Teacher/Mentor or Instructor

When I ask the question, "Why do you want to be a Scuba Instructor" of my IDC candidates, I often get a response that goes something like, "because I love diving," or something to that affect. Rarely do I hear someone say that the reason they want to become a Scuba Instructor is because they love teaching people new things that will ultimately enhance or change their lives in a positive way. It's no surprise then that so many instructors get burned out and start cutting corners. After all, they need to get back to "diving" as quickly as possible, because teaching is not "real" diving in many opinions.

Today, becoming a Scuba Instructor is relatively easy, inexpensive and quick. Maybe too quick and too easy! What do I mean by that? Consider what it takes to become a Scuba Instructor taking the fastest and easiest approach possible. First, you have to become a diver. Makes sense, but many dive centers offer "accelerated" courses that can be accomplished in as little as three days! So now you have a person that has rushed through the course just to become certified so they can move on to the next step. Most of us will agree, this is only a "license to learn" unsupervised. Very few instructors mention, much less emphasize this fact. They are not yet "divers," (even though we call them that). They are "divers" in the making which takes TIME; time in the water in various conditions. Total dives in the open water course, 4, per most agency training standards.

Next the newly certified Open Water/Basic Diver takes the Advanced Diver course. This is good because it gets him/her back in the water with a dive professional who can help him/her improve their basic skills while learning new ones. However, in this scenario, the new diver is on the "Fast Track" to becoming and instructor. With 4 total dives under his/her belt they are now working towards the Advanced Diver certification, which requires 5 dives that can be accomplished in as little as two days with no quizzes or exams or formal classroom time required. The only two dives required out of the five needed for the Advanced certification are Deep and Navigation. These are good skills to have to be sure. However, the students aren't really given a lot of experience in each of the five areas needed for certification, so they gain only a little more training and are still not fully competent or experienced divers yet. Now the diver has 9 logged dives, assuming they're moving from course to course as quickly as possible to get that instructor rating.

The next prerequisite is the Rescue Diver course. This is a great course that really boosts the diver's confidence in the water and provides them with a global awareness that should translate into them becoming better prepared dive buddies. This course does provide additional, but minimal diving experience. with emphasis placed on teaching rescue techniques around removing gear and diver out of the water, etc., not actual diving. At the conclusion of this course the diver is "credited" with 4 logged dives making the total number of "logged" dives 13, but only 10 what I personally would call "actual dives."

Now, the "diver" can move onto the final prerequisite which is also the first level of "professional" diving and educational development known as the Divemaster program. This course requires a minimum of 20 logged dives to enroll, and 60 logged dives to earn certification and membership with a training organization like PADI, for example. This is encouraging because the diver must finally get out into the open water environment to earn the minimum number of dives, 20, to enroll in the course to begin their professional diving career. Keep in mind that the "diver" can log almost any time and depth in the water as a "dive" to meet the minimum requirements, and sadly many do.

If the Divemaster candidate receives adequate training from their instructor, they will be fully trained and experienced divers with regard to actual diving skills, stamina and basic dive theory. However, they are not yet teachers. True, the instructor development program (IDC) was designed to prepare candidates to become "competent" instructors. However, they are expected to have experience as "Certified Assistants ," not just as divers.

Far too many Divemaster candidates are robbed of what PADI or any other training agency would consider adequate training to become a competent Divemaster. Many dive centers schedule the Divemaster program to last only one month. "Time is money and dive centers need to make money to stay afloat!" I have personally witnessed first hand, as I'm sure many of you who are instructors reading this have, countless number of Divemasters from agencies like PADI, SSI and NAUI, to name only a few, who lack the skills, education and attitude necessary to have truly earned the rating of "Divemaster." They're certainly not ready to become instructors yet. And still many instructors out there fail to provide the level of training and mentoring necessary for their candidates to become effective dive leaders which exacerbates the problem as they adopt the bad habits of their instructors.

Now, the Divemaster program requires practical application of the learned skills in the program to real life scenarios working with real students. Of course there are ways to get around this using certified divers in mock classes when actual classes are not running or available for practical application. While this is all good, many dive centers and many instructors view the Divemaster program as a formality to becoming an instructor, so they rush to get the candidate through the course quickly so they can enroll them into an IDC. After all, this is where they learn to become instructors? Really?

Think about it, you only have to have been a diver for 6 months with at least 60 logged dives, hold a certification for Open Water or Basic diver, Advanced and Rescue to become a Divemaster or an "equivalent" certification! That's not a lot of experience for entering an IDC to learn to teach others to dive! While the required number of dives to enter the Instructor Examination is 100 logged dives, an IDC candidate can complete the IDC with less than 100 logged dives and make them up anytime between the IDC and IE. Recall that almost anything can be counted as a logged dive as long as it's not a "training dive" to earn a cerification. Many IDC candidates will log dives that do not add to their dive experience or teaching skills.

Assuming that the candidate is serious and is dedicated to becoming the best instructor they can be, and assuming the Course Director is also as dedicated to providing the IDC Candidates the best training they can, would you want to place your families life in the hands of an 18 year old (minimum age requirement) who may have rushed through the whole process to become an instructor? How confident would you be allowing an individual, as described in this scenario, to take you and or your family out into the open water to not only teach you how to dive safely and competently, but to also take care of you while you're learning?

Don't misunderstand me, I'm not tyring to condemn or find fault with any of the training agencies who have worked extremely hard to design curriculum that is educationally sound and adequate. I believe that the majority of dive educators/instructors out there have worked hard to earn their credentials and do an outstanding job. But consider that there's so much more to being an instructor - teacher/mentor - than just showing someone basic dive skills or how to apply a particular skill they learned only a few days ago during their instructor development course. When you consider the amount of time and education that goes into earning a teaching credential in order teach students to read and write, etc., we as Scuba instructors fall very short when it comes to educational development to effectively instruct people how to scuba dive safely and competently.

It comes down to this; due to the lack of formal training we recieve as dive instructors, we often start behind the curve as compared to our counterparts in the educational community. We therefore must make every effort to maximize our efforts when developing ourselves as Dive instructors. This means learning as much as possible about what we teach, how we teach and why we're teaching it. Here are some things you can do to maximize your efforts with regard to personal development:

• As dive professionals we receive by mail or email, regular training updates and other trade publications. Many agencies require their professional members to be up to date on all training standards through their Training Bulletins, etc. to maintain teaching status. If your training agency does not provide regular updates or send you trade publications, subscribe on your own. There are many available trade publications that you can subscribe to on your own.
• Take a course on improving your presentation skills. There are many organizations like ASTD, and or community colleges that offer one to two day programs that carter to the working professionals schedule.
• Continue your dive education by earning a new certification, perhaps certifying to teach a specialty course you were not qualified to teach before through your Course Director. A great option is to expand into tech diving and or rebreathers, assuming you're not already certified as a tech diver or rebreather diver. There are various in depth courses you can take on dive medicine through organizations like DAN as well as equipment servicing certifications with various equipment manufacturers, etc.
• Co-teach. Co-teaching with different instructors is a great way to expand your knowledge and experience. you can learn a lot from others who may be better than you and even from those who are not so good too.

Another instructor once said, and I agree with him, that the single best suggestion he could give to anyone who teaches is to become as technically competent as possible in your subject matter. When you learn your subject thoroughly, inside and out, you will become a more effective, credible teacher, able to earn the trust and respect of your students. To earn someones trust requires both competency and character. This means learning your subject matter is not enough. You must also gain the experience that comes from application.

One last bit of great advice from a master instructor from the martial arts world.

In the martial arts, a good Sensei (teacher or Mentor) will from time to time don the white belt of a beginner and, as a student himself, visit the school of another master. He does this not only out of respect for the other master, but to humble himself and learn. He cannot learn if he is there as a teacher. As an instructor, you must also continue to learn. Don your white belt from time to time and leave your ego at the door. You owe it to your students and to their families because they are counting on you to give them your best. Earn the title of instructor, don't just obtain it.

Team Teaching: Share in the Benefits

By Len Wittrock, Educational Consultant, PADI Americas. 2006 Undersea Journal

Team teaching, isn’t that something you do when you have a huge class or when you’re new? Many PADI Pros share in this sentiment until they learn the benefits associated with team teaching. When I first started teaching, I was required to team teach my first two courses with a more experienced instructor to help me “learn the ropes” more quickly. I’m glad that policy was in place because it introduced me to the advantages of team teaching, not only as a new instructor learning the ropes, but also as a way of capitalizing on instructors’ individual strengths and experiences to enhance student learning. Needless to say, I continued to team teach whenever possible even though the dive center no longer required me too.

A few of the benefits and considerations associated with team teaching include:

· Approaches to team teaching
· Preserving integrity in the class; and
· Capitalizing on different teaching styles and/or philosophies

Approaches to Team Teaching
A common problem students have is trying to balance time for diving along with everything else going on in their lives. This is true for instructional staff as well. Many instructors are amazed by how much time they regain when team teaching as apposed to teaching independently, with and without assistants. The instructors I’ve spoken with about team teaching all agree that class preparation, administrative work and pool time go much faster and more smoothly when they have another instructor with whom they can share the workload. That said, there are different ways to approach or set up your program to best maximize your time.

The first approach is called segmenting. In this approach, depending on how the course is structured, instructors teach the knowledge development portion of the class on rotating days. This allows instructors to teach large portions of the course without having to present for the entire course. It also gives them the opportunity to teach those knowledge development sessions with which they are more comfortable or about which they are more passionate. This approach can also be carried into confined and open water sessions as well.

Segmenting also allows instructors to conduct more than one class at a time, freeing time for other classes. Or, should one instructor become ill or otherwise be unable to make the scheduled class or pool session, having another instructor on hand to step in prevents students from having to reschedule a class or pool session. Since the students are already acquainted with the alternate instructor, this type of hand-off goes a lot more smoothly.

A second approach to team teaching is the tag-team method. In this approach each instructor is present for the entire course. As with segmenting, each instructor has the opportunity to facilitate areas of the course in which they have the most interest or experience. From the participants’ point of view, tag-team teaching is appealing because it provides variety and allows students to learn from their instructors’ differing experiences and perspectives.

One possible consideration with this approach is to pair male and female instructors. One of the biggest advantages of this is that, according to the many students and instructors I have asked, students prefer to go to an instructor of the same gender with some questions.

One male and female instructional team I spoke with recently told me the majority of their classes are mixed and that the women, in many cases (though not all), prefer talking to and getting advice from the female instructor and vice versa for the male students. Not surprising considering PADI's market research tells us women and men often have very different reasons for learning to dive or for continuing education. Having a male and female instructional team on hand from whom the students can seek guidance may, in some cases, help ensure a more positive experience for participants and staff in mixed gender classes.

The third and last approach I’ll discuss is the A/B approach. As with tag-team teaching, both instructors are present to facilitate the entire course at the same time. However, with this method, the class is divided into two groups. This approach is ideal if the class is large. Or is limited in space in the classroom or pool. By dividing the class into to two groups, it is easier to maximize pool and class time. Simply schedule group A in the classroom and group B in the pool during the same time period, switching groups when each session is complete. Doing this ensures classes stay on schedule, allowing everyone to finish at the same time. Both groups can come together during the open water sessions, but remember to make sure ratios are within standards. A great way to do this is to use certified assistants. They add more flexibility, control and fun to classes.

Though this article deals mainly with scuba courses, a series of courses that work well with the above mentioned approach is Emergency First Response and DAN courses. These courses lend themselves well to team teaching, particularly during skills practice where dividing the class into two or more teams maximizes student time with mannequins and/or Automated External Defibrillator (AED) units.

Preserving Integrity
When I was a Divemaster working with a class as a certified assistant, it felt good to have students ask my opinion on all kinds of dive topics. The title “Divemaster” brought with it a certain amount of respect and credibility that made working with classes a very positive experience. Maintaining integrity, professionalism and credibility of all instructional staff is important for effective working relationships. During introductions, make sure everyone in the class is aware of the staff members’ roles, responsibilities, relevant back-ground and experience. In addition, be careful that one instructor doesn’t come off as or appear to be the lead or head instructor. This can quickly cause students to ignore one instructor or assistant and overwhelm the other(s).

Capitalizing on Different Teaching Styles and/or Philosophies
One of the first things you’ll want to do when team teaching is get together with the other instructor(s) to discuss how the course will be conducted. Be sure to talk teaching styles and individual philosophies or motivations for electing to teach certain sections of the course. It may simply be that one instructor is more passionate about a knowledge development session or confined or open water training dive than another. You may find that you have completely different approaches to a specific skill and knowing this in advance will ensure that students are shown that there’s more than one way to perform every skill. In addition, discuss how each instructor will promote continuing education. This is another area where you’ll want to have a consistent message. Be sure all instructional staff see eye-to-eye about different types of diving and specialties to ensure there are no conflicting view points. For example, one instructor may be a strong advocate against taking anything from the ocean except pictures, while another instructor is promoting Underwater Hunter. It’s important to respect these differing views and not argue or show dissent in front of your students regardless of personal feelings as this will destroy your credibility.

Other points for discussion prior to team teaching classes include how to assign buddy teams, fielding questions from students, number and duration of breaks during classes, keeping track of divers during confined and open water dives, tracking performance and keeping paperwork current, different skills techniques, etc. All this prior planning ensures students don’t get confused, especially if instructors use different techniques or prefer, for example, one method of mask clearing to another. Be sure students know that there is more than one way to meet a performance requirement, giving them more opportunities for learning.

Of even greater importance is how instructional staff communicates with each other during class. Students are watching closely and have a tendency to mimic their instructors. It’s important to set a good example because, in many ways, team teaching models the importance and fun of diving with a buddy. Don’t contradict another instructor or argue in front of a class.

While team teaching is not necessarily for everyone, or all situations, it can be very rewarding and a beneficial experience for those who choose to do it. Instructors, dive centers and students all benefit from the increased flexibility and differing teaching styles, approaches and experiences. Try it, you may find that you enjoy it more than teaching solo.

It’s all About Bottom Time!

As a diver, it’s all about staying underwater as long as possible, so as to enjoy everything there is to see. It’s also why we return time and time again; after all, you can only stay so long! Extending our time underwater to see and enjoy as much as possible has been the goal of divers since the beginning of underwater exploration, and it's still true today.

There are several factors that determine how long you can stay underwater at any given depth without going into a decompression. After all, as recreational divers avoiding going into decompression on a dive is paramount. Aside from factors such as nitrogen and oxygen loading, depth and time limitations, whether your breathing air or enriched air (nitrox), factors that determine a divers bottom time can include cylinder capacity, lung capacity, rate of breathing, energy being exerted, proper weighting, being streamline, currents and water temperature to name a few. This means there are some things you can teach your students that can help them improve their bottom time.

In this article, we'll look at Proper weighting, cylinder size and capacity, streamlining yourself, breath control, energy conservation, efficient fin kicks (good swimming techniques) and thermal protection as ways a diver can improve their air consumption to increase bottom time.

I’ve seen many instructors talk about proper weighting but very few actually teach and assist student divers with proper weighting. All too often, for many instructors, proper weighting means weighing students down with too much weight to ensure they get down and stay down during training! Believe me, spending a little extra time properly weighting their students by distributing the weight over the student divers entire body goes a long way in ensuring they are both safe and efficient. Remember, you want them to have fun in your class. You need to go beyond the general rule of thumb when teaching students about weighting. During your confined/confined open water training, use ankle weights and various clip on weights to distribute weight over their entire body to demonstrate how proper placement of the weights, in addition to using the appropriate amount of weight, will not only help them get down and stay down, but will help them be more streamlined in the water without being over weight. With integrated BCD’s, don't just jam all of the weight into the pockets/pouches. Just because the BCD is weight integrated doesn't mean you cannot incorporate other types of weight systems to ensure proper weighting.

Here in Southern California the water is considered "temperate." Most people dive in 7mm wetsuits with hoods or they dive dry to stay warm. To dive comfortably, many use ankle weights, especially the dry suit divers. However, ankle weights are not limited to use by divers using around their ankles. Be creative. You can use ankle weights to help distribute the weight more evenly by placing them around the tank neck, through the chest strap, etc.

Breathing efficiently underwater is one of the main keys to maximizing bottom time. The key is to get your students relaxed enough to slow their breathing rate down as much as possible, avoiding holding their breaths. I liken it to being so relaxed you almost begin to fall asleep. I remind my students and instructor candidates that diving is an activity that's more of an adventure, something to be enjoyed and savored for as long as possible. Slow deep breaths with an emphasis on exhaling completely will help slow their breathing rates down. To help students with their breathing, I will ask them to time themselves using their watch. How long does it take to inhale a full breath vs. exhaling it. I tell them it should take almost twice as long to exhale while diving. This really helps students to slow their breathing rates down.

Another very important consideration is their fin kicks. The emphasis is not on what fin kick they use, i.e. traditional kick, dolphin kick or frog kick but rather on efficiency and proper technique. We’ve all seen the “bicycle kick.” Slow deliberate kicks using the proper technique or kick stroke, is the key to efficient fin kicks. Keep in mind that energy conservation is also very important. I instruct my students to glide through the water using as few kicks as possible. To further emphasize the benefits of moving less and gliding more, I remind students that an added benefit of more gliding and less kicking is being able to see more sea life by moving more gracefully like "fish."

Streamlining yourself in the water helps to slow air consumption and maximize bottom time. The more streamline you can be in the water, the easier you can move through the water and the less energy you have to expend getting from one place to the next.

Another consideration is cylinder size and capacity. When considering a cylinder you'll want to balance all of these factors in order to help them make the best choice. We know that steel tanks are heavier than aluminum and tend to be smaller/shorter while holding the same amount of air as an aluminum cylinder of equal capacity. With that, depending on which type of cylinder they select they'll need to factor their weight system into the equation as well as their own height.

Lastly, thermal protection can affect bottom time too. A diver that is too cold can have the tendency to use more air than a warmer diver as the body works harder to keep the vital organs warm. As the body starts to shiver it can also cause the diver to breath very shallow and rapidly which leads to faster air consumption. Ensure the proper amount of thermal protection to maximize their bottom time and to minimize potential safety issues.

As you discuss all these factors with your students ensure they see and understand the important relationship each one has on the other. The equipment they use should make diving more comfortable and safe, not just possible. Doing so makes for a richer course for your students and greater satisfaction for you as an educator.

Pre-dive Safety Check; are you truly ready to dive?

Whatever acronym or mnemonic you use, the idea is to instill the need to make sure everything is working and that you and your buddy are ready and willing to get in the water for the dive. All too often instructors move through this part of basic training all too quickly and wonder why their students abandon pre-dive safety checks after certification.

As a PADI Course Director I’ve been brought up using the, “Begin With Review And Friend” mnemonic to remember the touch points in the pre-dive safety check. You may use the, “Blue Whales Really Are Fun.” Whatever you use to help your students remember the steps is fine. What I see missing more than anything from the training of this important practice is the objective or reason for checking each article of your kit.

Begin or Blue has to do with the BCD. Specifically, we want to make sure it holds air and is not leaking anywhere. Emphasize checking all of the dumps to ensure they work as well. We also want to make sure the low pressure inflator hose is attached and also works and is not sticking. Once that’s certain we move to the next point in the check.

With or Whales has to do with the weight system. Not just is it on or in place, but do we have the appropriate amount of weight for the exposure suite we’re wearing and for the dive site. That is, are we diving in salt water or fresh water? I try to reinforce the need to ask how much weight their buddy is using and if they’ve recently taken steps to ensure proper weighting. Many students and certified divers get in the water with too little or too much weight only to head back for the shore or the boat to adjust. This is also a good time to make sure ankle weights are on and secure, if they are being used.

Review or Really deals with the releases on the BCD and or weight system. The emphasis is not just on where your releases are for your kit, but getting familiar with your buddies releases; where they are located and how they work is very important. This for the unlikely event an emergency requires removing the gear off of your buddy to provide emergency aid. I also like to include the location and use of alternate seconds, and or air sources at this step.

And or Are is for air. I have my students place their primary regulator in their mouth and then look at their pressure gauge or computer while taking a couple of breaths. This accomplishes several things at once; determines if the air tastes good and is not contaminated, is the cylinder valve on, partially on or off and confirms how much air I have at the start of my dive. I also instruct my students to make sure their buddy knows how much air they have as part of the dive planning process. Don’t forget to ensure that the alternate second or alternate air source is also working properly, etc.

Friend or Fun is the final check and OK. For me this is a critical last step before entering the water. In addition to making sure each diver has their mask, snorkel, if you dive with one on your mask or in your BCD pocket, fins, signaling devices and whatever else you need to bring along for the dive, I also like to emphasize that this is the opportunity for anyone to call off a dive for any reason with no peer pressure. Diving is fun and should be fun for everyone involved. If a diver has any reservations about a particular dive or is feeling at all anxious about the dive, I like to make sure they understand that calling a dive off is OK and will not be looked down on. Divers who enter the water apprehensive, anxious or unsure about the dive lose focus and are far more likely to may mistakes or errors in judgment which could lead to problems and or injury. To help divers feel more confident about the dive I also emphasize going over the dive plan during this last step in the pre-dive safety check. Quickly review what the dive objective is and the signals you’ll use to communicate vital information and what your turn around or return cue and determination will be.

The pre-dive safety check is basic and yet too many divers, especially at the professional level, skip this step all together or move through it too quickly. Many of the incident reports involving serious injury involved professional level divers who made poor decisions and or skipped procedures they teach their students to follow. We need to constantly role model good behavior to our students, and the best way to ensure you never forget or leave something out is to make it a regular habit on every dive you make with or without students present.

Alert Divers Learn More and Earn you More!

Are your students dragging their heels in class? Do they leave the pool drained of energy? After a couple of dives in the open water, are they ready for a nap? If you’ve answered yes to any of these questions then you may be asking yourself, can I do anything about it. Well, you might be surprised to learn that there are some easy ways to help your students stay more alert during your class time that can also increase your business.

First, consider how you schedule classes. This can be a challenge for many reasons. Let’s face it, time is money but we don’t want to make the mistake of thinking that faster is always better. Balancing speed and efficiency with superior customer service is always a tough act. Doing so well, will ensure repeat and referral business which will definitely equate to bigger profits. Start by setting realistic expectations upfront as this is critical to your success. Planning enough time for your students to assimilate the information and time to practice skills to truly gain mastery is the goal. If you teach for a dive center this becomes very difficult to do unless you have a store owner or manager who will listen to reason and or has already built-in a reasonable amount of time for learning and instruction. Remember you want to communicate that future profits are at stake! One thing to consider is multi-level training. This is not a new concept but it is one that very few instructors and dive centers take advantage of. Teaching multiple levels at once is a great way to ensure optimum efficiency while providing great word of mouth marketing.

For example, Monday nights might be your orientation night. You and your staff, or if you teach independently and have another instructor(s) and assistants you teach with, meet and greet the students. Right off the bat your students get to know everyone, staff and other students, and they learn about the other programs available, both from you and the students enrolled in them. Tuesday night may be Open Water classroom while your Advanced class is in the pool with another instructor reviewing skills or practicing new skills like reel use, lift bag use, etc. Wednesday through Friday night you continue to rotate between Open Water and Advanced or perhaps Rescue, etc. in the classroom and pool till all work is completed. The weekend is typically when the open water training takes place, so make sure everyone breaks at the same time by choreographing breaks and lunch so your students are all together to share their experiences from the morning dives. This again allows the students from the different classes to promote the various courses you offer to each other. It was not uncommon for my OW students to immediately enroll in Advanced, Advanced students to enroll in Rescue and so on, because they wanted to do what the other students were doing.

Another thing to consider that is very important and is often overlooked is nutrition! Do you provide healthy snacks and drinks for your students? You’d be amazed at how simple this is to do and how inexpensive and beneficial it is. For one thing, you can always add/include the cost into your classes. The cost is low enough that it won’t increase your overall class cost significantly. When your students see that you’ve provided snacks and drinks for them they will not only feel better and do better in your class, they will remember the level of care it communicates to them. It builds trust in them for you as an instructor and increases customer satisfaction significantly and what better way to role model the benefits of good nutrition and staying hydrated than by providing the very things they need to be fit and have fun! The few dollars you spend on snacks and drinks will add up greatly in terms of repeat and referral business for you.

Dry Suit diving and KY Lube

Here’s a great tip for your Dry Suit students. Lube up with KY Jelly or any equivalent. The .99 cent stores usually have a cheap no-name brand you can buy for this specific purpose.

If you dive dry, whether you have latex seals or neoprene, getting through the neck and wrist seals can be tricky for some, especially after a dive trying to re-don your suit wet. The obvious problem with talc is that it gets gummy when wet. If the suit is dry, no problem, but you’ll probably do more than one dive in a day, especially if you're on vacation or on a dive boat. If you over use talc, this can happen by accident with new dry suit divers and more experienced divers too, it can potentially foul up your exhaust valve. There is a better way, KY Jelly. I know what you're thinking, but don't write it off just yet.

The advantages with KY are:

· It's water-based and dissolves in water quickly
· It makes donning your suit very easy
· It won’t harm latex or neoprene
· It doesn’t gum up or foul up valves
· It's odorless
· It wont stain clothing or other materials
· A little goes a long way saving you money
· And it's Biodegradable and will not harm the environment

So get rid of the talc and switch to KY Jelly or an equivalent for those neck and wrist
seals. You’ll be glad you did!

Do your students trust you?

The most successful instructors are the ones who earn and keep their students trust. If they don’t trust you to keep them safe and to make diving fun they may not do as well as you’d like them to. That’s in a best case scenario. In a worst case scenario, they will not finish their course, at least not with you, and may tell everyone they know and or come in contact with to avoid you for any scuba training. Sadly, I can name a few instructors who are not very well trusted by their former students. So then, how do you earn their trust?

First, let’s take a look at what trust is. Trust is comprised of Character and Competence, or in other words, integrity and credibility. These two elements must go together to form real trust and credibility. Without both Character and Competence you wont earn the trust of your students and will lose any trust and or credibility you might of had. Many instructors out there are mediocre at best. Most instructors are competent, but lack character. Put another way, they have really good skills and know how to dive well, but lack follow through and or character.

I’m not talking about personality or likability. I’m talking about genuine caring for the students and making every effort to ensure their students are having fun and are safe. All too often I see instructors who want to get their students through the program as quickly as possible, so they can move on to the next group and or course. The cost of operating this way can be extremely high as students go elsewhere for instruction and promote others over you.

I try to emphasize and reinforce with my IDC candidates the idea that teaching is all about the student(s). If you’re going to be highly effective and successful it has to be all about the students and not about you. You need to make every effort to ensure they are safe and having fun or they will go elsewhere for instruction. Stay up to date on the latest equpment trends and new technology.

Secondly, many instructors lack competence. Let’s face it, you could have an instructor who is very honest and may have a lot of integrity, but if they lack competency, you may not want to place your life in their hands. Would you want to be, or would you want your family to be, led by someone who is not capable of ensuring your or their safety?

Bottom line, you need to have both good skills and high integrity. You need to know the standards and you need to get to know your students and their needs. Learn to look for signs that they may not be having fun and address it. Don’t discount how they feel either. If they feel anxious or nervous, take the time to reassure them and or reschedule if necessary to ensure they are having fun.

I can say with all assurance from my own experience, taking the time to earn your students trust makes all the difference in the world.