Survival instructor jobs in Finland
Survival instructors guide groups into vast, natural areas, and assist them in a self-directed instruction of basic survival needs without any comfort facilities or modern gear to fall back on. They coach the participants into mastering survival skills such as fire making, producing primitive equipment, shelter construction and procurement of water and nourishment. They ensure the participants are aware of certain safety measures without diminishing the level of adventure, of environment protection and of risk management. They encourage efforts of leadership from the group and mentor the participants individually so as to push their limits responsibly and help overcome potential fears.
Survival instructor - Which skills are essential?
Forces of nature, such as weather patterns and seasonal conditions, their characteristics and any means of protection against them.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Administer cardiopulmonary resuscitation or first aid in order to provide help to a sick or injured person until they receive more complete medical treatment.
Keep campsites or areas for recreation, including maintenance and supply selection.
Read maps effectively.
Follow up on students’ learning progress and assess their achievements and needs.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Guide participants on a nature walk on foot.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Spark a passion for the natural character of fauna and flora and human interaction with it.
The process of identifying, assessing, and prioritising of all types of risks and where they could come from, such as natural causes, legal changes, or uncertainty in any given context, and the methods on dealing with risks effectively.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Speak to a variety of audiences about e.g. information, concepts, theories and/or activities related to nature and its conservation. Produce written information. This information may be presented in a range of formats e.g. display signs, information sheets, posters, website text etc.
Technology created for or fashioned from natural elements that assists in wilderness survival, such as handicrafts, survival tools, and weapons.
Select a safe location, away from trees and bushes, to build fire using tinder, a fire starter such as matches, a lighter or specific rocks, kindling wood, and logs. Ensure water is nearby to put it out.
The location, qualities, and preparations of safe, edible, and potable natural products, such as fruit, plants, meat, and fresh or recycled water.
Mediate in conflicts and tense situations by acting between parties, such as service users, important others like families, and institutions, striving to effect an agreement, reconciliate, and resolve problems.
Apply ropework to work in elevated position. Safely ascend and descend ropes, wearing a harness.
The monitoring of movement from a starting to a finishing point using a compass, rotated until the compass' orienting arrow aligns with the cardinal direction north represented by an 'N'.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Assess the nature and extent of injury or illness to establish and prioritise a plan for medical treatment.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
The various components to specifying an animal or person's whereabouts by reading and interpreting the trails and signs left behind by them such as foot or paw prints, faeces, or the disturbance of the direct environment. Another important element is the age and the size of the tracks.
Use your memory of geographic surroundings and detail in navigation.
Instruct participants in the theory and practice of wilderness survival, often, but not exclusively, for recreational purposes, more specifically in subjects such as food scavenging, setting up camp, building a fire, and animal behaviour.
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
The process of attaching several objects, such as poles, together by use of rope, wire, or webbing often to secure or create a rigid structure, such as a self-fashioned table, tree house, or latrine. Types of lashing include square lashing, round lashing, and diagonal lashing.
Survival instructor - Which skills are useful but not essential?
Use modern navigational aids such as GPS and radar systems.
The methods used to understand speech by interpreting the movements of the lips, face and tongue for people affected by hearing impairment or to understand people from a distance.
Act as representative of the institution, company or organisation to the outside world.
Take students' opinions and preferences into consideration when determining learning content.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Conduct outdoor sessions in a dynamic and active way
The evolutionary history of animals and the development of species and their behaviour through domestication.
Employ rigging tools such as cables, ropes, pulleys and winches to safely secure high structures.
Administer emergency treatment to prevent deterioration of the condition, suffering and pain until veterinary assistance can be sought. Basic emergency treatment needs to be done by non-veterinarians prior to first-aid provided by a veterinarian. Non-veterinarians providing emergency treatment are expected to seek treatment by a veterinarian as soon as possible.
Work with a variety of target groups based on age, gender and disability.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Oversee the inventory of camping equipment and supplies and take care of maintenance and the repair or replacement of equipment if required.
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
Understand the science of celestial navigation and position fixing by using specialised measuring equipment.
Operate and maintain equipment used recreationally for fishing or in fisheries such as various kinds of nets and fishing gear.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
The natural behavioural patterns of animals, i.e. how normal and abnormal behaviour might be expressed according to species, environment, human-animal interaction and occupation.
Ascend and descend from trees in a safely manner.