Staying on Target: Keeping the Classroom Discussion Relevant

Sometimes, perhaps more often than we instructors would like to admit, a classroom conversation strays beyond the parameters and scope of the course’s topic. As the class leader, the instructor has to make decisions as to the conversation’s relevance. Should time be allocated to the discussion, or should the conversation be deferred to another time? Keeping a class on track and tackling these discussions can be quite challenging.

‘My Uncle Was a Cop, and He Told Me…’

Typically, a conversation about type or brand of firearm, ammunition or equipment will quickly take the discussion in another direction. These subjects are more pragmatic than most and can be touched upon briefly.

But controversial subjects can eat up a lot of time. Two of the most time-consuming that tend to find their way into every classroom are political and legal discussions. The firearms instructor has to be able to demonstrate a bit of flexibility in allowing the conversation to continue, to defer the conversation to a more relevant time or to delay the conversation until after class.

Unfortunately, when it comes to politics and the law, the foundational classes — where so much necessary and relevant information is presented — is where the questions and discussions tend to materialize.

The firearms instructor has to be able to demonstrate a bit of flexibility in allowing the conversation to continue, to defer the conversation to a more relevant time or to delay the conversation until after class.

Students new to firearms can have very diverse viewpoints about firearms and how they should be employed. Politics, the media, social groups and other influences tend to skew their opinions in a multitude of directions. Even those who have had some exposure to firearms may have formed some deep-seated opinions that may or may not be accurate. At the top of many students’ lists of concerns is the issue of safety.

When it comes to a firearm itself and the general handling of it, every instructor worth his or her salt should have a simple, concise, believable, easily understood, non-arguable message to present to his or her audience that attenuates — if not eliminates — the fears and incorrect opinions of his or her listeners. This helps to tone down the political rhetoric and debunks the negative talking points that students hear from those who are either ignorant and choose to remain that way or who have an agenda not favorable to firearms ownership and personal responsibility.

The Essentials

There are two components that will help a reasonable and rational person understand that when handled properly, a firearm is no more dangerous than a motor vehicle: the muzzle of the gun (where the bullets come out) and the trigger (what makes the bullets come out). These two elements need to be identified once the administrative portion of the class is completed and before any gun-handling takes place. They also need to be evoked and practiced continually for purposes of both safety and success in hitting the intended target.

Muzzle management can be described as a conscious awareness of where the muzzle of the gun is pointed at all times. The muzzle should be pointed only in one of two places: a safe direction or at a target the shooter intends to engage. Further defined, a “safe direction” is any direction in which no personal injury and minimal property damage would occur should the firearm inadvertently discharge.

The second part of the equation of safety and success is trigger-finger discipline. Contrary to the belief of the ignorant and misinformed, no firearm will load and fire itself without the help of a human being. In order to hit an intended target, a shooter must pull the trigger to fire the gun without moving the muzzle off of the target. When an individual has no intention of firing the gun, he or she can ensure safety by keeping his or her trigger finger away from the trigger and observing good muzzle management. It is hard to argue that muzzle management and trigger-finger discipline are not the two elements of greatest concern when handling firearms.

Leave it to the Lawyers

In-class discussions can almost always be distilled down to matters of personal safety through rational and meaningful dialogue. Anything further indicates an agenda that surpasses the use of firearms and should be saved for another time when it’s relevant to the interests of all parties present.

When considering the law and legal issues, a firearms instructor must seriously consider his or her qualifications to discuss such matters. Even a firearms instructor who is also a practicing attorney is unlikely to give legal advice unless he or she is hired to represent a particular client.

Local governing bodies, as well as state and national legislatures, seem to be perpetually working on some type of firearms-related regulations, and it is virtually impossible to stay abreast of the current laws because of the wide range of jurisdictional coverage. Other than general information with which the instructor is intimately familiar, it is recommended that a list of websites pertaining to specific jurisdictions that are relevant to the class be provided to the students. This will enable students to stay current on any legal concerns that may affect their interests. In addition, a listing of attorneys who specialize in firearms cases would be of value to those needing professional guidance in that area.

When considering the law and legal issues, a firearms instructor must seriously consider his or her qualifications to discuss such matters. Even a firearms instructor who is also a practicing attorney is unlikely to give legal advice unless he or she is hired to represent a particular client.

Be the Best Resource You Can Be

The seasoned firearms instructor has to be prepared to discuss all things firearms-related. This does not mean that he or she must have every answer readily available, but it does mean that he or she can recommend where to find the answers when certain questions are asked. And when those questions involve issues as controversial as politics and as consequential as the law, a good instructor can maintain class decorum while meeting the course objectives — all without alienating any of his or her students.