Raising the Bar.
We are passionate about what we do and our desire to “raise the bar” with instructional content and providing real life situational exercises for our trainees to experience, prior to possibly being forced into such for the first time. We strive to fully customize our training to make it both affordable and convenient for our students. We’ll ensure that all training delivered to you is applicable and designed to give positive results.
Beyond striving to ensure that our students learn the fundamental content of the courses taught, our objectives are to foster critical thinking, facilitate the acquisition of lifesaving learned skills and prepare the student to function as highly skilled and competent.
How we accomplish this:
We learn to do by doing.
We give students something practical to do with the information they have just heard.
We learn when we are ready to learn.
If possible, we train when there is a need for a particular skill, and help students understand how this learning can help them in their job, their career, or their interpersonal life.
We learn more rapidly when results are satisfying to us.
We strive to praise your trainees when they do well at even a small thing. We will never ridicule a student in front of others. We also will not put students in positions where they might feel humiliated or threatened.
We develop skill through practice.
We always try to provide opportunities for trainees to practice the skill they are learning, in a non-threatening environment.
We differ from one another in abilities and background.
We all learn differently and we have different talents. Someone may be better with manipulative skills than they are with lecture instruction, or the student may have never had the opportunity to pick up a technical skill before. We respect these differences. We also strive to create an atmosphere where students are comfortable sharing their ideas, as we as instructors may learn some enhanced techniques from classroom discussions.
We have five senses.
We get impressions through our senses, so we combine verbal explanations with written instructions, illustrations, or an object the student can taste, touch, or smell.
We make connections.
We tie new learning to what we already know. We try to make connections between what a student is presently doing and how they should behave differently after the training instruction.
We learn one thing at a time.
We will not rush through instruction too quickly, or give students too much to absorb at one time. After each “learning point” it is a good idea to give the student a chance to ask questions, to do an exercise to cement their understanding, or to let them practice what they have just learned.
We need to understand what we learn.
It may not be enough to just ask, “Is this clear?” or, “Do you understand?” However, if we break learning into small chunks, give students opportunities to practice, and check back with them to see if we have been clear, they have a better chance of understanding.
