 | Lets create a unique section of this site to
share tips and ideas on how to teach plumbing more effective and ways we can
improve the industry. |
| Growing up in the field, then moving into
management and eventually as the owner of a plumbing company, I know what to
teach, but finding the written material was another story. |
| I started writing my books and teaching
because of the lack of desired training material or tired of the same
typical material regardless of the author. |
| It seems that the large publishers have a
boiler plate template for the author to stick with as he/she creates the
information. |
| I wanted material that had depth, written to
have results and at the same time covered a broad base. |
| There is nothing negative about the training
programs designed to last three to five years, but they are not designed to
be an in-house program that have immediate impacts on your students or
employees. |
| As with most training programs, they need
additional support, which could simply be in the form of a handout or
something you write to support the topic being taught. |
| We must test our students to find out their
comprehension levels and effectiveness of our teachings, but most of all to
use as continued education. |
| Are you a trade school teacher, business
owner, consultant, manager or someone who is interested in trade education?
If so, enjoy the input of others and please add your "two cents"
into the pool of knowledge below. |
Scroll to the bottom of the page to add
your tip, idea or suggestion
Submitted By: Let me add
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Topic:
Tip/Idea/Suggestion:
Submitted By: Anthony Importuna
AAimportuna@aol.com
Topic: Training an apprentice and building trust
Tip/Idea/Suggestion: One of my apprentice classes started with a test made up with basic math, tools,
safety, and communication skills and I did not know the plumbing knowledge of my
students. When the students were finished with the test, they all had to share what they knew when we went over the
test with the entire class.
At first they held back because they did not trust me, because I was a volunteer teacher at the time and was
working on the job for many years. They didn't want me to tell a supervisor that they were not
experienced in plumbing, as they needed a job. As time went on (a short time), they opened up, but not
without testing my patients and understanding. Once they had faith in me and knew I did not
have all the answers, but would get the answers for them and would not give in to there
wise-crack tactics, all was good.
Once this was established, I convinced them that if you can do math,
you can do anything in the plumbing profession. I started out with basic fractions
1/16", 1/8", 1/4", 1/2" etc. Using these common fractions, I could find out how many of them
needed help in certain areas and who could give his mechanic an accurate measurement with a rule.
That is where our training apprentice's began.
Then, there was a 5 question test at the
beginning of another class, but this time with basic plumbing, math, and safety.
We reviewed the test and I found their weaknesses and created tests based around
their needs. My students had never taken a civil service exam before, so I
instructed them not to analyze the questions, but rather to use the first
answer that "pops" into their head and then review the test when they were
finished. If they felt like their initial answer was incorrect, then
change it to one they felt was correct.
I taught them to take the exam in an expedient
manner and to study a little each day on basic plumbing and safety. It was hard at times, because there were other plumbers telling them that I should
teach numerous items, or stating "did he show you how to do this, this, this,
and that". Everybody had their "two-cents" to throw in when I
wasn't present, but most of my students trusted me to teach them correctly to pass
the civil service test (for plumbers and helpers). I taught them facts from the civil
service book and what was expected of them to become certified.
Submitted By: Michael
A. Joyce joyce01@bellsouth.net
Topic: Not moving back and forth while you teach or present a speech
Tip/Idea/Suggestion: I attended a seminar on providing a powerful
presentation. Each person had to stand up in front of the class and give a 2
minute speech. Then the instructor and other attendees stated what effect you
had on them. One major issue with many seminar leaders and teachers is that the
nervous energy or natural movement can be distracting to the students. One tip I
learned was to curl your toes as you stand in front of your audience. This is
not a natural stance and keeps you in one place while you speak/teach.
Submitted By: Michael A. Joyce
joyce01@bellsouth.net
Topic: Distraction while teaching
Tip/Idea/Suggestion: One very important lesson taught to me while becoming
certified as a craft instructor was how not to be a distraction while teaching.
We all have bad habits that we do not notice that can distract the students. One
habit typical to a male teacher is coins and keys in our front pockets. A female
teacher typically has a purse or wears clothing that does not have pockets,
while male teacher will have slacks. We unknowingly place a hand or both hands
in our pockets and jiggle the coins and keys. Does not sound like much, but
remember all eyes are on us. Keep your front pockets empty!
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