own lecture.

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Use visuals whenever appropriate. Visuals enrich your lecture and also help visual learners to learn the content. Keep your visuals fun but do not distract from your actual lecture. 22. Open PowerPoint and choose a theme that is striking and interesting. There are a number of preset themes that you can choose from, or you can design your own--just avoid clashing colours and large or illegible fonts. 23. Insert audio or video to your PowerPoint presentation to give an exciting element to your slides. This provides a dynamic addition to your presentation, and can help convey your message and give the audience vital information. 24. Emphasize key points with graphics such as flowcharts, graphs or charts. These give the audience a visual representation of the content of your presentation, and allow them to see at a glance the information you are conveying. 25. Use transition effects to smooth the changeover from slide to slide. Avoid effects that take a lot of time as this may cause your audience to lose interest. You can also use animations and effects to introduce text, images and graphics to your slides. DEMONSTRATION USING FIRE EXTINGUISHER 26. Teaching how to use a fire extinguisher requires only a short presentation using a real fire extinguisher as a visual aid. It is important to make sure all participants pay proper attention during this session; otherwise, they may use a fire extinguisher incorrectly during a true emergency.

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27. Go over the three types of fire extinguishers: water extinguisher, CO2 extinguisher and dry chemical extinguisher. Explain what fires each respective extinguisher is meant for and stress that each extinguisher should be used only on the specific fires it is intended for. (Water extinguishers will put out fires in paper, cloth, wood, rubber and plastics. CO2 extinguishers will put out fires in oils, gasoline, paints, lacquers, grease, solvents and flammable liquids. Dry chemical extinguishers are to be used with fires in wiring, fuse boxes, electrical equipment and computers.) 28. Instruct your participants to immediately pull a nearby fire alarm and call the fire department in the event of a fire. This will notify everyone to evacuate the building and ensure that properly trained officials will be at the scene very soon. 29. Indicate to your participants that it is vital that they locate a safe evacuation path before attempting to put out the fire. This way, if the fire extinguisher malfunctions or is ineffective, they will not become trapped in the building. 30. Give proper directions on how to specifically operate the fire extinguisher. Go over the simple steps of pulling the pin at the top of the extinguisher, aiming the hose low at the base of the fire, squeezing the handle firmly, and sweeping the stream back and forth until the fire goes out. Tell them to back away from a fire that appears extinguished, because it could easily flare up again. 31 Stress that if a fire does not extinguish or appears to large to fight successfully, that they should evacuate the building immediately to avoid smoke inhalation, burns or becoming trapped. A clear escape route can quickly become blocked by a rapidly spreading fire, and sometimes a fire is best left to trained firefighters. 32. Give fire assessment guidelines that the participants should use to evaluate whether or not they should fight the fire: Is the fire too large? Is the air safe to breathe, or is there a possibility of severe smoke inhalation? Is there a safe evacuation path? Is the environment too hot? Considering these questions will help keep your training participants from attempting to fight a fire that is too dangerous 33. Use the mnemonic PASS to teach participant how to use a fire extinguisher. "P" stands for pull, "A" stands for aim, "S" stands for squeeze and the other "S" stands for sweep. 34. Tell the that after removing the fire extinguisher, it should always be held upright.

35. Say that once a firm grasp is established on the extinguisher, the plastic safety tie should be removed from the handle. 36. Inform them to aim the fire extinguisher nozzle at the base of the fire. Spraying the top of the flames is not as efficient. 37. Warn them to stand a safe distance from the fire when they first begin to use an extinguisher. 38. Tell the participant that they can then squeeze the handle to dispense the [Link] them to step slowly towards the fire and spray its base. FCS M2 LO3 - 29

39. Ask that they sweep the extinguisher from side to side. Teach them to keep sweeping the base of the fire until they are absolutely sure the fire is completely out. LECTURE CONTENT 40. The lecture will provide delegates with a greater awareness of the threat posed by fire to people, property and business operations. Subjects covered include:

Principles of combustion, triangle of fire, fire spread and prevention Hazard and Risk in the workplace environment Fire drills and effective response Actions in the event of a fire How to react to a fire alarm

CONCLUSION 41. Delivering a fire lecture to a group of people can be an anxiety-ridden experience for some. Whether the audience is large or small, the issues and the tools to solve them are the same. With practice and implement few tips that written in the note you can deliver a lecture that will not only capture the audience's attention, but will help them retain the information long after they've left.

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