A seat belt or safety belt, as commonly known offers safety to a driver while driving. The harm that might be caused may predispose a driver or passenger to an injury or collision, especially during a sudden stop that is an emergency. The types of safety belts include two-point, three-point, belt-in-seat, four, five, six, and seven-point systems (Acosta-Rodriguez et al., 2020). Automated safety belts fall in lines upon the occupant taking a position. Inflatable belts contain tubular bladders that get inflated upon the occurrence of a car crash.
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Adults and children utilizing internet will easily acquire knowledge concerning the importance of buckling a seat belt while driving. The seat belt minimizes the likelihood of one getting severe injuries and the dying. The prevention of car injuries entails reducing pressure by maintaining the position in a preferred way hence achieving stability. The ejection from the vehicle is prevented when the vehicle rolls. When the car is moving, the passengers and the driver are moving at the same speed to that of the vehicle. In a given circumstance, the driver holds an emergency brake, and then the passengers hold on the subjection of speed as that of the car (Oxley et al., 2018). A seat belt provides a negative pressure that will enhance the center of balance. As a result, safety belts are referred to as primary restraints systems since the belts play an essential function in safeguarding the occupant.
Visualizing technique, asking questions and learning techniques will be used. This implies display of photos, audio clips, and videos will be effective in giving the learners a mental glimpse of what is being explained. Cooperative learning techniques will be embraced as there will be an interaction between students and the teacher on matters regarding seat belts. Inquiry-based instructions are instrumental, especially for children (Beck et al., 2019). Asking both open and closed-ended questions will engage the students in thinking and generate notions that are lucrative regarding safety belts. Since the student is conversant technologically, the incorporation of whiteboards with the learners’ use of smartphones will aid in displaying images and videos and help learners create a mental picture of how wearing safety belts will reduce the risk of injuries.
The classes will be conducted in two sessions, one for adults and the other for children. The reason for dividing is that for adults, using a PowerPoint presentation with a detailed and comprehensive seat belt concept is pragmatic, which leads to an effective presentation. On the other hand, a whiteboard and a marker are used in drawing, elaboration, and in explaining simple language that is easily understood by children (Oxley et al., 2018). Mixing of children and adults in a session will enhance ineffective goal achievement since children have a reduced span of attention. Adults will need extensive research with practical demonstrations, while in children’s presentations, simple words are easily understood.
Regarding effective classroom management, division of classes is therapeutic since children are subjected to more time and repetition of the content until they understand. Adults need little supervision leading to lucrative and practical discussion. Adults will be obligated to ask questions and use their laptops to search for more information (Oxley et al., 2018). Adults are obligated to abide by the classroom rules and regulations to maintain dignity and class atmosphere. To prevent injuries and road tragedies, educating adults and children on the importance of wearing safety belts is essential and crucial since the target group can make a tremendous impact in curbing the injuries and deaths that have been present over the years. Therefore, seat belts aid in protecting the brain and the spinal cord against damage, slow body motion, and keeps the seat occupant inside; thus, substantial parts of the body are restrained.
Oxley, J., O’Hern, S., & Jamaludin, A. (2018). An observational study of restraint and helmet wearing behaviour in Malaysia. Transportation Research Part F: Traffic Psychology and Behaviour, 56, 176-184. Web.
Acosta-Rodriguez, L., Kwigizile, V., Oh, J. S., & Gates, T. (2020). Presence of additional safety belt enforcement increases safety belt use by drivers. Transportation Research Record, 2674(3), 93-99. Web.
Beck, L. F., Kresnow, M. J., & Bergen, G. (2019). Belief about seat belt use and seat belt wearing behavior among front and rear-seat passengers in the United States. Journal of Safety Research, 68, 81-88. Web.