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Organizing Class/Teaching Issues |
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| Q | How strictly should I interpret National Headquarters' policy that Safe Sitter® should be offered to 11 to 13 year olds? |
| A |
The Safe Sitter® program was specifically designed for the 11 to 13 year old period of early adolescence. This is the age when most sitters begin sitting and will be motivated to learn good sitting habits. There are large developmental variations within this age group. Extending the class age limits on either side is likely to result in a class that doesn't "mix" well. The older adolescent has different interests which compete with their interest in the course material. Most 14 year olds are already babysitting and have little interest in learning new habits or unlearning old habits. If you do accept a 14 year old into the class, make sure they understand that most of the other students will be younger. Instructors will need to be sensitive to the age difference of the older student and will need to answer questions to be sure the class is a positive experience. If you have several older adolescents interested in taking the course, you could conduct a special class just for them. Since caring for younger children is a huge responsibility, it is suggested you not "bend the rules" for 10 1/2 year olds. Parents may feel their child is academically capable of mastering the material, but few children less than age 11 are emotionally capable of the decisions and judgments required of babysitting. |
| Q | Parents who are seeking babysitters ask us to give their names to our students. How should we respond? |
| A |
Since Safe Sitter® is committed to protecting our graduates, it is essential we avoid enabling them in any way to accept babysitting jobs from strangers. Even though it seems that the student is free to decide whether or not to babysit for this person, in reality the student would not have the resources to adequately check references of a complete stranger. We suggest you encourage the inquiring parents to send a responsible adolescent -- a neighbor, friend or relative -- to a Safe Sitter® class. Then they will have a Safe Sitter® graduate. |
| Q | We teach in a rural hospital. On the Registration Form, some parents have authorized medical treatment to hospitals 30 miles away! How should we handle this? |
| A |
Before sending the Registration Form to prospective students, complete the blank for Emergency Medical Permission with the name of your hospital. If you teach at a multi-facility hospital, list the specific hospital where the class is being taught. If you are a not a hospital site, you may wish to designate the closest hospital to the actual class site, or allow the parents to choose by leaving the line blank. Remember the completed Registration Forms should be available at each class and should be kept for at least two years. |
| Q | How should I handle it when I hear an Instructor giving incorrect information to the students during class? |
| A |
Sometimes another Instructor will make a simple mistake such as saying to give four back blows instead of five for a choking infant. It is best to talk privately to the Instructor and allow him/her to announce the correction to the students. (If the Instructor is confused, refer to the Safe Sitter® Instructor Manual or call Safe Sitter® to confirm the correct information. You might ease the awkwardness of the moment by saying you frequently get confused on that fact also.) Safe Sitters will be most receptive to the correction if it is made by the individual originally making the error. The Instructor remains the expert. This not only prevents Safe Sitters from doubting other things the Instructor said but also from thinking the correction is just a difference of opinion between Instructors. Within reason, the sooner the error is corrected, the better. The situation becomes more difficult if the Instructor gives information which is in conflict with the curriculum because the Instructor holds a different belief system, e.g. an Instructor says it is all right for a babysitter to spank a child. This situation calls for tact and sensitivity. The problem must be addressed however, because it is important for Safe Sitters to learn standard information reflecting Safe Sitter® philosophy -- not the philosophy of each Instructor. Once again, the Instructor Manual or a call to Safe Sitter® are valuable resources. Your first loyalty has to be your responsibility to the approved, standardized curriculum of Safe Sitter®. Correcting misinformation given by another Instructor is probably one of the most difficult situations we face as Safe Sitter® Instructors. Although you may feel uncomfortable, it is important to correct the misinformation before the class ends. While you may have many classes to teach, most Safe Sitters have only one opportunity to learn. We have a huge responsibility to use that opportunity well. |
| Q | What should we do if one student's behavior is disruptive to the class? |
| A |
Establishing the ground rules at the beginning of the Safe Sitter® class is the best way to get off to a good start with classroom behavior. The rules need to be "class rules" -- behavior the class identifies as appropriate -- versus "Instructor rules." Owning the rules and believing they are fair helps hook the student into cooperation. After agreeing on the rules, you may want to post them in the classroom. Simply discussing the ground rules is usually adequate, but occasionally you will encounter a student whose behavior is a challenge. There are a number of nonverbal cues which signal impending misbehavior -- facial expressions, body movements, and inattention. If you see any of these, you need to intervene immediately to prevent the behavior from becoming worse. When choosing an intervention, select the least restrictive technique and progress to more direct as needed. Try using these subtle and positive techniques to guide the student toward more appropriate behavior.
Some techniques work more effectively than others for specific students or specific situations. Be careful to protect the student from unnecessary embarrassment. But remember, in Safe Sitter® as in babysitting, the person in charge must be in charge. When you model good behavior management skills, you are modeling behavior for one of babysitters and parents most difficult problems. |
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Move physically closer to the student.
