Module 3

Being an effective teacher

Qualities of a good teacher Such a teacher will be a positive role model for all
concerned, will express and display the pleasures
What makes a good teacher? Questions about that water offers and will continually promote the
the essential characteristics of effective teaching benefits of aquatic education and participation.
have been at the centre of educational debates for
Teachers of both young and not-so-young students
centuries. If the answers were clear-cut, it would
should not underestimate the influence they may
certainly make the task of training teachers much
have on the lifelong attitudes of those in their care.
easier; however, some general characteristics
concerning teachers and the way in which they
communicate are examined and discussed in this Professional presentation
module. The teacher should appear responsible, efficient
and cheerfully confident. Employers generally seek
Good teachers are not measured just by years of
staff who demonstrate these qualities. AUSTSWIM
experience. A successful teacher must have an open
teachers’ responsibility to promote the importance
mind and a thorough knowledge of the subject, and
of swimming and water safety can be undermined if
should read widely and be ready to listen to others
they appear too casual, timid or careless. The way
in order to gain more knowledge and experience.
they look undoubtedly has an effect on the people
In fact, good teachers never stop learning and are they teach. Teachers must always be suitably attired
forever looking for new ideas and information. to teach in the water (e.g. rash vest, appropriate
swimwear, hat for outdoors).
Teach ing t i p
The mind is like a parachute – it works best when it Fostering positive student relationships
is open. Teachers should endeavour to learn and use the
names of students and try to speak to each one
Promoting swimming and water safety regularly during a lesson. By doing this, they
demonstrate their interest in each person.
Although the learning of the physical skills related
to swimming and water safety is critical, great A major part of a good relationship is trust.
attention also must be paid to the positive attitudes Students must learn to trust their teachers and
and feelings that a good teacher develops in teachers must foster and develop this trust.
each student (and observer). A good teacher will Students are going to be asked, for example, to sit
maintain and project a clear understanding of the on the bottom of the pool, open their eyes under
benefits to be derived from enjoying water. water, dive into deep water or recover an object
 Module 3  Being an effective teacher  23

from the pool floor – all activities that require Discipline

trust in the person directing them. Students can be
Discipline is necessary to ensure safety and to
persuaded to do activities, but if at any time they
create a satisfactory learning environment. When in
discover this has been done then the trust element is
the water the class should learn to stand still, look
lost – maybe forever.
at the teacher and be quiet while explanations are
given. If this control is established early, discipline
Competent organisational skills problems should not arise. If a class is difficult,
Teachers are professional people, and the manner the teacher needs to consider whether this is due
in which they present their work should reflect this. to boredom because the instructions are too long,
Lesson planning and the selection and placement the task is either too difficult or too easy, or the 3
of suitable teaching, swimming and rescue aids students do not understand the instructions given.
should be completed prior to the commencement of Promises that cannot be kept and threats that
each session. However, it is important to remember cannot be enforced should be avoided, or respect
that lesson planning provides only a framework in will soon be lost.
which to operate. Teachers must be able to adapt to Selecting class formations that maximise
unexpected circumstances; they must be alert to the participation and do not cause students to wait for
changing dynamics of the class and cater for them. turns will leave no time for them to devise their
Particularly important in an aquatic environment, own amusement.
they must function calmly and efficiently in all
If all avenues of discipline have been explored
teaching situations and conditions, being alert and
and a student is still uncooperative and requires
flexible at all times.
an unacceptable amount of individual attention,
it may be best to exclude them from the activity
Ability to inspire confidence (ensuring that supervision is not neglected). After
Beginner students often lack confidence when in a suitable period has elapsed, the student may be
the water, and in their own abilities. Teachers can allowed to participate once again.
inspire confidence by using positive reinforcement,
managing the class confidently and giving correct A sense of humour
and efficient assistance. They must establish a
Possessing a sense of humour is always a distinct
cooperative working spirit with the class and
advantage, and never more so than when you are
between the students, using appropriate assertive
teaching. It is very important to share experiences
techniques in all aspects of class management.
with students; most of these experiences will be
enjoyable and some will be funny. Having a good
Maintaining class control sense of humour will allow teachers and students
For the inexperienced teacher, maintaining class to benefit from these moments. At no time should
control may seem like a simple, obvious and there be laughing at someone else’s expense.
automatic aspect of teaching. However, this is
anything but easy. There are many variables that Enthusiasm
can place heavy demands on the teacher’s ability
Students who enjoy their learning experiences
to control a class. Class size, pool space, deep or
probably have enthusiastic, encouraging teachers.
shallow water, surrounding noise levels, the general
Certainly, it is difficult to be enthusiastic all the
public, other classes and limited equipment can
time, particularly if it is the teacher’s sixth lesson
all be disrupting factors for both teachers and
for the day in a humid, stuffy environment and it
students. Teachers must maintain a smooth flow of
is nearly time to go home. However, it is important
activity while communicating effectively with both
to remember that for the members of the class it
individuals and groups, according to the ability of
is probably their only swimming and water safety
the students.
lesson for the day and they have been looking
24 AUSTSWIM Teaching Swimming and Water Safety

forward to it. They expect and should receive Thorough knowledge of subject
a lively, motivating, encouraging, enthusiastic
Skilled teachers need knowledge of their specialist
teacher to guide them successfully in their aquatic
areas as well as the theory of the learning process.
experiences.
They should be able to communicate well at the
Teach ing t i p appropriate level and provide encouragement by
a range of methods. Before sound teaching can
Be enthusiastic! You may have had a long day but take place, they need to understand what affects
your students are only with you for a short period of learning; therefore, the teacher must understand the
time during their class.
skills to be taught, the sequential skill progressions
and the causes of common faults so that corrections
Ability to demonstrate can be made.
Should a teacher be able to perform a skill in order
to teach it? This question has been argued for many Supervision and observation at all times
years. It is through observation that the successful teacher
assesses the moods, attributes, needs and potential
An examination of swimming coaches would
of both individuals and groups. Moreover, since
indicate that the answer to this question is ‘no’.
aquatic teaching is potentially dangerous, teachers
Many swimming coaches would not be able to
must be alert in and around the water to ensure a
perform a skill to the same level or ability as the
safe environment. They must keep an eye out for
people they are coaching. What they can do, very
hazards and constantly take mental note of where
successfully, is break the skill/activity down into
each student is performing; for example, one may
logical, progressive stages, so that the swimmers
be drifting into deep water or into the path of lap
can master each level. It is also a big advantage if
swimmers. If underwater or deep water activities
they can demonstrate the skill – in situations where
are being conducted, observation and supervision
this is not possible a teacher might ask the best
must be increased. If four students submerge, four
student or another skilled performer to provide the
students must surface! And the teacher must be the
demonstration.
last person to leave the teaching area, after
Nevertheless, as it is important for teachers to ensuring that every student is safely out. In no
know what it is they are asking of their students, circumstances should a teacher leave students
prior experience is an advantage. unattended.

Using demonstrations Supervision is extremely important

 Module 3  Being an effective teacher  25

An effective teacher possesses a trained eye that can

observe and analyse technical performance. Taking EMPLOYERS STUDENTS
up the correct position in order to observe a specific
aspect of a stroke performance or activity is critical
for the teacher.
Safety is paramount in any aquatic program.
Module 5, ‘Aquatic safety, survival and rescue PARENTS/ OTHER
skills’, deals with aquatic safety essentials in detail. EMPLOYERS TEACHERS
Recognising the teachable moment 3
While observation of individual students is vital,
general observation throughout the lesson is
the means by which teachers can determine the
achievements and understanding of the class, as
well as note possible movement progressions. Who will a teacher need to communicate with?
Often teachers may be looking for those whose
response to a challenge is worth sharing or Communication with students
showing to the rest of the class. This creates what Effective communication with students is based
is often referred to as a ‘teachable moment’: the upon following the three Cs:
teacher has an opportunity to develop knowledge 1 clarity
and understanding by utilising student response. 2 conciseness
Teachers should seize upon this moment to enhance 3 consistency.
learning.
Clarity
Patience and understanding People communicate by sight (via expressions and
demonstrations) as well as by sound (through
A key factor in successful teaching is patience.
language).
Students should not be rushed through progressions
in order to satisfy a time schedule. Rushing through A teacher should avoid ambiguous expressions and
practices and activities will only serve to inhibit always use positive reinforcers, such as a friendly
the learning rate and detract from the enjoyment smile on greeting, or in recognition of an improved
of learning to swim. Students must be encouraged performance. Performance demonstrations must be
to work at their own pace and to gain a range correct, and be clearly visible to all students.
of positive experiences that will enhance their
Teachers sometimes forget to consider the level of
learning. People need time for information to
the students; it is important not to talk either up to
sink in, and this is particularly true for beginners.
or down to the class. An example of this is the use
Teachers must take this into consideration when
of the words ‘turbulent’ or ‘choppy’ when speaking
planning their lessons.
to primary school children. ‘Turbulent’ can be used
effectively at teenage or adult levels, but is usually
Effective communication beyond the comprehension of most primary school
Perhaps the most critical skill for the teacher children; an appropriate word to use at the younger
of swimming and water safety is the ability to child’s level would be ‘choppy’, even though it is
communicate. Teachers need to communicate in a not as precise. Another example might be to ask
style appropriate to the person’s age and sensory or primary school children to ‘blow bubbles’ rather
intellectual impairment (e.g. hearing loss). than ‘exhale’.
26 AUSTSWIM Teaching Swimming and Water Safety

Conciseness Voice control

Unfortunately, many teachers talk too much. This The voice level should be sufficient to reach
may initially be a cover for nervousness or lack of all students clearly, without disturbing others
experience, but it can develop into a bad habit. around the pool. The volume should be lowered if
students are close to the teacher and raised if they
Lengthy instructions are wasted; only short items
move away. Shouting and yelling down a lane or
of information will be extracted from the total. Try
across the pool should be avoided. Not only is it
to give a brief positive instruction for the action
very disruptive, it also adds to an already noisy
to be performed, so that confusion is minimised;
environment and does little to create safe working
for example, ‘Blow bubbles into the water’ is a
and learning conditions. Speaking slowly and clearly
brief, positive statement, whereas ‘Don’t hold your
helps to protect the throat and reduce stress levels.
breath’ is negative, and the student may not hear
the ‘don’t’ and think ‘What a good idea! Never Visual cues
thought of that!’ and hold their breath! It is much
Many people have difficulty hearing when they are
better to give a short explanation, allow students
in the water. This may be caused by deafness, water
to practise and then follow up with a further short
in the ears or the use of bathing caps or ear plugs.
explanation.
It is recommended to use visual guides in the form
Teach ing t i p of hand signals to aid communication. If there are
Keep instructions brief and avoid negative several teachers in the pool area, this can also help
statements. to reduce the general noise level; for example, if
students have swum out several metres then hand
Consistency
signals can indicate the method of return and
beckon them back.
Teachers should be consistent in their behaviour.
Teachers are individuals too, but should try to Visual cues can assist student understanding; for
control extremes of behaviour caused by non- example, pointing to the ear while saying ‘Keep the
teaching factors, such as tiredness after a late night, ear flat when turning to breathe’, or pointing to the
which can result in a lack of patience. This does knees when explaining the importance of keeping
not mean that a teacher must avoid displaying them below the surface in backstroke, can set up an
individual behaviour such as the expression of association of ideas whereby the student eventually
approval or disapproval, but only that the level needs only visual cues. Other visual cues include
of reaction should be a reflection of the level of pointing to a high elbow; demonstrating flutter kick
behaviour that caused it. using the hands, or demonstrating the arm recovery
action in backstroke.
Teachers should also be consistent in their use of
both normal and technical language. They should Verbal instructions
use descriptions that avoid extremes – such as Individual instructions should begin with the
‘fantastic’ – because a later performance that might student’s name; for example, ‘Monica, roll your
be much better could not receive an appropriate head to the side to breathe, not your hips’. If the
increase in praise. It is a bit like achieving a score name is mentioned last, the message is finished
of 10 in gymnastics – where do you go from there? before Monica becomes aware that it was directed
Teachers should also try to reflect a consistent, to her. Also, only one or two teaching points should
positive attitude in the language used. Negative be given at a time.
words such as ‘bad’ or ‘poor’ should be avoided
where possible. When sending students across the pool, the teacher
should be sure to watch them finish or they may
think ‘Nobody even saw me!’ Then, instead of just
the instruction ‘Swim back’, at least one positive
teaching point should be given.
 Module 3  Being an effective teacher  27

Communicating with parents or customers times of difficulty and also provides a forum for
When working with young students, teachers good teaching to be recognised and acknowledged
should inform parents about: through regular formal and informal feedback from
colleagues.
• the program philosophy and outline
• methods by which they can assist their child to
master the appropriate skills Teaching methods
• ways of encouraging their child
Teaching methods are the ways in which the
• progressive achievement
teacher presents learning experiences.
• the positive personal characteristics of their child
as they relate to swimming. Teachers can and should make use of a variety 3
of methods; no one method will work with all
In all programs (commercial and non-commercial),
students, there is no one magical way to teach,
it is essential that a customer service plan includes
and those who claim that there is have become
regular formal and informal communication with
blinkered, and their teaching effectiveness will be
students, parents and carers.
lessened. Some learning situations lend themselves
Communicating with employers to the use of a lecture style, and some to the
Teachers of swimming and water safety are repetition of drills, while others permit a less guided
faced with expectations from their employers, approach, in which the student is confronted with
who require positive results. Teachers need problems to solve and discuss. Some students will
to understand the outcomes desired by their respond better to drills; others learn best when
employers, the level of professionalism required they are challenged to solve problems. Teaching
and the procedures established for dealing with methods vary along a continuum from command to
difficulties that arise. discovery.

The only sure way to ensure that the expectations Whole-skill strategy
of employers are being met is to communicate
The whole-skill strategy focuses on attempting a
with them both formally and informally. Teachers
simple skill without using back-up progressions.
should continually seek advice, assistance and
After examination of the skill presentation, and
information from employers in order to avoid
through careful activity selection, practice and
misunderstandings or communication breakdowns.
feedback, the teacher refines and improves the skill
It is also essential to be loyal to all involved in the performances of the student.
aquatic industry – the employer, other teachers,
parents and students – and to avoid making Progressive-part strategy
disparaging comments about others.
With the progressive-part strategy, the teacher
Communicating with other teachers selects and progressively presents various parts that
culminate in the learning of the skill. Most teachers
A friendly, supportive and collaborative teaching
use this approach for complex skills.
environment promotes a happy, harmonious and
professional learning atmosphere. Effective teachers As a general rule, students should not proceed
of swimming and water safety will offer advice to from one skill to the next until the first skill is
– and seek feedback from – their peers. Through well mastered. However, sometimes they should
adopting a collaborative approach to planning, not persist too long and it is wise to move them to
teaching and evaluating, teachers develop a team another skill, perhaps retracing the abandoned step
approach that provides opportunities to continue later. Flexibility in teaching is knowing when to
learning and updating knowledge and ideas. move on and when to repeat.
Similarly, a collaborative and united teaching
team offers support to individual members in
28 AUSTSWIM Teaching Swimming and Water Safety

Whole-skill/progressive-part strategy Problem solving and discovery

This is a combination of the previous two strategies Problem solving and discovery methods involve
that is used for both simple and complex skills. The students in examining and discussing tasks, then
whole skill is attempted first to enable the teacher to attempting to develop suitable responses. They
recognise starting points for a progressive sequence rely on the teacher being able to gradually modify
of activities designed to facilitate learning. This will or shape students’ responses towards the skill or
also provide a framework to which the student may knowledge goal.
relate when practising the component parts.

Demonstration Class formations

The teacher must ensure that the whole class can There are several formations commonly used with
clearly see a demonstration. They should not, for swimming and water safety classes. The position of
example, be looking into the sun, and they may the teacher in relation to the class varies according
need to be out of the water while the teacher (or to the following factors:
demonstrator) is in it. Be aware of the effects of • climatic elements, such as wind and sun
cool breezes on wet bodies out of water. • distracting factors within the class’s sight or
hearing
Remember that the students receive a very high
• whether the teaching area is natural or
percentage of information from what they see;
constructed
and what they see, they tend to copy. For this
• the skill being taught
reason it is important to provide them with the
• the age and skill of the students
best demonstration possible. To achieve the highest
• the teaching area available (including depth)
rate of learning from this strategy, teachers should
ensure that students: The overriding consideration must be the safety of
• watch the demonstration attentively students.
• understand what is wanted of them
• have the ability to perform the skill Semicircle
• are motivated A semicircle formation ensures that each student
• are focused on a small number of points can see and be seen by the teacher.
• are well organised, to avoid distractions
• are exposed to the correct techniques.

Teach ing t i p
Students learn mainly from things they see;
therefore demonstrations are important.

Command teaching
Command teaching involves directing students to
perform very specific tasks. It may take the form
of demonstrating the task for the class to emulate,
or verbally directing a class through a series of
progressive drills that culminate in the performance
of the final task. When time is limited, this can be a
very efficient method of maximising the number of Semicircle class formation
practices that can be completed.
 Module 3  Being an effective teacher  29

Informal
This formation ensures that all can see and be seen
by the teacher, but there is less formality. Students
may need to allow enough space between
themselves and the next student to practise the
required skill safely.

Corner class formation (students can be in or out of the water)

Wave
Informal class formation
This is a versatile practice formation. Students
line up a comfortable distance apart and begin the
Lines activity at the same time and at their own pace.
Lines are used when all students need to practise at
the same time. Parallel lines are used in paired The distance out to the teacher should be kept
activities. short to enable a lot of repetitions but to also guard
against over-working the students. Students must
not be permitted to move beyond the teacher.
A variation to the standard wave formation is the
staggered wave. A staggered wave is used for
repetition practices; the teacher can move along the
group and provide individual help while the
students continue practising.

Line class formation

Corner
The corner formation can be used for a variety of
teaching situations. It can enable all students to
see the demonstration of a stationary skill, such as
treading water in deep water. It can also be used for
beginners as it allows for different activities to be
incorporated within the one group. The distance of
this pattern can be adjusted according to students’
abilities, allowing for independent mobility while
maintaining close teacher contact.
Wave class formation
30 AUSTSWIM Teaching Swimming and Water Safety

Circle formations Helpful teaching hints

Circle swimming may be used to provide varying • Be aware of safety requirements at all times.
distances to cater for the different capabilities of • Be punctual in both starting and finishing; only
the students. then can you expect the same from your group.
• Prepare your work thoroughly. Don’t be afraid
to use a palm card as a memory aid.
• Place yourself where you can observe all the
students and where all of them can see you.
• Don’t try to shout to make yourself heard above
noise; wait for quiet and then proceed. Bring
the group closer, if necessary. Speak clearly and
concisely.
• Demand full attention and immediate response
to directions.
• Generally assemble groups in position for
an activity before giving an explanation or
demonstration.
• When teaching new work, first direct attention to
the major features.
Circle class formation (teacher can be in or out of the water) • Don’t talk too much. Place the emphasis on the
activity. Most people find it difficult to remember
a lot of details.
Triangle • Differentiate between idle chatter and the noise
Triangle pattern is good for advanced students, to of people at play.
encourage them to move away from the security of • Use hand signals to avoid straining the voice.
solid walls and for working over greater distances. • Enforce rigidly whatever rules are necessary
(possibly the fewer rules the better).
• Be tactful and fair.
• Keep all students as busy as possible.
• Avoid dead spots or long breaks from activity.
Make use of fun skill-based activities to enhance
a teaching point.
• Don’t introduce too much new work in the one
session. Repetition of previous work is not only
advisable, but essential for development of a
satisfactory standard of performance.
• Make use of the competitive element, but don’t
overdo it. Try to develop the attitude that
competing is better than winning.
• Provide variety in the program to cater to all
Triangle class formation tastes.
• Show care and respect for equipment and
Teach ing t i ps develop a routine for handling it. This is one
With any type of class formation: definite way to eliminate waste of time and
money.
• the teacher has a clear view of all students at all • Delegate responsibility and develop leadership
times
within the group.
• the teacher has contact with all students and is able • Make the lesson live, and become part of it. Be
to give encouragement and offer correction
in charge of the situation, but develop the correct
• the distance is increased as skills and confidence balance between aloofness on the one hand and
increase. over-interaction at the group level on the other.