Archive for the ‘NATEF Accreditation’ Category

Student Safety Issues in the Automotive Lab

May 19, 2014
A container of caustic carburetor cleaner. No MSD sheet or protective gear.

A container of caustic carburetor cleaner. No MSD sheet or protective gear.

I wish all these pictures were photoshopped and not taken in high schools and tech colleges that are the training centers for our next generation of techs and service employees.

No I will not say where these are taken. I am invited sometimes to visit auto training programs and often asked by the administration to take a look. I am asked to  tell them if they should continue to fund the program or hire another teacher. All of these are the Bad and Ugly of programs. The good have been reported on earlier in posts and there are many fine, high quality programs with motivated instructors. Sadly these “Hobby Shops” are out there and have been going for years. Most of the ones where these pictures come from have been closed or have been overhauled. On these visits I have permission to video and take pictures. I then  cite the safety reasons, NATEF standards and generate a report for the administrators.

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Incandescent glass bulbs should never be used in any shop. Even rough service bulbs heat up and can cause burns and fires.

Just got this http://youtu.be/T7ESQzY6spI  please get rid of any glass incandescent lamps, drop lights etc. Is your lab or student worth a cheap light? Thanks Bob!

Yes the incandescent bulb will cause gasoline to explode if a drop gets on it when hot. Several shops burn every year due to the use of these. The hot metal of the frame will burn skin if touched by a hand or arm. Yes the handle on this light is taped up from a previous pulling out of the cord. IMHO these types of lights have no place in a lab.  I know personally of two retail operations that burned due to the employees use of these lights. I see these in labs. Please get rid of them and use something that will not harm a student.

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Yes that is an old fuel tank under the tires with some type of caustic carburetor cleaner in the 5 gal container. The MSDS on the Carb cleaner was not found but later I looked it up. Very harmful on contact with skin or eyes. No Personal Protective gear such as gloves were found. I asked what it was used for and was told the students clean parts with it. This cleaner is a hazardous materiel and must be disposed of properly
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Note the wire brush has no safety guard. I assume the chair is for sitting if you get tired working? The  grinder was not bolted down and there was no sign of eye protection or face shield. You know a wire brush sheds wire if you have ever used one. If you use one of these wire brushes on a grinder or power tool note that old brushes rapidly shed the wire pieces and they will stick in clothing and skin. Hate to know what they do to an eye. I suggest if you have to have one of these you replace it regularly and have a full face shield for the user. The stack of old tires is a disposal problem, certainly only a few are needed for instruction.

Safety of the student is paramount in any evaluation of a program. If a student is injured during the lab time no matter the cause or outcome, the accident is a problem for the instructor. Even minor issues that are bound to happen like small cuts and such are a hassle. Some instructors have gone their whole career without a serious incident. Operation of an training lab involving sharp objects, extreme temperatures, moving, rotating machines, hazardous chemicals, flammable liquids and gases and high voltage circuits is difficult in a safe organized shop. Teaching in the environment shown here in these pictures would be next to impossible.
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This exhaust hose reel is missing the hose. Running an engine in the lab requires the use of exhaust extraction. Passive systems may work but I doubt the effectiveness on all application. Every time I have observed  a passive system in use, the students complained of head aches. This is due to CO as the first symptom is headache.
The tire machine is not bolted down. I assume the acetylene torch set keeps it nice and secure?2013-01-30_10-44-01_36
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A face shield would be nice. So would proper storage of consumables.

Lot of these older brake service machines give good service, but this one has no safety guard. Note the storage or lack of it. Consumables everywhere in this lab.
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Top heavy machines can tip over and should be bolted down.

Any equipment that is designed by the manufacturer to be bolted down needs to be secured. Floor stripe is history
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Looks like the Exxon Valdez looking for a place to land. What many school systems don’t realize is that OSHA and EPA can fine them for things like this. Besides being a fire hazard the training of future techs is being done here with this as an example to them.

 At least they have a spill containment even if it grossly overloaded. The people at http://www.thenewpig.com can advise schools on what is needed to be compliant. Two students were recently seriously injured at a High School auto shop that was NOT accredited. see http://tinyurl.com/kbezo38
I was called to one of the new Charter School known as County  Academy Center of Technology. Well the name does not make the insides better. This program had been transplanted into a new building and the administration wanted to know why enrollment dropped from when it was at the high school. Anyone that understands children as teens knows they hate to give up their peer group and move to a new school that has no sports or clubs like  a comprehensive high school. These programs can become dumping grounds for the feeder schools. This was the lift that was being used. The welds were broken on the safety latches and this prevents the engagement of the locks for the arms. All four lifts were broken. While there I observed students working with no safety glasses on under the lift. I explained this to the administrator as a safety violation that could put him in jeopardy. Lifts should be certified every year.
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Rust streaks tell the age of the broken safety latch

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This lift is also broken. Improper placement of lift and raising a vehicle not set up correctly caused the arms to force the safety locks. This lock no longer lines up.


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Skateboard!

Clutter. Disorganized storage areas waste instructional time. Flammables are safer stored in lockers designed for containment. Teaching students proper organizational skills is a part of the operation of a lab. I am sure an advisory committee will appreciate a clean well organized lab for the training of their future employees
The same lab had tools and equipment scattered.
This lab was shared with a tech college for a night class with an adjunct instructor. I have not seen this type of program work anywhere. The adjunct instructor often as not is  a by the hour paid teacher and has no “Buy In” towards the program. Often time they are working for a college nearby and must keep up their own lab also, they simply don’t have the time.
Here is an air bag, battery and assorted parts on a steel table.  This project had parts over a wide area. No lab job sheets, task sheets or performance tests means there is a hobby shop atmosphere.

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Use project boxes for lab work that will be left over to next day.

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Gasoline storage is only allowed in approved storage lockers. Not in tool room.

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Batteries are in top right corner and air bag was live

The tool room had no organization and several gas cans with fuel in them. Parts bins can be used for projects. This hobby shop had none visibleDSC01938I opened a locker and found these tools. The administrator continually said how good the instructor was. We asked for safety glasses while we were there and the instructor left the room to find some. He never returned before I left.

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No Flammable locker and gas cans all over. Has no one ever seen a gasoline fire?

Clutter makes it hard for students to find the right tool or the part they were using. When I observe a lab like this I know that the instructor is overwhelmed and overworking because of a lack of organizing skills on the instructor’s part. Safe operation of this lab is almost impossible. No wonder the turn over for auto teachers is high.
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The main issue here is all the electrical demands of the shop floor are fed by the extension cord plugged in on the center of the wall. There was no organization of any of the tools or equipment.

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This is right in the lab with a plastic trash can nearby to add to the mix. These plastic trash cans give off poisonous fumes when they burn in the lab. Nice !

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This school is in a very well off county with lots of tax dollars. Seems the school board wanted to close the program. I was asked to evaluate the program. Over 60 auto dealers with in 20 miles and the only contact was a few phone calls to invite the dealers to an open house a few years ago. The teacher had been cut to half time.

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The instructor had cleaned up for my visit and had hauled off many truck loads of junk left over from a teacher that had retired. The admin of the school just wanted the problem to go away. This one is closed now.

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General clutter with no organized learning area. Hard to tell if anything safe can be accomplished.

 

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Outback we find oil drums with unidentified liquids in them. Who is responsible?

https://autoteachersonny.wordpress.com/2011/05/01/outback-and-in-sight-used-oil-and-safety-glasses-or-how-many-lawyers-do-you-know/

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A tool locker for special tools?

Special tools are just that “Special” Students should be taught that they command respect from their users.
Instructors should realize that every tool should have a place identified and well marked with the name of the tool, operation manual included for proper storage of the special tool. The assumption that any student would know how to find or use a special tool is, well foolish.

 

 

 

 

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This lab was considered by the administration to be the best possible . This clutter was here on two separate visits.

Battery eye wash

This lab is totally redone with new equipment and quality instructors. On the day of the visit when this was taken the school resource officers arrested a student with drugs in the lab. Now on the advisement from the advisory committee new teachers were hired and the program is now one of the best.

lab classroom

A classroom in the lab area is sometimes unavoidable. While not the best situation. Safety Glasses must be worn by all persons in the room when work is being done. This program had lost their accreditation a few years before this picture. The program has since been totally overhauled.

The schools often don’t see the safety issue as some unsafe practices are accepted in industry believe it or not!

Outside storage is cluttered and unused parts seem to collect in these places.

Outside storage is cluttered and unused parts seem to collect in these places.

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Here you have a old valve machine, a differential out of something and two cans of AC refrigerant along with a grinder missing guards and brake drums. The point of this picture is that there is no instructional organization.

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An antique machine that never caught on to handle a very hazardous material.

Remarkable Program, Remakable Teacher

February 2, 2013

We recently held our Georgia chapter of NACAT (http://www.nacat.org) conference and training session at Savannah Tech. (http://www.savannahtech.edu/ ) Our chapter meeting was held at Effingham Career Academy, (http://tinyurl.com/3ndcqs8) where Keith Cornell is the AYES (www.ayes.org) automotive instructor. Keith gave us a tour of his new lab and classroom, showing us many of the innovative ideas he has put in place. With one year of teaching at this new facility Keith has road tested and improved many of his designs for improving student learning in a school to work classroom and lab.

Fig #1. Keith uses single roll a round tool boxes for each task area. This one contains the special tools needed for brake service. The inventory control and ease of use by adopting this method of tool use will pay off in increased time on task for the students engaged in brake service in the lab.

Fig #2. Keith designed the tool set inventory control for all the tool sets. Color coded general tool sets for each student team. Lots of time invested to do this but the pay off is worth the effort when student learning is increased.

Fig #3. Clean and well organized lab will insure students will know how the 21st century work place is supposed to look and be kept with housekeeping skills learned here.

Fig #4. Keith modified and designed this cabinet with each class a drawer for safety glasses for each student. The importance of safety with our students can not be compromised or neglected by the instructor.

Fig #5. We did note one fire extinguisher that may have been out of date? Routine safety inspections by the Business and Education Advisory Committee will insure compliance with all Federal, State and local safety regulations.

Fig #6. Cover over emergency power cut prevents accidental interruption of service.

Fig#7 The lab at Effingham Career Academy is bright, clean and well organized. The students learn work ethics as they operate the shop to reflect the best example of the modern dealership and service center.

Fig #8. The lab is well planned so that everything has a place and a place for everything. When things are organized from the start then students will learn the habits that employers will want.

Here is link to video of Keith sharing his stadium seating classroom with the Georgia Auto Teachers.

As I toured the lab and classroom of this remarkable automotive program I was impressed with many of the innovative and creative ideas put into practice of the learning environment. I did not see anything that could not be replicated or adopted by anyone’s program. Even in programs with no or low budget some of the ideas would use existing items to create or replicate the idea. I visit a lot of schools around the US and meet a lot of teachers. I visit schools that have limited resources, disadvantaged students and students with more problems than I will mention today. The defining truth is this; The teacher makes the difference in the learning environment. Several years ago I attended a conference when I first started teaching and the presenter had this handout. I can not recall him today or I would give credit to that presenter.

He told stories and spoke of teachers he knew and students he had taught. He made a lasting impression on me and my teaching. I will share a copy of the handout he gave us.

Characteristics of remarkable Teachers

  • They are lifelong learners
  • They seek excellence
  • They have gifts to share
  • They are encouragers
  • They are called out to teach
  • They are positive people

 

  • They are life changers

  • They love their craft

  • They see the gifts of others

  • They mix stories and humor to connect

  • They champion their students

  • They teach from the heart and the mind

 

Create! Share! Enjoy!

NATEF Certified, To be or Not to be………. August 2010

August 14, 2010

The average auto teacher is overworked and under paid. Got your attention! We could spend the rest of the week complaining and debating this statement. I recently toured European schools and the teacher’s number one complaint is the lack of time. (Note: see Dec Blog about time management) Same as here, we do not have time to shift gears or implement new ideas until the summer, winter, or spring break, if we are not completing personal courses of study, working on personal improvement or family experiences during those short times. Our classes are overwhelming in these times of bad economy when everyone that can’t find a job or seeks retraining wants to be a technician of some sort at the Technical College and in our High Schools the rigorous requirements of NCLB impact us in painful ways. It would be a lot easier if no one ever brought up the notion of being industry certified, would it not? What are some of the reasons your program is certified? What are the reasons it is not certified or the certification has lapsed? Let’s look at both sides here and try to be positive, open and realistic in our examination of this controversial subject.

Many times I have presented workshops for teachers to learn the NATEF process only to discover later that nothing changed at their school. Why? Lack of support is often blamed but why would the administration send the teacher to a workshop and then not support them for certification? One of the many items we covered in the workshop was how to apply for the industry certification grants the state provides. I discovered in some cases schools got the grant, spent it and did nothing else. A few never bothered to write the grant. When asked why they admitted procrastination or blamed someone who is now gone. Sometimes Administration would blame the teacher and while in some cases the teacher may be the problem, the teacher says otherwise.

Let’s look objectively at several possible scenarios and examine the cause and effect of the different paths we can take. If we take a positive look at the NATEF process we will discover all the items we see as being negative are a positive improvement for our programs overall health. I can show you that each of the standards used properly will benefit your students, the auto program and make the teachers job easier in the long run. If you have not read the standards I would advise you do so soon. They are located here http://www.natef.org/program.cfm I will be referencing them in this essay.

We can begin our process by developing our advisory or Business and Education Council. I know of no really great program that does not have a viable, dynamic and focused advisory. Sure, it is a pain and a lot of work to develop the relationships, and hours are spent going from place to place meeting new people, organizing and planning the events. See https://autoteacher.net/AYES_Page.php for helps and tips on developing and maintaining the B&E council.

Once you have a working advisory in place then you can share the promotion of your students. You have a source of donations and help when you have needs. Some advisory councils have developed Education Foundations for the program. This gives non-profit status and allows a free flow of donations without the entanglement of school/college rules that hinder fund-raising. After initial start-up two programs I developed were fully funded by donations from the Advisory. A warning sign of a poor advisory is more educators than industry on the council. The worst thing you can do is invite a dealership/owner/service manager to an evening of “Ed speak Presentations.”

See https://autoteachersonny.wordpress.com/2009/11/ for more on Advisory Committees

What does the Advisory do in a well run program? What NATEF Standards do they have input and direction? Std. 2.3 T&E, 6.5, 6.14, 7. 7.5, 8.11 If you allow the stakeholders to work with you on these you will share the burden of implementing the standards.

If we need new tools and equipment and who does not? We can plan a list based on the standards.

NATEF does have a list of hand tools, equipment and special tools that are considered necessary for training. http://www.natef.org/program_standards/auto.cfm I will not bore you with repeating what is written in the document. I will share with you this true story. A career center was planned by a school system. A well-meaning administration got a copy of the tool list and found some tool dealers and sent them the list. The bids were looked at and the lowest bidder picked. The building was built by the system. All the labs were designed alike. The tool bid winner asked for the number of students in a class and sold the school system 24 sets of every hand tool. Can you imagine 24 police grade Mag lights? The lab got offshore brand equipment, can you say not certified safe lifts and substandard special tools? Can you imagine dial indicators that fall apart when used or micrometers that don’t mike? Can you see a multimeter that burns out in a week of student use? Textbooks were ordered off the list from the state without review to see if content was relevant. Trainers that are not transitional trainers are bought at high prices that student learn nothing on except to operate the games. The money ran out before the alignment lift could be ordered. Several key big-ticket items were not purchased. The well-meaning administrator then looked for a teacher via the DOE channels. The teacher they hired had failed as a technician and the system he had worked as a teacher before was glad he moved on. Three years later the program is closed for lack of students. What could have been done different? Could the NATEF standards have prevented this expensive mistake? Consider this scenario.

An administrator is assigned to develop the new auto program. He/She forms a team of teachers, counselors, work based learning coordinators and interested parties. The community auto businesses are surveyed by the team by calling on the dealer principals and shop owners for interviews with them face to face. Community Civic Organizations, Std 2.6 are presented with preliminary plans that ask for local input. The State program specialists are contacted and teacher position is placed on the state and local site. An advisory committee is formed from the survey of local businesses, Std 2.5. By this time the team has set up a chain of command of the interested stakeholders Std 2.2. Std 1.1 and Std 1.2 are being formed by the committee. Std 2.3 has been presented to the system leadership and Std 2.6 and 4.2, 5.6 are on the table for the leadership to act upon. The advisory has formed a team to plan the shop/lab layout with a focus on safety and learning as in Std 2.4. Another team is developing Std. 6.1 with an eye to emerging technology, DOE curriculum and incorporation of Science, Math and Language Arts. The advisory council’s next agenda item is Std 7.2 the selection and recommendations for tool and equipment needs for the program. The safety, Std 7.1 of the learning environment is foremost in all these proceedings. As soon as the building/renovation is complete the teams inspect and report on the new lab and classroom, Std 8.6 should have been addressed in the early plans of the site. During this walk through Std 8.11 is addressed. During this time the selection of an instructor is being done with interviews being held for qualified applicants. Std 9.1 requires ASE certification be current and the instructor continuing with industry recognized update training. Careful consideration with as many stakeholders in the program having input in the selection of a teacher for he/she is the key to an excellent program. After selection the  teacher is enrolled in a  Teacher Training to prepare a person out of industry for the rigors of the  classroom.  Now that we are at this point we see that the NATEF standards while minimum, their requirements are the framework a great program can be built upon. Once this basic work outlined here is done we can continue to build upon this foundation and have a truly great program ready for site evaluation in a few school years. All of these suggestions should be considered a continuous process and not a one time agenda item. See for more information    A guide to program certification 

Now what are your objections? Here are a few common ones. I would love to hear your story if I do not cover it here.

“I don’t have enough time in my school year for the required hours.”

This is a structure problem with a lot of high schools. Consider articulation with a post secondary and only certify your program in two areas. Consider a work based learning co-op program with local businesses for after school mentored training. Consider the General Service Technician Training Program, GST Certification which is according to the instructors I have talked with that are using the GST model works very well for Secondary schools. Consider adding a summer internship class or summer class to add more contact hours. Explore the new Std 11 and step into the 21st Century with your students. If done carefully learning can become constant and time the variable. You can place 25% of your instructional time into the e learning category if you follow the standard.

“I don’t have enough time in the school class period”

Some schools only have 50 minute classes. While this may work in a History class and is fine for teaching Spanish it will not allow for safe and proper delivery of a lab class.  A shop/lab teacher with requirements to teach hands on subject matter with a performance based assessment (std 6) can not safely and efficiently do the tasks in a 50 or 45 minute period. Clean up/ Lab set up time eat up effective instructional time. Present a plan to combine periods for your students in these short periods. A 100 minute class will give the organized teacher time to teach and the students can perform in a safe learning environment. The schedule and/or registering requirements of students should not place them in unsafe labs.

“I don’t have enough time (personal) “

If you are in this position and can not find a watch with more than 24 hours on the face then take a step back and examine your day. If you can not organize, plan and develop procedures to do your job with relative comfort, safety and deliver quality instruction then “What is wrong with this picture?”  I suggest you join NACAT and create, share and enjoy the fellowship. The networking with the very best auto teachers on the planet will be worth the time and expense of membership. Many times I have needed something for my class an a fellow teacher in another state I would have never met outside of NACAT will share the “Wheel” so I don’t have to reinvent the “Wheel”  See www.nacat.org

see for more on this https://autoteachersonny.wordpress.com/2010/01/

“I have no funds/money/budget”

Currently there are several grants out there for auto teachers. Are they going to call you up and deliver the cash? No, are they going to write themselves? No, Do you have to be a skilled grant writer? No, I obtained many grants by asking many more than I got. Were they hard to write? No, some were fill in the blank online and easy, some were difficult and required a team to develop. In a recent work shop I presented at NACAT 2010, an instructor from California shared how she had a grant from a source I quote http://www.grants.gov/ Her school will get $2 million for Hybrid, Alt vehicle study. Another source is to take a Skills USA student to the local civic clubs and have them speak, a 3-5 minute speech on why they are in Skills, or auto and then you talk for a few  minutes on your program and the benefits to the community. Then ask for donations! I do know this if you don’t ask you won’t get.

Is the NATEF process perfect? No, nothing with us humans is. We can work together to make a better NATEF. The NATEF staff are certainly focused on helping you. The NATEF President knows what you face each day having been an auto teacher and a technician. No one likes change but wet babies but our industry is changing so fast; only by staying on top can you deliver the technical instruction the new market place requires.

Bottom line is that you can leverage every NATEF Standard to have the type of program that students will demand to be in. Business will support the program because they will see the  market place value in the program. Your leaders and school boards can be proud of because of the excellence of the graduates. I have visited many good programs. I have visited many great programs. All the excellent programs were NATEF Certified. The choice is yours. Email me if I can be of service. See for more information https://autoteacher.net/

Sonny Reeves

http://www.linkedin.com/in/autoteachersonny

You teach, Who Learns? or Learns how to learn

October 2, 2009

Learning to Learn or How do you teach?  October Auto Teacher News

Many years ago in a 9th grade algebra classroom I sat bewildered by all the new concepts and theories being presented. I did not get it! The teacher was unconcerned by my lack of understanding. All she did was read romance novels and keep the class quite. Large stacks of “Ditto” sheets and a textbook were the mainstream of her teaching. When I said I did not understand the problems I was told to read the book. When another student tried to help me I was disciplined for talking in class. After almost all “A” report cards my grades started to slip. Behavior issues began, rather than be considered dumb I would be known for my misbehavior. Soon the math class for me was to sit in the back of the room with my desk facing the wall, bored and forgotten. No one ever impressed upon me the need for my knowing the subject.

Who knows the difference a concerned math teacher could have made in the course of my life. I know the lack of an understanding of math has held me back in some cases. My love of the science of electricity has been limited by my ignorance of the higher math required for a degree in Electrical Engineering. I am sure if I had dedicated math teachers like Ms. Jones or Ms. Sirmans who teach with me at Hutchings my life would have been different and possibly easier.  As it was I have had to adapt and work harder to overcome my shortcomings in math. I can see myself in many of my students. They are bored, discipline problems abound, and because only few teachers are dedicated enough to get through to them they will drop out or otherwise not reach their full potential.

How do you teach? Do you expound on the facts of our high tech world and seek to teach every new thing under the Sun/Hood of our high tech world and the new cars? Or do you seek to instill what Jorge Menchu calls “Learning to Learn” and prepare your students to think, learn and create their own high tech world of “Knowing” instead of just memorizing the fact so as to repeat it for a test.  I know that you want the best for your students and you truly want to be the best teacher you can be. Here are some observations for you. When I was around eight years old I was a very good whistler, in fact I was the best there was among my eight year old peers. I had the summer off and my dog and I set out to do what all boys and their dog will do during a summer of fun. I wanted to do something for my dog. Now all boys love their dog when they are eight. I wanted the best for my dog. I wanted to teach my dog to whistle! I proceeded to teach and my dog listened with a wagging tail and open expression on his doggy face. I taught my heart out to an attentive pupil. At the end of the summer my dog could whistle no better than he could at the beginning. In fact he never could or would. No one impressed the dog with the reason he needed to whistle. There was no relevance or rigor in my teaching all we had was a relationship.

I now know better than to try and teach at my level to a student’s level with out an adjustment for learning styles and prior knowledge that the student has. A grave disservice is that many students I have today have not had physical science since sixth grade.  In order to teach electrical or hydraulics I have to back up and teach basics of science and physics. Now in my class the student finally has a relevant course that gives a tangible reason of how electricity is used to operate a relay that causes a fuel pump to pump fuel to run the engine. When I explain a modern automobile I teach, that the vehicle we use and service today, is basically the same as the 1960’s model our fathers and grandfathers knew except the manufactures have added an average of $27000.00 worth of safety, emissions controls and accessories we must have. The Chevy I bought new in 1969 was $2895.00 today the same basic car is $30,000.00. Now this essay is not to argue the merits, prices or attributes a of a car line. I would like to propose that the car of today is still operating off the same basic physics, science and math principles of the first car ever built. The Wow! and Whiz Bang of the High Tech vehicles we are seeing pop up like mushrooms after a summer rain are nothing more than $27000.00 worth of safety, emissions and accessories added to our 1969 car’s basic fundamental principals of physics, science and math.

Here are my hard questions. Why are our programs looked upon as a savior for students that did not do well in middle grades science and math classes?  Why are we expected to teach our physics, science and math to students that either failed or made Cs and Ds in those subjects?  Why are our hands on classes looked upon as inferior to academic classes by state school boards when good techs in all trades are making economic progress in these hard times and college grads can’t find jobs?

What’s up with this? Do you teach to the test or for life long learning? Do you teach the basics? Do you create a hunger for learning in your student?

Hope this Helps,

Sonnyjreeves@hotmail.com

E learning the next step in Developing the 21st Century Class

September 8, 2009
Failed to evolve

Failed to evolve

Online E Learning, more on developing the 21st Century Classroom.

I have a simple vision for online courses. Model the Honda/Toyota training center procedures that have been used for several years to train the dealership technicians. This is a successful industry model of proven performance. I am sure many of you have attended the factory training centers of your choice. All the major players are using the online delivery of theory and cognitive instruction. I know from first hand experience that Ford and GM do. I have attended their training several years ago. I assume they have continued as one of my former students who is now at a Ford Dealership said he is taking the course work online and he likes it. I enrolled in the Honda University Online training in 2004. I complete course work online in the subject areas I need training in and then attend the American Honda Training Center near Atlanta for a week each June to complete the hands on portion of the course work I learned online. Honda has been very generous to allow AYES and NATEF Instructors to attend free of charge. The instructors at the training center can check our online transcripts and advise us which hands on modules we can test out on. We select the module and are assigned a vehicle as needed and follow the instructions much as if we are at the dealership and complete the task. The instructor checks our documentation and asks pertinent questions about the procedure to verify our understanding. The instructor may require us to demonstrate the procedure or task to prove mastery. The instructor is always available to help with our understanding or demonstrate the correct procedure. They may ask that we review the online lesson or redirect us to another course to learn before we attempt the module so that we build on learning.

I have used this facilitating of the learning environment in my class/lab for years with great effect. See my post for

https://autoteachersonny.wordpress.com/

Now if you understand the Honda model for E learning we can move on to the next step on how we can use it in our classroom/lab. Many of you are already using the SP/2 for safety training. Are you backing it up with hands on performance test to prove mastery? See

https://autoteacher.net/Electrical_PerformanceTests for examples of hands on test rubrics

Take the next step and assign a hands on course to students and allow 24/7 access. Set a date/time for hands on labs and practice of tasks. Set a date/time for hands on testing for mastery of the tasks in your lab. Now repeat until you and the students are comfortable with this type learning and assessment.

Now take the next step. Assign a task(s) to a student in Work Based Learning, YAP, DCT or AYES. (By the way, AYES is the model for this next step.) Of course the student must work at a shop that has an ASE technician who is certified in the course area you are enrolling the student. The workplace and the technician must agree to be the mentor for the student. Training for the mentor and the workplace is done by you or the school’s representative. Hopefully the AYES model of mentor/intern training is used and the mentor is now qualified to sign off for the student’s mastery of the tasks. Again the use of the AYES model of documentation and tracking is already proven so why reinvent the wheel. The next step is to use the online curriculum you develop and enroll students that can not normally attend your class/lab. Maybe even students in another school, county, state, or nation? Maybe by using the synergy of ASE, NATEF, NACAT, AYES and IATN we could develop a learning environment that is global. Maybe we can create an automotive learning virus that will infect future technicians everywhere. I know there are details and problems we need to solve. Any one that says “No” just needs to “Know” more about e learning which is evolving as we speak. I am doing it now and have been since 2005 school year when I combined my experience with Honda training with AYES mentor/intern experience and training and added in the resources of my web site. See

https://autoteacher.net/E_Learning.html

See August post if you missed it

https://autoteachersonny.wordpress.com/2009/08/

Enjoy,

Sonny Reeves