Speak to Me

Death by PowerPoint” is a catchphrase that most of us have probably heard or used. It’s a situation that none of us want to be in, yet, all too often, the fire service defaults its most important nonoperational function [training] to this exact setting.I define it as a classroom venue where death would be preferred over remaining in class listening to a PowerPoint presentation. Yes, there is some drama in that definition, however, we all have been there: heavy eyes after lunch, boredom so tangible that the entire audience is empathic toward each other and a reality that almost no learning is taking place. It truly is sad that we dissolve our primary training platform to a medium that simply doesn’t work—or at least works poorly most of the time.

So, why? Why do we continue to teach with such a lack of emphasis on the importance of what we need to learn? Why do we default to the easiest classroom setting, knowing that it’s insufferable? Why do we do our best as instructors to finish the program as quickly as possible? Why do we skip slides and use canned presentations that we aren’t familiar with? Do I need to continue?

Simply, we do what we were taught and what was demonstrated over and over again. We do what’s easy and what lends itself to the least amount of work possible. Yes, I said it, but before you judge my statement, truly look into all of the teaching that you see around you. Think about your experiences in the classroom, whether as an instructor or as a student. Have your experiences in general been positive or negative? Do you remember the information from those settings? Would you give rave reviews about your instructors and the presentations that they gave?

I ask numerous questions in the opening paragraphs, and I had answers to them prior to launching a series of programs to address education and instruction in the fire service. I felt comfortable criticizing what I was exposed to entering the fire service. I had 17 years of education, an education degree and three years of teaching behind me, but I don’t believe that I ever saw a single PowerPoint in any of my experiences. I entered Fire Fighter I as a bright-eyed, naive rookie who was ready to learn, and I was bombarded with slide after slide after slide after slide—four months of PowerPoint slides. Although I loved my new vocation, I was baffled as an educator. Unfortunately, it continued, class after class, year after year.

What went wrong?

PowerPoint was developed in 1987 (I was in elementary school) as a platform for delivering group presentations within business organizations. Used correctly, it’s a very valuable tool and provides an excellent medium for people to follow presentations. It allows for graphics, images and videos to add emphasis to topics. It’s a great device for the presenter, because it creates a metered outline that maintains organization and drives the program. Newer innovations allow the addition of animation and backgrounds for a more visually appealing program. How did the fire service get it so wrong, and why hasn’t anything changed?

I believe there are two issues at fault here. First, we jumped on the technological bandwagon quickly, but we put the cart before the horse. As the computer age boomed, there was a tremendous opportunity; however, we didn’t know the best way to produce our programs, and we never changed course. (Funny that I would say the fire service has been resistant to change.)

Second—and I am not talking about everyone—but firefighters are much better at fighting fires and helping people than they are at teaching. Just look at the requirements to become a certified instructor. If that’s our baseline to judge whether you’re qualified to teach life-and-death skills to individuals who know nothing about fighting fires, we shouldn’t expect much more than “Death by PowerPoint.” Again, that isn’t to say that there aren’t incredible instructors. It only identifies firefighter skill sets aren’t a direct crossover to being a great teacher or instructor.

Being a teacher is absolutely an art in and of itself. There are specific learned and implied skill sets that separate instructors from slide readers. A teacher must understand the human psyche, know how people learn, understand memory traits and be able to evaluate for cognitive understanding while actively teaching. Teachers change course based on the atmosphere of the room, upend their plans on a moment’s notice, and are masters of reading body language and facial expressions. All of these are imperative components of the process outside of teaching of the actual topic. Be mindful that your sole purpose is to impart your knowledge, training and experience on those wide-eyed, naive rookies.

In the beginning

The discussion to this point begs the question, how can I present a valuable lesson using PowerPoint? That’s a difficult question to answer, because each instructor teaches differently, just as each student learns differently. However, if you take those two statements as fact and use them as a driving force in your delivery, you will be on the right path. Let’s revisit the onset of PowerPoint in the fire service. Although I wasn’t there, I assume that the intentions were sound, but I believe a platform was created and placed on a pedestal before it was ready. For instance, our textbooks use PowerPoint almost exclusively for classroom education. Unfortunately, the programs often aren’t created well nor taught well. In fact, they can create a distraction to learning. Remembering that everyone learns differently, you have to get into your audience. Teach outside of the slide presentation and determine the information that your students need to know, and what they are learning. If we break a slide down and examine what it should be, you will understand my concerns.

Students, although able to multitask at many things, have a difficult time dividing focus between the slide and the instructor. Remember, the program was designed as an aid for presentations, not as the presentation itself. If you need the PowerPoint program to teach, you shouldn’t be in front of the room. It only should provide an outline and pictures to help explain things. Often, the slides are full of multiple bullet points, pictures and print that’s so small that it’s difficult to read. Turn the screen off when the slide has too much information. When I teach, I want the student to be focused on what I have to offer. If there’s a poorly formed slide behind me, the students divide their time between listening to what I’m saying and deciphering what the slide includes. The conclusion is they processed very little of either, because they were unable to focus on either message. I prove this over and over in my presentation, where I put up a busy slide and talk about this exact topic. I then quiz the audience about what I just discussed; consistent results confirm a lack of cognition on the subject matter. Simply, as an instructor, you need to allow the PowerPoint to be an aid, instead of you being an aid to the PowerPoint.

I have had the opportunity to teach in many different settings, from national conferences to my local regional fire school, where I do the lion’s share of instructing. When I teach at conferences or when I am commissioned to teach, I create my own programs. Although I don’t use PowerPoint, I do use a presentation platform. I design each slide carefully, so only the exact topic that I am discussing fades into view. There isn’t any superfluous information for the students to read or try to figure out. To an extent, I force them to listen to me and not pay attention to the screen. If I am working out of a canned program teaching at the school, I do my absolute best to teach without PowerPoint, or, when I use it, I mute the screen, so the focus is on my information.

Remember, if you are an instructor, you have to be a master of your subject matter. Think back to your schooling and your teachers. Did they follow a slide program, or did they just teach? Trust yourself and what you have to offer. Walk the room and let your class get to know you and your skills. Reading off of slides, having your back to the room or your head in the computer, guiding you along, sends the wrong message and divides you from your audience. Students need to trust that you are the right person to be teaching them that day. Reliance on PowerPoint sends a powerful message, and it isn’t a good one.

Finally, although you aren’t an entertainer as a teacher, you do have to prompt interest from your students. That in itself is an entire skill set. There’s a fine balance that you need to maintain between charisma, humor, empathy and credibility. All the while, you must be professional. You never know who your students are and what their life story might be. If you use language or bias that might alienate someone, you failed. I find it critical to correlate new information to something to which the student already can relate. Data-driven stories are memorable, volumes of information and facts are not. Additionally, eliminate information that’s irrelevant or no longer valuable. The brain only can retain so much, so fill it with the most important material. You don’t need to prove to students how much you know; you need to teach them what they need to know. Remember, it’s all about them. Your ability to relate to the needs of your students is as important as the information that you offer. Why? Because they will listen to you if they feel that you care about them. Teaching is as much psychology as it is the delivery of information.

I conclude that students learn well when they relate to their instructor, but you also must create a presence of authority and competence. Let them learn that you know your field as well as care about them and their curricular needs. I emphasize “learn,” because it’s important that your credibility comes from an understanding that your breadth of knowledge is sound and profound. That isn’t something that you proclaim, but a sense your students feel after sitting in the room with you. Be good enough that you don’t need to tell them how good you are. You are there to teach, and they are there to learn. Your ability to truly fulfill your role will make the classroom enjoyable and productive. Love your job, and remember that the success and safety of those who you are teaching is your responsibility. It’s a powerful and remarkable profession.