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I Can Teach
In The Outdoors
Chapter 1
The
teacher’s job in the outdoor classroom is to set up an exciting
learning environment. Being outside is only part of it. The leader
has to teach in a way that makes the outdoors come alive for every
member of the group. That may sound easy, but it requires that you,
as a teacher and leader, be flexible and adaptable, whether it is to
changing weather conditions, insects or responding to “teachable
moments.” Your enthusiasm is the all-important ingredient in
involving young people in learning in the outdoors.
The Leader's Role
You have the power to affect how children will view nature. How you
respond to the outdoors and your attitude toward the environment
will be noted by the children. We can hardly expect children to get
excited about, appreciate or develop a commitment to the natural
world if we appear bored or uninterested.
Let’s take a look at three factors
that can affect your success at leading an outdoor program.
You Don’t Have to
Know It All
The outdoors is a learning environment in which leader and student
learn together. It’s OK to say “I don’t know the answer to that
question. Does anyone have any ideas, or know where we can find the
answer?” You’re not expected to know everything, and it’s good to
admit if you don’t. Children don’t expect it, and they respect you
for being honest when you don’t have an answer. Remember that
learning is a two-way street; you will learn as you help your
students learn.
Develop a
Sense of Wonder
The importance of a sense of wonder is best described by Rachel
Carson: “If a child is to keep alive his inborn sense of wonder, he
needs the companionship of at least one adult who can share it,
rediscovering the joy, excitement and mystery of the world we live
in.”
Develop a style that kindles that
“sense of wonder” in yourself and children. Look a little closer and
get involved; outdoor magic can unfold before your very eyes. Good
leaders get their feet wet and their hands dirty.
Speak with
More Than Just Words
An adult’s unspoken messages are sometimes as strong, if not
stronger, than the spoken ones. Young people learn from what they
see adults do. If you’re not afraid to try new things, are willing
and able to adapt to uncomfortable situations, or change your plans
to adjust to the interests of the group, your openness will make a
great impression on those you lead. Think about whether or not your
actions match or clash with your words. If they do, you will be a
very powerful and positive role model.
In conclusion, remember that you are
not just a leader but a listener, learner and follower. Have a
positive approach, a caring attitude, smile and enjoy yourself.
Getting
Started
A successful outdoor program requires that you prepare, whether this
is your first group or your hundredth. The time you spend planning
will help you make the most of the day, and allow you to concentrate
on how the children are doing, rather than on what comes next.
Goals and
Objectives
Identifying goals and objectives helps us get from where we are to
where we would like to be. We have to be clear about the purpose of
the outdoor experience and what we want the children to gain from
such an experience.
A goal is a general statement of what
you want to accomplish. For example, “students will become caring
stewards of our natural resources,” or “participants will learn
about the forest ecosystem.”
Objectives, on the other hand, are
more specific and can be measured. For example, “participants will
be able to identify five tree species,” and “participants will know
the difference between evergreen and deciduous trees.’
Writing down your goals and
objectives may also help you to select appropriate activities from
this, and other, sources.
Field Trip
Preparation Check List
 After
you have figured out what you want to do, there are still many
things to consider before you walk out the door. Getting the entire
group involved in some of the preparations will make your workload
lighter, and help everyone feel more responsible for making the trip
a success.
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Choose a location that offers many
opportunities for exploring and experiencing.
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Get permission to use the site and
find out if there are any rules or regulations about group size,
use of the facilities, collecting plants and other items, and so
on.
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Are toilet facilities available?
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Visit the site beforehand so that
you are familiar with the area, and are better able to match the
activities you will be doing to the site and your objectives.
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Schedule transportation to and from
the site, if needed.
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Arrange for adequate adult
supervision — at least one adult for every 10 children.
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Prepare, or have the children bring,
snacks and lunches.
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Bring, or have the children bring,
insect repellent and sunscreen.
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Have a pencil and paper for each
participant.
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Bring along a backpack, bag, pouch,
or even large pockets, for carrying “treasures,” equipment and
props. Be sure you have all the teaching materials you will
need.
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Consider extra items that might be
useful, such as field guides, magnifying glasses, bug boxes,
small plastic containers, and so on. If it might be cold or wet,
bring along extra mittens, hats or other items for those who
forget.
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Be sure you have a first aid kit,
and know how to use it.
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Send home permission slips if
necessary, and a list of what the children should bring with
them on the day of the trip.
Setting
Ground Rules
One other step that is essential to a successful trip is to set some
ground rules. Ask the group members why the rules are important, or
have them help determine what the rules will be. Why should they
stay on trails? Take only pictures? Leave only footprints? State the
rules in a positive way. Of course, rules should be based on common
sense. For example, using a buddy system makes more sense walking
through a thick forest, than through a short grass meadow.
If your activity involves collecting items, such as stones, plants
or bugs, there are some special rules to follow:
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Set well-defined boundaries for
collecting.
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Stress safety.
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Be clear about what can and
cannot be collected, and collect only what you need.
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Living things should be
collected only if they can be kept alive and later returned to
where they were found.
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Stress that the outdoors is home
to many organisms and that we should treat it as if it were our
own.
Let's Go
Whether you are just going exploring, or are leading a structured,
step-by-step activity with clear objectives, here are some tips and
techniques to help you successfully guide your group.
Discipline
 If
you have planned and prepared yourself and your group in advance, it
is unlikely you’ll have major discipline problems. When setting
ground rules, discuss the consequences of breaking the rules. If
disruptive behavior means no more field trips, the children may keep
each other in line! When a child does act up, channel their energy
and interest by getting them involved. Have the child carry a pack,
answer a question or lead the way along the trail.
Part of your job as leader is to be
fully aware of the learning environment — the weather conditions,
the energy of the children, other leaders and the dynamics of the
activity. It is always better to prevent a distracting situation
than try to correct it.
Equipment and
Materials
Many of the activities do not require any equipment or props, others
do. Some items can be made by you or by the children
(see Activity
A). You may also look into getting equipment donated by local
business or organizations. If you are using equipment that is new to
the kids, you may have to plan some time to teach them about its
use. It is also a good idea to hand out items as they are needed,
rather than at the beginning of an activity, to minimize the
distraction from what you are saying!
Teach with
Questions
Asking questions is one way to keep students involved. When someone
asks a question, you do not need to be the one who always answers or
explains what is happening. Instead, allow the children to interpret
things themselves. Have them look for clues and put the pieces of
the mystery together on their own.
Ask questions that force the group to
think. Try “Why is a leaf green?” rather than “What color is this
leaf?” Keep your questions brief and call on children at random. If
you respond only to children who raise their hands, you run the risk
of losing the interest of the others or not hearing from everyone in
the group.
Also be aware of how you respond to
the children’s answers and ideas. If a response is laughed at,
labeled wrong or ridiculed, that child, as well as others in the
group, may not risk answering again. Remember, the purpose of asking
questions is to keep kids involved in the activity.
Introducing
New Words
Large words should be broken down into more easily understood parts.
For example, photosynthesis, the process by which sunlight combines
with water and carbon dioxide in green plants to form food, is
derived from the following:
Photo = light (as in photograph)
Synthesis = putting together (as in music synthesizer)
Have the children repeat the words
two or three times to help them remember the words and their
meanings.
Introducing
New Concepts
New concepts and information may be difficult for children to
understand and remember without some background. There are several
successful techniques to teach children new ideas.
Analogies
Analogies are a fun way to better understand a subject. In an
analogy you compare something you don’t know about to something you
do. For example: How is a fern like an antique? Both are very old.
How is a fungus similar to a garbage collector? They both clean up
the community. One cleans the city, the other cleans the forest. How
is tree bark similar to our skin? Children may not know what bark
does, but may know something about skin.
Stories
The use of stories can be an effective tool in introducing new
information as well. Here is a story that explains the relationship
between algae and fungus in lichens in a way that children will
remember:
About 450 million years ago, when
there was no life on land, Alan Algae just floated around in the sea
all day. He was an excellent cook, but he had no home. Fanny Fungus,
who also lived in the sea, was a carpenter and could build homes,
but couldn’t cook. One cloudy, cool day, a wave washed Fanny and
Alan up on a rock. They were afraid because they had never been on
land before. They didn’t know each other very well, but they had to
figure out how they could survive out of the water. Pretty soon Alan
and Fanny decided to help each other out. Because Fanny was the
carpenter, she built a home that sheltered both of them. Alan did
his part by cooking for the two of them. The longer they stayed
together, the more comfortable they became, and they took a “lichen”
to each other.
Algae and fungus have what is called
a “symbiotic” relationship. Each depends equally on the other for
survival; the algae makes the food and the fungus provides the home.
Gimmicks
Another way to introduce new ideas is with gimmicks, which are often
similar to analogies or short stories. Gimmicks are comparisons,
usually to something already known, that serve to jog the learner’s
memory. For example, you can tell white pine from all the other
pines because white pine is the only one with five needles to a
bunch. Five needles, five letters in “white.”
Quizzing
Quizzing children on what they have learned is fun and can easily be
done following the activity. It’s a way to measure an activity’s
effectiveness, review certain areas or clear up misunderstandings.
Announcing the quiz to the group isn’t always necessary, as it can
create undesirable competition or anxiety. They may not even be
aware that they are being quizzed! Questions should relate to the
activities and cover the key points. Quizzing will reinforce your
objectives.
Using
Dramatics
Children have vivid imaginations and a natural sense of excitement
that can be your ally. Use words, like secret, mystery or puzzle,
that tap into their imaginations, or use personal dramatics. For
example, if you know you are coming up to a spot where a bird has
been killed and feathers are lying around, you can stop the group
and exclaim: “A great crime has been committed! Can anyone find any
clues and tell us what happened?”
Using Props
Special props can make a lesson come alive. Lighting a cashew with a
match and watching it burn demonstrates the concept of stored
energy. Using a sponge to soak up water illustrates how rainfall is
absorbed into the soil or a wetland.
Developing props is a creative undertaking. Their value as teaching
tools is worth the effort because they help introduce new
information and make learning more fun.
Teachable
Moments
One of the greatest qualities an outdoor leader can have is the
ability to recognize a teachable moment and be flexible enough to
make use of it. Teachable moments are those special times when a
sudden discovery or observation takes hold of the children. If a
deer crashes through the woods while you are working on a soil
profile, it would be a waste of energy to try to keep their
attention focused on the soil! Take the chance to ask questions
about deer, and maybe discuss how the deer and its activities might
affect the vegetation, and get back to how that might affect the
soil.
Teachable moments often present the
most valuable learning opportunities. Truly spectacular or
interesting events are the most memorable. Take advantage of them,
and try to tie the moment back into your lesson. Even if no
connection can be made to the activity at hand, it is better to wait
until the excitement lessens before returning to your original
topic.
Final Comments
Children have an inborn curiosity about the world around them. As an
outdoor leader, it’s your challenge to provide learning
opportunities that open doors to the magic of the natural world. We
have provided you with strategies, teaching tools and gimmicks to
start you on your way. A good motto to remember is: Discover
First, Explain Second, Identify Last.
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