Fire Instructor 1 Final Exam with Correct
Answers
Performance nstandards nfor nfire ninstructors nare nidentified nin n- nANS-NFPA n1041
When ngiven na ntopic nfor ninstructional ndelivery, nan ninstructor nshould ndetermine nwhat
nmaterials nare nneeded n- nANS-From nthe nlesson nplan non nthe ntopic
One nof nthe nmost ntime-consuming nparts nof npreparing nfor na ncourse nis n- nANS-arranging
nlogistical nsupport nbased non nthe nlesson nplan
When nassembling nprepared ninstructional nmaterials, nthe ninstructor nwill nevaluate nthe
naudience nin nwhich nof nthe nfollowing nfours nsteps n- nANS-Preparation
An naccident nanalysis nis nconducted nto nachieve nall nof nthe nfollowing, nexcept n- nANS-
determine na nlack nof naction
Analyzing ncircumstances nsurrounding naccidents ncan nenable nan ninstructor nto n- nANS-ALL
nOF nTHE nABOVE
- nidentify nand nlocate nprincipal nsources nof naccidents
- ndisclose nthe nnature nand nsize nof naccident nproblems nin ndifferent noperations
- nindicate nthe nneed nfor nengineering nrevisions nby nidentifying nunsafe nconditions nof
nvarious ntypes nof nequipment
what nis nthe nterm nused nto ndefine nwhat nan nemployer ndoes nto nassist nan nindividual nwith na
ndisability ncovered nby nthe nAmericans nwith nDisability nAct n- nANS-Reasonable
naccommodation
Making nfun nof nanother nperson's nreligious nbeliefs, nor nallowing nstudents nin na nclass nto
nharass na nstudent ndue nto ntheir nreligion, nis ncovered nby n- nANS-Civil nRights nAct nof n1964
Instructor nmust nadapt ntheir n________ nto nthe nstudents nrate nof nunderstanding n- nANS-
learning npace
The nintroductory ncomponents nof na nlesson nplan ntypically ncontain n- nANS-Learning
nobjectives
In nwhich nstep nof nthe nlesson nplan noutline nare nlearners nmotivated nto nlearn n- nANS-
Preparation
NFPA n1403 ngives ninformation nfor nestablishing nprocedures nfor n- nANS-live nfire nexercises
,When ncollecting ninformation nand nmaterials nfor nuse nin na npresentation, nthe ninstructor
nshould n- nANS-cite nall nsources nin ncase nsomeone nchallenges nhim nor nher
An nimportant npart nof na nlesson nplan nthat nindicates nfor nwhom nthe nlesson nplan nwas
ndeveloped nis nthe n- nANS-level nof ninstruction
The npurpose nof nthe npresentation nstep nof nthe ninstructional nprocess nis nto n- nANS-Present
nnew nskills nand nconcepts
Directions: nRead nthe nfollowing nstatements nregarding ninstructors, nthen nselect nyour
nanswer n- nANS-INSTRUCTORS nLEAD nOR nGUIDE nLEARNERS nTHROUGH nA nCLASS
INSTRUCTORS nMUST nHAVE nA nDESIRE nTO nUNDERSTAND nTHE nNEEDS nOF
nLEARNERS
which nof nthe nflowing nstatements nIS nNOT nTRUE nregarding nthe nfunctions nof na nlesson
nplan n- nANS-they nare na nrigid nprocedure nthat nmust nbe nfollowed nfor nsuccessful nteaching
The nlaw nof n_____ nstates nthat nno none nwill never nbecome nproficient nat nany nskill nwithout
nperforming nthe noperation n- nANS-Exercise
Which nof nthe nfollowing nis na ngood nseating narrangement nwhen ninstruction na nclass
ncomposed nof na nsmall ndiscussion ngroup n- nANS-Hollow nsquare nor nround ntable
An ninstructor nmust nbe nprepared nfor nunanticipated nsituations, nincluding n- nANS-
INCLEMENT nWEATHER
LEARNING nSTYLE nDIFFERENCE
EQUIPMENT nVARIATON
- nALL nOF nTHE nABOVE
A nmethod nof ninstruction nused nwhen nstudents nact nout nsituations nin nknown nas n- nANS-
Role nplaying
The nmethod nof ninstruction nto nuse nwhen nyou nwant nlearners nto ngain npractical nexperience
nwithout n"real-life" nrisks n- nANS-Simulation
The ngreatest ncommon nconcern nin nthe noutdoor nclassroom nenvironment nis n- nANS-Safety
Which nof nthe nfollowing nIS nNOT npart nof nthe nevaluation nstep nof nthe ninstructional nprocess
n- nANS-Explaining nProcedures
Factors nthat nprevent na nreceiver nfrom nfully nreceiving na nmessage, ncreated nby neither
ninternal nor nexternal nsources nare ncalled n- nANS-Interference/Environment
,It nis nthe nresponsibility nof na nfire nservice ninstructor nto nplan nteaching nmethods nso nthat
nideas nare nconveyed nto nthe nlearner n- nANS-through nas nmany nof nthe nsenses nas nis
npractical
At nthe nbeginning nof na npresentation, nthe ninstructor nshould nclearly nstate n- nANS-the
nobjectives nof nthe nlesson
The nbasic ninstructional nmethod nto nuse nwhen nteaching na nnew nskill nis n- nANS-
demonstrating
The ncommunication nprocess nexists nbetween ntwo npeople nwho nare nknown nas nthe
n______and nthe n_______ n- nANS-Sender
Receiver
Approximately n30% nof nlearning nis na nresult nof n- nANS-SEEING
The nmore ntrue nto nlife nthe nlearning nsituation nis, nthe ngreater nthe nchange nin nstudent
nbehavior nwill nbe n- nANS-INTENSITY
The nstandard nthat nprovides nhealth nand nsafety nguidance n- nANS-1500
In nthe nlearning nenvironment nthe nstudent nis nthe n- nANS-Receiver
Which nstep nin nthe ncommunication nprocess nis nconsidered nthe ncompletion npart n- nANS-
Feedback
The n_____ nis nresponsible nfor nmaintaining ncontinuity nthroughout nthe ntraining nprogram n-
nANS-Instructor
Instructors ncan nadjust ntheir npresentation nto nmaximize nlearning noutcomes nby nusing n-
nANS-a nvariety nof npresentations nto nreach na nvariety nof nlearning ndomains
_____ nis na nterm nthat nrefers nto nthe nart nof nteaching nadult nlearners n- nANS-Andragogy
The ninstructor nis nconstantly nbeing nobserved nby nstudents, nand nthe nimpression nmade nby
nthe ninstructor n- nANS-affect nstudent nresponse nand nlearning ninitiative
An nintensive nkind nof ntutoring ngiven nto nlearners nto nimprove nskills nin na nsubject nor nactivity
nis nreferred nto n- nANS-Coaching
Which nof nthe nfollowing nis nan neffective nmannerism nof nthe ninstructor n- nANS-Gesturing
An ninitial nmethod nfor nhandling ndisruptive nlearners nis n- nANS-Counsel nthem naccording nto
nguidelines
, When ntroubleshooting na nproblem nwith na nmultimedia nsystem, nyou nshould n- nANS-Look
nfor nsimplest nthing nfirst nand nwork nyour nway nthrough nthe nsystem
In na ntraining nsituation, nthe nfire nservice ninstructor nshould n- nANS-Put nsafety nahead nof
ncourse nobjectives
Which nNFPA nstandard nestablishes nthe npolicy nfor nrehabilitation nduring ntraining n- nANS-
NFPA n1584
One nof nthe ndrawbacks nto nprojected ninstructional nmedia nis n- nANS-they nstimulate nmultiple
nsenses nsimultaneously
Tabletop nmodels nare nintended nto n- nANS-Show noperating nprinciples
Advantages nof nusing n____ nare nthat nthey nare ninexpensive, neasy nto nuse, nand nprovide na
npermanent nrecord n- nANS-Easel npads
When ndeveloping na nlesson nplan nwhich nuses nonly none nportion nof na nvideo ntape, nthe
ndeveloper nshould ninclude ninstructions n- nANS-Cue nthe ntape nto nthe nproper nlocation nprior
nto nthe nstart nof nclass
Modules nare nBEST nsuited nfor n- nANS-Illustration
The nadvantages nof nusing nlarge nprojected nimages ninclude nall nof nthe nfollowing nEXCEPT n-
nANS-Compatibility nwith nexisting ntechnology
____ nare nconvenient nteaching naids nbecause nthey nprovide na npermanent nrecord nand nare
nportable n- nANS-Easel npads
Inappropriate nuse nof ninstructional nmedia n- nANS-Distract nfrom nthe nlesson
Confuse nthe nlearner
Speech-communication nprofessionals nteach ntwo ntypes nof ntransitions n- nANS-Verbal nand
nnonverbal
What nis na nkey nelement nof nmost npresentations n- nANS-Multimedia ntools
Observing nand nmeasuring nstudent-performance nexamination nshould nbe ndocumented n-
nANS-On na nchecklist nusing nstandard ncriteria
The npurpose nof nperformance nchecklists nbased non nobjectives nis nto n- nANS-Avoid nor
nminimize ninaccurate nmeasurements ndue nto nsubjective nimpressions nof nthe nevaluator
To novercome nsubjectivity nin nperformance nexamination, nthe ntraining ndivision nshould n-
nANS-Train ninstructors nin nthe nsteps nand ndevelop nchecklists nfor neach nskill
Answers
Performance nstandards nfor nfire ninstructors nare nidentified nin n- nANS-NFPA n1041
When ngiven na ntopic nfor ninstructional ndelivery, nan ninstructor nshould ndetermine nwhat
nmaterials nare nneeded n- nANS-From nthe nlesson nplan non nthe ntopic
One nof nthe nmost ntime-consuming nparts nof npreparing nfor na ncourse nis n- nANS-arranging
nlogistical nsupport nbased non nthe nlesson nplan
When nassembling nprepared ninstructional nmaterials, nthe ninstructor nwill nevaluate nthe
naudience nin nwhich nof nthe nfollowing nfours nsteps n- nANS-Preparation
An naccident nanalysis nis nconducted nto nachieve nall nof nthe nfollowing, nexcept n- nANS-
determine na nlack nof naction
Analyzing ncircumstances nsurrounding naccidents ncan nenable nan ninstructor nto n- nANS-ALL
nOF nTHE nABOVE
- nidentify nand nlocate nprincipal nsources nof naccidents
- ndisclose nthe nnature nand nsize nof naccident nproblems nin ndifferent noperations
- nindicate nthe nneed nfor nengineering nrevisions nby nidentifying nunsafe nconditions nof
nvarious ntypes nof nequipment
what nis nthe nterm nused nto ndefine nwhat nan nemployer ndoes nto nassist nan nindividual nwith na
ndisability ncovered nby nthe nAmericans nwith nDisability nAct n- nANS-Reasonable
naccommodation
Making nfun nof nanother nperson's nreligious nbeliefs, nor nallowing nstudents nin na nclass nto
nharass na nstudent ndue nto ntheir nreligion, nis ncovered nby n- nANS-Civil nRights nAct nof n1964
Instructor nmust nadapt ntheir n________ nto nthe nstudents nrate nof nunderstanding n- nANS-
learning npace
The nintroductory ncomponents nof na nlesson nplan ntypically ncontain n- nANS-Learning
nobjectives
In nwhich nstep nof nthe nlesson nplan noutline nare nlearners nmotivated nto nlearn n- nANS-
Preparation
NFPA n1403 ngives ninformation nfor nestablishing nprocedures nfor n- nANS-live nfire nexercises
,When ncollecting ninformation nand nmaterials nfor nuse nin na npresentation, nthe ninstructor
nshould n- nANS-cite nall nsources nin ncase nsomeone nchallenges nhim nor nher
An nimportant npart nof na nlesson nplan nthat nindicates nfor nwhom nthe nlesson nplan nwas
ndeveloped nis nthe n- nANS-level nof ninstruction
The npurpose nof nthe npresentation nstep nof nthe ninstructional nprocess nis nto n- nANS-Present
nnew nskills nand nconcepts
Directions: nRead nthe nfollowing nstatements nregarding ninstructors, nthen nselect nyour
nanswer n- nANS-INSTRUCTORS nLEAD nOR nGUIDE nLEARNERS nTHROUGH nA nCLASS
INSTRUCTORS nMUST nHAVE nA nDESIRE nTO nUNDERSTAND nTHE nNEEDS nOF
nLEARNERS
which nof nthe nflowing nstatements nIS nNOT nTRUE nregarding nthe nfunctions nof na nlesson
nplan n- nANS-they nare na nrigid nprocedure nthat nmust nbe nfollowed nfor nsuccessful nteaching
The nlaw nof n_____ nstates nthat nno none nwill never nbecome nproficient nat nany nskill nwithout
nperforming nthe noperation n- nANS-Exercise
Which nof nthe nfollowing nis na ngood nseating narrangement nwhen ninstruction na nclass
ncomposed nof na nsmall ndiscussion ngroup n- nANS-Hollow nsquare nor nround ntable
An ninstructor nmust nbe nprepared nfor nunanticipated nsituations, nincluding n- nANS-
INCLEMENT nWEATHER
LEARNING nSTYLE nDIFFERENCE
EQUIPMENT nVARIATON
- nALL nOF nTHE nABOVE
A nmethod nof ninstruction nused nwhen nstudents nact nout nsituations nin nknown nas n- nANS-
Role nplaying
The nmethod nof ninstruction nto nuse nwhen nyou nwant nlearners nto ngain npractical nexperience
nwithout n"real-life" nrisks n- nANS-Simulation
The ngreatest ncommon nconcern nin nthe noutdoor nclassroom nenvironment nis n- nANS-Safety
Which nof nthe nfollowing nIS nNOT npart nof nthe nevaluation nstep nof nthe ninstructional nprocess
n- nANS-Explaining nProcedures
Factors nthat nprevent na nreceiver nfrom nfully nreceiving na nmessage, ncreated nby neither
ninternal nor nexternal nsources nare ncalled n- nANS-Interference/Environment
,It nis nthe nresponsibility nof na nfire nservice ninstructor nto nplan nteaching nmethods nso nthat
nideas nare nconveyed nto nthe nlearner n- nANS-through nas nmany nof nthe nsenses nas nis
npractical
At nthe nbeginning nof na npresentation, nthe ninstructor nshould nclearly nstate n- nANS-the
nobjectives nof nthe nlesson
The nbasic ninstructional nmethod nto nuse nwhen nteaching na nnew nskill nis n- nANS-
demonstrating
The ncommunication nprocess nexists nbetween ntwo npeople nwho nare nknown nas nthe
n______and nthe n_______ n- nANS-Sender
Receiver
Approximately n30% nof nlearning nis na nresult nof n- nANS-SEEING
The nmore ntrue nto nlife nthe nlearning nsituation nis, nthe ngreater nthe nchange nin nstudent
nbehavior nwill nbe n- nANS-INTENSITY
The nstandard nthat nprovides nhealth nand nsafety nguidance n- nANS-1500
In nthe nlearning nenvironment nthe nstudent nis nthe n- nANS-Receiver
Which nstep nin nthe ncommunication nprocess nis nconsidered nthe ncompletion npart n- nANS-
Feedback
The n_____ nis nresponsible nfor nmaintaining ncontinuity nthroughout nthe ntraining nprogram n-
nANS-Instructor
Instructors ncan nadjust ntheir npresentation nto nmaximize nlearning noutcomes nby nusing n-
nANS-a nvariety nof npresentations nto nreach na nvariety nof nlearning ndomains
_____ nis na nterm nthat nrefers nto nthe nart nof nteaching nadult nlearners n- nANS-Andragogy
The ninstructor nis nconstantly nbeing nobserved nby nstudents, nand nthe nimpression nmade nby
nthe ninstructor n- nANS-affect nstudent nresponse nand nlearning ninitiative
An nintensive nkind nof ntutoring ngiven nto nlearners nto nimprove nskills nin na nsubject nor nactivity
nis nreferred nto n- nANS-Coaching
Which nof nthe nfollowing nis nan neffective nmannerism nof nthe ninstructor n- nANS-Gesturing
An ninitial nmethod nfor nhandling ndisruptive nlearners nis n- nANS-Counsel nthem naccording nto
nguidelines
, When ntroubleshooting na nproblem nwith na nmultimedia nsystem, nyou nshould n- nANS-Look
nfor nsimplest nthing nfirst nand nwork nyour nway nthrough nthe nsystem
In na ntraining nsituation, nthe nfire nservice ninstructor nshould n- nANS-Put nsafety nahead nof
ncourse nobjectives
Which nNFPA nstandard nestablishes nthe npolicy nfor nrehabilitation nduring ntraining n- nANS-
NFPA n1584
One nof nthe ndrawbacks nto nprojected ninstructional nmedia nis n- nANS-they nstimulate nmultiple
nsenses nsimultaneously
Tabletop nmodels nare nintended nto n- nANS-Show noperating nprinciples
Advantages nof nusing n____ nare nthat nthey nare ninexpensive, neasy nto nuse, nand nprovide na
npermanent nrecord n- nANS-Easel npads
When ndeveloping na nlesson nplan nwhich nuses nonly none nportion nof na nvideo ntape, nthe
ndeveloper nshould ninclude ninstructions n- nANS-Cue nthe ntape nto nthe nproper nlocation nprior
nto nthe nstart nof nclass
Modules nare nBEST nsuited nfor n- nANS-Illustration
The nadvantages nof nusing nlarge nprojected nimages ninclude nall nof nthe nfollowing nEXCEPT n-
nANS-Compatibility nwith nexisting ntechnology
____ nare nconvenient nteaching naids nbecause nthey nprovide na npermanent nrecord nand nare
nportable n- nANS-Easel npads
Inappropriate nuse nof ninstructional nmedia n- nANS-Distract nfrom nthe nlesson
Confuse nthe nlearner
Speech-communication nprofessionals nteach ntwo ntypes nof ntransitions n- nANS-Verbal nand
nnonverbal
What nis na nkey nelement nof nmost npresentations n- nANS-Multimedia ntools
Observing nand nmeasuring nstudent-performance nexamination nshould nbe ndocumented n-
nANS-On na nchecklist nusing nstandard ncriteria
The npurpose nof nperformance nchecklists nbased non nobjectives nis nto n- nANS-Avoid nor
nminimize ninaccurate nmeasurements ndue nto nsubjective nimpressions nof nthe nevaluator
To novercome nsubjectivity nin nperformance nexamination, nthe ntraining ndivision nshould n-
nANS-Train ninstructors nin nthe nsteps nand ndevelop nchecklists nfor neach nskill
