What's the point of your experiential education program? If you can't answer this or aren't quite sure about it, then you're going to struggle providing any real educational value to your students. If you're just running activities for the sake of running them, or because everyone else is doing it, you're missing some great opportunities to make a positive difference in your students’ lives.
Why are you doing what you're doing? The reality is most people can't tell you this and until you can answer this question, everything you do is just like a scatter gun approach, something might hit the mark and work, but chances are it won't. However, if you're clear on exactly what you want to achieve, then you can become laser focused in your approach and be able to consistently hit the mark.
A number of places I've worked had no idea what they were trying to achieve, despite programs having run for many years. ‘We've always done it this way’ doesn't actually mean anything’s actually being achieved. It could simply be the perpetuation of the same mistakes over and over again. Some places chop and change so much, not for continuous improvement purposes. Instead, they're haphazardly searching for something to work.
One program I worked on was so confused as to what they were trying to achieve. They did a bit of everything in an attempt to make everyone happy. Yet as a result, it didn't achieve much. On one hand they claimed to be promoting student independence, yet at the same time provided no opportunities for the students to explore and experience independence in any way. As a result, the activities were more structured around baby sitting and filling in time, due to the absence of any clear educational outcome. Sadly, it appeared a completely wasted opportunity for those students, but from the school's point of view, it was perceived as ‘safe’ and it looked nice in a brochure.
For every experiential education program you run, you need some real educational outcomes to add value and meaning to what you're doing. Activities without a goal, are just that, activities. If they're isolated and don't form a wider strategic vision, you may as well just go outside with your students and stare at clouds floating by, as this will achieve the exact same result, with far less effort required.
Please don't make the other mistake of shoving a bunch of academic outcomes into experiential education to try and make something fit. This again is rather pointless and often a misguided method used to try and justify an experiential education program. Randomly throwing academics in for the sake of it, comes back to not really understanding the question of why and what do we want to achieve?
One example of this was when a school I worked for was trying to make English fit into an outdoor education program. Nobody wanted to confront the fact head on that developing English skills wasn't the reason why we were running the outdoor program. Instead of making a decision and saying for this program, English isn't the focus and personal and social development is, they decided that bush poetry was a way that students would learn to get in touch with nature and as a direct consequence in touch with themselves. Needless to say it didn't work.
Instead of cramming stuff in for the sake of it, focus on what's important. For one program I ran, the whole point was social and emotional development. For another it was team building and leadership. Other ones have focussed on expanding comfort zones and overcoming fears. With each program, there were planned sequential stages to them and clear educational outcomes.
So what do you want to achieve? Do you want a nice glossy brochure approach, which looks wonderful and yet has no substance, or do you want to add to the educational value for your students so they're better equipped to handle anything the world throws at them? I'm personally not big on glossy brochures.
However, if you can answer your overall questions of “Why are we doing this? What do we really want to achieve?” you will find that experiential education opens up so many different opportunities for challenging students, expanding their horizons with unique experiences and promoting positive life-long emotional and social growth.
Over the past three years, as I've worked on various outdoor ed programs, I’ve seen a pattern repeating itself over and over again. With a new group every few weeks, I've found the same kind of engrained beliefs the students have about themselves presenting again and again at the start of each program.
When the students arrive, I run a session on goal setting. In this, we outline why we set goals, how we go about achieving goals and why we should be setting goals outside our comfort zone! Despite this, it’s not until we actually get out into field and start doing some challenging activities that students get the opportunity to field-test their skill level and resilience.
Often we’ll be running an activity where the students have little previous experience. As a result, they’re hesitant or even fearful of the activity. The feeling of pushing outside one’s comfort zone starts to solidify in the students’ minds. However, I've noticed an increasing number of students shy away from activities that involve any form or risk, or perceived risk of failure.
Some of this feeling of fear is perhaps due to lack of experience. Other fears however, are often inherited from external sources such as parents and family who may have misguidedly told their children to always ‘Be Safe!’ ‘Don't take risks!’ and because their children are so perfect, they can't possibly fail… at anything!
One of the problems this creates is an irrational fear of dangers that don't actually exist and the fear of failure to the point that it's better not to try, than to risk being seen as less than perfect. The number of ‘perfect’ children I now find who have such low self esteem and lack of self belief is astounding!
When setting up activities we run, especially when we’re looking at abseiling, surfing, high ropes courses and even riding a bike, I say to the students beforehand, ‘Don’t always believe everything you think!’
I usually get blank stares, ‘What’s he talking about?’ I leave it at that.! I don’t go into any other details before starting the activity.
Whatever the activity may be, I make sure that it's designed to push the comfort zone and boundaries for each and every student.
Because of their pre-existing self-beliefs and low-levels of resilience, more often than not the students will go into an activity thinking, ‘I can’t do it!’ It's really just their first line of defence to avoid their fear of failure.
Whenever they tell me, ‘I can’t do it,’ I generally respond, ‘Why not?’
In return I usually get ‘Because…. Blah, blah, blah!’
By this time, I've tuned out as they’ll throw up every possible excuse to avoid trying. These excuses tend to come out in rapid-fire succession, just in case the first one doesn't sound believable enough, they've got the next one ready to go!
What they're basically saying is, ‘What excuse can I make up to protect myself from possibly failing?’ and it's this fear of failure that's increasingly driving behaviours in students.
However, unless there’s some pre-existing medical condition, or some real reason as to why they can’t participate, I ignore their complaints about not being able to do it and instead encourage them to give it a go!
Whatever the activity, we’ll graduate it throughout the day to increase the level of challenge. For example, in mountain biking, we’d start with simple biking skills, how to set your seat height, how to pedal, how to change gears, how to brake, a very important aspect. We move on to how to go over an obstacle, how to go over an obstacle when moving at speed, how to go over multiple obstacles in succession and how to negotiate around berms, downhill at speed. The activity is therefore getting harder and harder, but it's graduating at a pace with which the students can manage.
Suddenly, without realising it, the students are riding on relatively steep terrain covered with some serious obstacles. A couple of hours ago they were telling me, or more to the point, themselves, that they couldn't do it!
With a ropes course, we start with low ropes, which are literally one step off the ground. They're simple stable challenges. However, after this, we ramp it up to a high ropes course where there's an increased perception of risk.
We often have students who are afraid of heights and this is a great activity to seriously push them outside their comfort zone. It makes them feel fear, it allows them to confront their fears head on and I work closely with these students to pushing them through that fear and enable them to truly challenge themselves and their firmly held beliefs. Once you can get them to punch through those self doubts, then their attitudes change, their confidence growth with it.
The same is true with surfing because a lot of students have never surfed before. Some are afraid of the water. Some are afraid of the surf. Some are afraid of getting eaten by sharks. The reality is though, you’re more likely to get killed by a vending machine falling on top of you than you are getting eaten by a shark. But people are still afraid.
No matter what the activity, the biggest challenge for students always comes down to all of the irrational fears that run through their minds telling them they can't do it.
However, once you get them involved and engaged in an activity, the fears disappear from their mind. They forget about all the excuses they made up as to why they couldn’t do something because their minds are now focused on the here and now and before they know it, they’re actually doing the thing they told you they couldn't.
I love to see this when it happens and I use this to positively reinforce those affirmative risk-taking behaviours that the students have pushed themselves to do.
In debriefing the activity, I revisit the issue of facing fears, happily saying to the student, ‘You’ve just achieved something that you told me you couldn’t do. Two hours ago you told me, “I can’t do it,” but what’s happened?’
I encourage all the students to respond individually. Invariably they’ll say, ‘I did it!’ And they’re really excited about it too. You can see it in their faces and in their smiles. They’re excited to have conquered their fear. They’re excited to have done something they’ve never done before.
To conclude the debrief, I’ll do a summation then reinforce my original statement, ‘Don’t always believe everything you think.’
Suddenly, I see lights going on! Some students are having an aha moment! What I said at the start is now making sense. Whilst they mightn’t remember it at the start of the next challenging activity, I’ll remind them of it and consequently they start to further process how to better approach challenging situations.
When students begin to realise their thoughts can shape so much of their lives in both positive and negative ways, this can become a powerful tool to help them master their approach to new challenges and experiences. Instead of telling themselves they can't do something, they've now got a power reference point of how and why they can do something they never thought they could.
Using briefing and debriefing frameworks to provide relatable learning moments, is vital when working with teenagers who might not always feel comfortable nor confident in everything they’re doing, even if they pretend to be.
Whilst life’s not all high ropes, mountain biking and shark dodging, when students can use these more challenging experiences and relate their success in these back to every day life, they start to become more resilient and realise they can push through other challenges they face.
Relating outdoor activities back to a wider context in this way, can be extremely effective in helping teenagers to push themselves outside their comfort zones and grow. It helps them to adopt a better mind-set for the way they should approach the next activity, or the next family matter or the next big decision they need to make in their lives. Chances are if you do the same, it could help you to push through some of your own long-held fears and apprehensions.
So remember, Don’t always believe everything you think!
I recently read an article about a teacher writing a letter home to a parent telling them not to bring chocolate cake to school. In terms of earth shattering issues, this is rather low on the scale of importance in the world today, however, still worth a mention.
As a teacher, you see all sorts of weird and wonderful things that kids bring to school for lunch. You smell the amazing aroma of exotic spices and foods from all over the world in soups, pastas, noodles, wraps, burritos and even sandwiches. It makes my mouth water just thinking about it.
My question to the parents is, why didn't you send enough for me too? Some of the lunches I see are amazing and I just wish someone would pack that for me. In comparison, the classic cheese and salami sandwich doesn't seem to cut it anymore.
Whilst I'm a very strong believer that parents should stay out of trying to tell teachers how to teach, with one important exception to the rule, schools should stay out of kids’ lunch boxes.
For some reason, many schools have decided that telling parents what they can and can't give their kids for lunch will solve countless ‘dietary’, ‘allergy’ and ‘lifestyle’ problems. Much of this has been born out of two different concerns. The first one is the increasingly prevalent nut allergies, the second, childhood obesity.
For the first concern, I completely agree with very black and white rules. Any school's stance on maintaining a nut free campus is a great idea. The number of kids today who have a potentially fatal allergy to nuts is alarming and keeping the campus nut free is a smart way of reducing this risk and protecting the community from what can be a confronting and horrendous ordeal.
If someone has an anaphylactic reaction, untreated, their airways close up and they can be dead within minutes. Even if it's treated with an epi-pen, they must get to hospital as fast as possible and there's still no guarantee of recovery.
Now anything which can kill someone in minutes needs to be taken seriously and parents should respect this decision on banning nuts. You're not going to put a brown snake in your kid’s bag which could bite someone and have the exact same result of a fast and painful death, so don't give your kids nuts to take to school.
On the other hand, in some schools, this concern has gone way too far and slowly but surely other foods have been added to a pointless list of contraband, driven by a misguided notion that if you ban lollies, chocolates and cakes, you will miraculously solve the societal problem of childhood obesity. It just doesn't work that way. Unlike an anaphylactic reaction, being fat won't kill you in 5-10 mins and the reality is most kids will burn off their cake fuelled calories, as they run around the playground.
At the end of the day, unless the school wants to provide lunch for everyone themselves, then they need to trust parents to make informed choices about what they're feeding their own children. If the concern is really about healthy eating, then the solution isn’t telling parents what they can and can't give their kids for lunch, because as soon as you tell people they can't have something or do something, it just makes them want to do it more.
If teachers have time to write letters home about the evils of chocolate cake or otherwise to tell parents not to let their kids have this food or that food for lunch, then they seriously have too much time on their hands and need something better to do. There's a reasonable and rational argument for nut free schools, but ultimately, schools need to balance this sort of real risk with a bit of common sense, so they don't start overreaching and trying to exercise control to the point of stupidity.
An operational management plan is essentially the standard operating procedures for your program. Now I hate the term SOP, because it always feels like it's a set of rules that's written down, which ultimately guarantees that nobody ever reads it. So what's the point? Like anything involving people, logistics and risk, it needs to be a living, breathing process that all staff are part of. It has to be clear in the minds of all staff what the process is to run a safe and effective program.
With any experiential education, you need to have some very clear structures in place to both ensure the smooth operation of activities, as well as contingency plans if something goes wrong. Some organisations are obsessed with risk management plans and waivers, thinking this is all the planning they need. They've kept their lawyers happy and there's a document they can produce to prove they at least thought about something before leading the group into the valley of death. Well, there's quite a lot more to it than that and this is where many organisations go wrong.
You’d think it goes without saying that you need a plan, an itinerary, a schedule, risk assessment, student medicals, permission notes, or at the very least a class roll! However, I’ve regularly seen the focus of planning to be on only one or two of these components, rather than properly addressing them all. You must address them all! There's no point in having an itinerary and risk assessment written and not having the logistics and staffing in place to execute your plans.
You always need a functional end-to-end operational plan, that is flexible enough to handle multiple contingencies. Therefore, you need to plan for everything from the perfect operation to various “what ifs” for minor hurdles, emergencies and full crisis response. An effective response though has more to do with the staff’s mental state and ability to respond and adapt to a fluid situation, rather than a rigid written plan that's immediately forgotten when confronted with a complex crisis.
I've seen this done very well, but also extraordinarily poorly, especially when people aren't operating programs all the time and they feel they need to make things up as they go. There's a huge difference between being adaptable and making stuff up on the run. So one massive hint here, Don't Make It Up As You Go! Have a well-structured, executable plan that everyone’s part of that can be quickly enacted if something goes wrong.
What if the weather changes? What if an emergency happens? What if a crisis happens? Are you prepared to switch it up and respond quickly and effectively? I've seen some great written risk assessments where I have mused, ‘wow they've thought of everything!’ but then looking further on, no contingency plans nor any real idea as to how to manage an emergency or crisis.
It's Never Nice Getting Hit By This
I've seen and worked on programs (thankfully not run them) where the organisation had a ‘nothing will ever go wrong’ approach. This is where everything is done on razor thin staffing, based upon the idea that everything will go exactly to plan and I mean exactly to plan! The danger of this, is firstly, it's idiotic in the extreme. When you're dealing with groups of students and staff in different locations and involving vehicles and equipment, something could eventually go wrong. If you have no flexibility and adaptability factored in, then you're asking for a lawsuit and in fact, you deserve the horrendous experience of being dragged through the courts for your stupidity. I never felt safe, nor comfortable on this program. Thankfully, when I brought it to the attention of the organisation and they couldn't see the problem with it, I left and found another place to work that did.
This ‘razor thin’ notion, usually done to ‘save money,’ that works off the basis that everything will go exactly to plan, just increases the pressure, stress and fatigue on staff, which adds to the inevitability of something going wrong. Philip of Macedon (Alexander The Great’s father) put it very nicely. ‘No plan survives contact with the enemy.’
So with that in mind, here's an outline of how I develop an operational management plan:
If you plan around these 10 steps, then you're well on the way to having a safe, enjoyable and rewarding experience for everyone involved.
Now thankfully this isn't something that happens every day, but it does happen. Given the fact that my first job was at a gun club, shouldn't mean the chances of being shot increases. Whilst many bleeding hearts will tell you the dangers of shooting, it remains one of the safest sports you can do. I've had far worse injuries from hockey than anything else. Mountain biking and skiing are right up there for the most dangerous sports. However, once again, I digress and so back to the topic.
I'd got my first job as many teens do at 15. However, it wasn't a fast food joint. It was a shotgun club. My job was to put the skeets on the hopper and fire them up so that people could shoot at them. It was a fun job that paid really well. Most of the time I just sat inside a concrete bunker waiting for the buzzer. When I heard that, I'd load the clay and off it would go. This would be followed by the sound of a shot gun and depending on how good a shot they were, it either shattered the clay pigeon, or it would gracefully sail back down to land in the field nearby. The only real hazard of the job was when a clay shattered inside the bunker as it flew out. You'd be shielding your eyes as you were peppered with tiny ceramic fragments as they ricocheted off the solid concrete walls.
The job was fun and often I'd get to shoot a few clays afterwards too, which added to the excitement of it all. One day however, we were on a different range. It was the field and game range. At this range, it wasn't the traditional skeet tower and bunker configuration that we usually worked with, meaning the clay pigeons would be fired from either a tower, or the bunker. Instead, we used a whole range of different styles and sizes of clays which could be bounced along the ground, thrown up into the air, down a gully or every which way possible. It added a remarkably different sort of challenge to it all.
That day, I was stationed high up on top of this rock. When I heard the buzzer, I'd fire two clays up over this rock and the shooter would see them as if they were birds through the trees. This was no worries at all as I was high up and protected by a rock. However, the next range over, something was being fired across the gully and unfortunately I found out the hard way that this side wasn't so well protected.
There had been a few shots now and then where I'd heard the leaves in trees above getting sprayed through with shot, but thought nothing really of it. I was protected by a rock. It was way above my head as it should be. It was all good. However, just as I was loading a double clay, I heard a boom and whipping sound coming at me. My arm suddenly stung before a hot painful burning sensation took over. I grabbed my right shoulder with my hand. Looking down I could see blood, lots of blood and my upper arm dimpled with telltale signs of a spray of shotgun pellets.
I don't remember screaming or crying in pain. It all felt so surreal. One second I was loading clays. Next I'd been shot in the arm and bleeding profusely. I felt my right hand release the clay hopper and I shot the two clays up into the air. It must have surprised the range officer, as I'd let them go too early. He was on the radio to see what was happening.
I said, ‘I think I might need some help. Can you come up?’
I remember the reply was one of grumbles, as if it were so much effort to get up the hill. (Actually, for most of the club members it was, given the fact that they weren't the fittest group of individuals.)
However, when he got up there and saw the blood, his attitude changed. Thankfully, someone in the club had some idea of first aid and it wasn't long before they stopped the bleeding and revealed some nice neat pellet holes in my right shoulder.
Whilst today, I'd be seriously looking into their risk processes and procedures to find out why there was such an horrendous failing in their safety, back then. After I realised that the wounds weren't too deep, the pellets had all been removed and I was ok, it now felt so cool to have been shot at work and as compensation, they gave me and extra $50. All in all, a great day at work.
I've previously written about the need for having a designated safety officer as part of your operational management plan. The safety officer is your backup and support for all field operations and as such, should be a key component of your risk management strategy.
However, this isn't a token honorary role for someone to sit around and do nothing, or ‘do admin’. The person has to be experienced, competent and switched on, ready to respond to anything from small hurdles and emergencies, to full-blown crisis and critical incident management.
When do incidents happen? Any time, any place and to anybody! Consequently, the safety officer role must be taken extremely seriously and be done by someone who is capable of quickly responding and adapting to what can be fluid, chaotic and evolving situations.
Unfortunately, I've seen the other side where organisations and individuals haven't valued the safety officer role, nor taken it seriously and those put in the position of safety officer have thought it to be a nice, cushy, quiet ‘day off,’ which it's not. I could run through several examples of the disastrous mess that's occurred when organisations and individuals have taken this approach, however, I’ll stick with just one for now.
It was a weekend like any other at our residential outdoor education campus. We had 60 students in the field and 20 onsite. My group was the one onsite, so I had an insight into everything that was going on. I was told my help wasn't needed, but I made sure I remained informed and kept my finger on the pulse, just in case things changed.
I'd seen the safety officer, who was part of the admin staff and not really experienced in field operations. He'd been causally wandering around campus and saying how he was looking forward to finishing up and going home, as he didn't like working weekends. It had basically been a trade off. He had to work a weekend as did everyone else, but rather than be out on a trip, he decided the best place for him was in the office ‘doing safety.’
At around 3pm, a call came in from one of the groups. One of the boys had been bitten by a snake… They weren't sure what sort…
The near comedic chaos that followed demonstrated that not only do you need someone on safety. You need someone who is switched on and competent. Maps were being pulled out, madly opened and juggled about to work out which way was up. A worried and panicked expression had set into the safety officer’s face and a general state of confusion gripped the air.
This really wasn't the confident basis for a swift response and to say things took a long time, would be a serious understatement. The lack of mental preparation by the safety officer and the limitation of knowledge and understanding as to what was going on became immediately apparent.
Fumbling through the whole messy process, what should've been a simple pickup from a trailhead ran from 3pm until just after 8pm when the boy was finally transported to hospital. There was no hiking. No 4WDing involved. Everything was accessible via sealed roads and the nearest town was 20mins away. As evacuations go, it was a fairly simple and straightforward one. So why did it take so long?
The main factor was the safety officer wasn't switched on to the fact that something could go wrong. He had the attitude that all he was doing was having a nice quiet day in the office, where he might have to answer the occasional phone call. He was also already thinking about going home. Because he wasn't mentally prepared, when circumstances changed, he didn't shift his thinking into response mode. Instead, he immediately went into panic mode, which consequently turned everything into a chaotic mess, dramatically increasing the potential for further harm.
At the end of the day, the boy finally got to hospital and thankfully, after tests were done (and the fact that it had been hours since the bite and no obvious signs of envenomation had emerged), the doctors found he hadn't been poisoned and was treated for the puncture wounds and sent home. This result was sheer dumb luck and if the boy had been poisoned, the outcome could have been far worse.
The bottom line is, don't rely on dumb luck, or inexperienced staff to get you through an emergency or crisis. If they're not experienced enough to be in the field, then they're the last person you want acting as backup and operational support. As part of your standard operations, you need to effectively plan and prepare for contingencies and most of all, ensure your safety officer is the right person for the job. When things go wrong, they go wrong quickly and your safety officer needs to be able to react and respond just as quickly and effectively.
By doing this, you ensure the right framework and resources are in place so that in the unlikely event something adverse happens, it can be swiftly contained. Good response can prevent any further injury or damage can be minimised. Right person, right place, right time, isn't dumb luck, it's good planning.
Whenever you're running trips in the field, be it outdoor expeditions or sports trips, part of your planning should include someone who’s sole role is the safety backup person. Unfortunately, this is often an overlooked roll, or one that's totally under-estimated in its importance.
Whenever you're dealing with staff, students, vehicles and equipment, no matter how careful you are in the planning process, something could go wrong. When it does, you want to be able to respond quickly and effectively to contain the incident and mitigate any damage. If all your resources are tied up with the operation itself, then your ability to respond to unforeseen events is seriously compromised.
The process we used at one school I worked at was very effective. Staff were trained in emergency and crisis response management, had been on every single expedition we ran and rotated in and out of the safety office position throughout the year. This meant they always had their finger on the pulse as to what ‘normal’ operations should look like and they knew the local area extremely well, so when contingency plans needed to be enacted, they were able to form a swift and appropriate response.
The safety officer was the central command for all communications in and out to the groups. He monitored the group’s location, progress and knew of any specific needs of the group. All contact in and out was logged so there was a complete record of communication with the group.
Most of the time, this just meant the safety officer was sitting in the office and didn't have much to do. However, when something didn't go to plan, he was ready with a vehicle, comms and equipment to respond swiftly and in the most effective manner possible. No scratching of the head, no running around to grab supplies, they were ready to go immediately.
Why is it so important to have a person in this role? Why can't the person on the ground just deal with it? I've also worked for a school that thought this should be the case and their idea of someone on safety, was a person who was on-call on their day off, 2.5 hours drive away. Now I’ll let you be judge on how negligent this approach is. The reality is if you limit the resources to manage contingencies or not even have contingencies, then you seriously increase the risk of harm to staff and students.
The safety officer needs to actively monitor weather conditions, notify groups of any changes, or the issuance of extreme weather warnings. They need to remain appraised of other potential environmental hazards, such as bush fires, flash flooding, lightning, high winds, feral animal control or even other groups in operational areas.
I always enjoy the variety that this role brings. At times, it's a great way to have a quiet day in the office, simply checking weather, fire danger and logging communications. However, other times you're on the go all day, sorting out logistical and operational issues to smooth out daily activities, or occasionally taking a student to hospital (and sometimes a staff member).
The bottom line is that the safety officer is a vital, available resource that's ready to respond, provide additional support or effectively co-ordinate a larger scale operation in the event of an emergency or crisis. It's not just a cushy role for some inexperienced staff member to have a quiet ‘admin day’ in the office. You need to use your most capable staff because the difference that can make to the speed and effectiveness of the response, impacts significantly on the containment and mitigation of the incident.
Lately, NAPLAN has been the focus of everyone’s attention. The stress and hype of it all, makes it feel like no school is doing enough to make the grade! Suddenly people start to think that more time in a classroom equates to greater results for the school! But what if your results need to be the social and emotional development of students?
What’s the point of having a cohort of super intelligent and well educated doctors who have the bedside manner of a pathologist? If this is the case, they’re not going to be very successful doctors, although might make great pathologists.
This is where outdoor education becomes vitally important as part of any school’s overall program. Many schools have outdoor education as a bit of a token gesture, maybe just for an annual year level camp. More often than not, they also get someone else to run it for them. The problem with this is the fact that activities in isolation don't add up to the long-term benefit that a well-structured outdoor ed program can deliver and it's these long-term benefits that make all the difference to the overall educational experience for the students.
An increasingly significant problem for educators is to be able to provide students with a dynamic skill set to tackle a rapidly transforming world and the challenges that come with this. Students today are being told that on average, they’ll change careers 8-10 times in their life. This can be unsettling for even the strongest of people and therefore needs to be effectively addressed.
This is where outdoor education becomes so important. Forget about the specific activities for a moment. Worrying about this can be a distraction from the wider picture, so instead think about what social and emotional goals you want for your students. Be specific about this, as focusing on key areas will make all the difference to the success of your program. Being able to equip students with the ability to adapt and be resilient when facing challenges can help them thrive in an ever-changing world.
Do you want doctors with good bedside manner? Do you want trades people who can run their own enterprises? Do you want kids to grow up to be honest, responsible, functional members of society? Any school can get an academic result. Yet producing independent, innovative and compassionate young men and women is far more difficult for educators to achieve. Without this skill set, many students will find it near impossible to thrive in the ever-changing world in which we’re now living.
Outdoor education is not just about having a fun camp away from home. It’s to challenge students, to expand their horizons and their understanding of each other and the world. It’s to push them right outside their comfort zones. It's not until we begin to feel uncomfortable about something new, that we actually start to develop and grow as individuals. It's this social and emotional growth that can be achieved through outdoor education that becomes invaluable to the child’s overall experience. The more they're given real opportunities to deal with living and working with others, then reflecting on their own life experiences, the more balanced and resilient they can be. Outdoor education is now more important than ever to bridge that gap between the academic world and all the challenges that life brings in the many years to come.
Winter is coming, and although that might now strike fear into the hearts of those guarding the wall to the north, it’s an awesome and exciting time for those who like snow sports. Apart from teachers being able to get a trip away to the snow, with huge responsibility thrown in, what’s the point of running a ski trip?
There are two aspects of ski trips. They’re either developing skills and social and emotional connections, or they’re about training and competing. I’ve been involved in both types of programs. However, for me, the social and emotional growth is far more interesting than standing around at the side of race tracks helping kids wax their skis.
Snow sports are a great fun way for students to learn and improve skills, take responsibly and socialise. Skiing and snowboarding can be engaging for anyone of any skill level. Across the range of outdoor activities, for me, it’s more fun than anything else and I’m not going to try and hide that fact, but if education can’t be fun, then what’s the point?
I always think that no matter what you’re teaching, if you can’t make it engaging, then why bother?! Snow sports, which includes skiing and snowboarding are technical and physically demanding sports. It’s challenging for so many people, because balance and fitness are key to ensuring you can ski all day, not have accidents and not wake up feeling as though you’ve been hit by a train. Therefore, if you’re going to be running a snow sports program, a fitness regime in the weeks/months leading into it is a must.
For school administrators scratching their heads wondering how this is educational at all, here’s where your education comes into it! Kids need to understand effective preparation for so many aspects of their lives. Most of the time they don’t need to prepare anything for themselves. However, failure to prepare in an alpine environment can lead to injury, exhaustion or serious illness putting others at risk in the process. Leading up to any ski trip, you should provide students with a program that builds their fitness to increase strength and stamina, making sure you do it as well.
This sort of pre-trip fitness is often neglected because too often people see trips to the snow as a fun holiday and not a physically demanding sport. You’re not going to run onto the sports field and play an intensive match having not trained at all. If you do, you’re going to risk injury and of course, you’re most likely going to lose. To avoid this, everyone going on a snow sports trip should have to meet minimum fitness requirements so they don’t end up in the medical centre on the first day.
Whilst there are many other considerations when preparing for a trip to the snow, having fit, well-prepared students will significantly decrease your risk of injury on the mountains. It’s in everyone’s interest to get out, get fit and have a great time at the snow.
Each year, the number of people attending Anzac Day ceremonies is growing higher and higher. Unfortunately, at the same time the number of veterans diminishes. Although age and infirmity take its toll on the courageous men and women who so diligently served and protected our country, age will never diminish the sacrifices they and so many others made to ensure our nation remained free from tyranny.
Tomorrow, I’ll be returning, as I do every year to Kangaroo Valley to march for my grandfather and take part in the ANZAC Day Service. However, it’s not just the experience that my grandfather had that will be at the forefront of my mind. It’s the sacrifice of every single young man who is named on the Kangaroo Valley cenotaph that moves me each year.
Often we can go to war memorials and be overwhelmed by the sea of names before us. Each and every one of them deserves our gratitude. However, with over 102,000 names on the memorial in Canberra, the sheer volume can blur into obscurity the true stories of the individuals who died, so that we could enjoy the lives we have today. No matter how hard we try, we often miss the important details of each soldier’s life and the lives of those they left behind when they went away to fight. Yet in Kangaroo Valley, I know the stories of every young man who left, never to return.
What started out as a history assignment many years ago when I first lived in Kangaroo Valley, turned into something more real and more important than I could have ever imagined. As part of year nine history, the students had to do a local study. One day when walking in town, I stopped to look at the cenotaph. In WWI, there were 58 young men who left for war and 21 of them were never to return. Another 8 were lost in WWII, many of whom were from the same families. I decided to let the students choose one of the names from the cenotaph and research his background prior to the war, as well as his experience of war.
I didn’t know what to expect. However, the deeper the students researched into each young man’s background, a series of wonderful and heartbreaking stories emerged. No longer was this just a collection of names on a memorial that so many people unknowingly pass by every day. Their stories came alive and now we were starting to understand the motivations, ambitions and lives of young patriotic men who sought adventure and had a selfless desire to serve their nation.
Helping the students with their research, we were able to gain access to military service records of every single soldier, providing a fascinating insight into their background, their family, what gear they were issued, where and how they trained, to which regiments they were attached and in which battles they fought. The vivid stories of their lives became even more real when we located the Red Cross records, many of which gave heart wrenching accounts of how each young man from the Valley died.
Over the years, we found letters, journals, family photos and newspaper articles about the men, which added to something that was becoming a very personal understanding of the lives and experiences of each and every young man from the Valley. For me, no longer were they a name on the cenotaph. They were wonderful, recognizable members of our small community who lost their lives fighting to protect our values and way of life. I was so pleased to see in 2012, their stories published by Geoff Todd in his history titled, “The Valley Boys.”
When the Last Post sounds and we stand in silence remembering those who fell, I don’t think of the Great War and all its generals. I don’t think about the landing at ANZAC Cove and the deadly rush to get off the water and onto to the beaches. I think about Thomas Edward Scott (20yrs) and his brother Peter Joseph Scott (18yrs), both killed in action. I think about Joseph (32yrs) and David (22yrs) Beacom, brothers whose graves were never known. I think about Eric Austin Tate (26yrs) and every other one of the brave young men who never truly had the chance to live their lives and who never saw home again.
Whilst the years roll on and new generations of Australians come together to commemorate the sacrifices of those who went to war, I encourage you to look deeper into each and every one of the names that are forever etched in your local Roll of Honour. Understand who those young men and women were, so we can honour their lives, dreams and ambitions as a living memory of what they did and what they gave up to protect our communities and our way of life.
They shall grow not old, as we that are left grow old:
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
Lest We Forget