Field trips can have a tremendously positive influence on a school’s culture and on students’ overall learning if there is a consistent pattern of rationally chosen and effectively organized excursions. It seems that two general problems occur that keep teachers from achieving this lofty standard: First, as module 8-2 alludes to, organizing field trips can be a painful process. I suspect many teachers ask themselves whether the time spent organizing the trip is worth the learning opportunities the students get from it. Second, I suspect in some cases field trips are planned and executed, but very little (if any) follow-up (or prior learning) occurs. While I have very little first-hand knowledge or experience planning a field trip, I have enjoyed many as a student that employed zero follow-up exercises or demonstrated only minimal connections to the course curriculum. Obviously this needs to change. We need to fix these problems so teachers and learning institutions can utilize all available resources (inside the school and out) in order to transfer the expectations of the Ontario curriculum to students.
Conducting field trips can be advantageous for both students and staff. Teachers can use venues, museums, outdoor activity centres, etc. as a source of investigative learning or simply as a vehicle to observe concepts or events that build on students’ knowledge and/or prepare students for further learning. In the back roads of Niagara lies St. John’s Outdoor Education Centre. I suspect that anyone who went to school in Niagara, or has lived in Niagara, would be familiar with this place. The facility is quite large; there are sections that focus on orienteering, nature, 19th century schooling, and arts & crafts (and more). I probably visited St. John’s at least once a year from kindergarten to grade six. Before taking the field trip, we would take part in activities designed to enhance the learning experience. For some reason I can remember certain aspects of those trips quite vividly. As an LTO teacher in Ottawa, I chaperoned a group of students to the Ontario Science Centre in Toronto. I believe we had six teachers on the trip and two busloads. The trip was an example of “trip planning perfection”. The trip also fell on my birthday…which was a nice treat.
Field trips can also be used to increase class camaraderie and reward students for positive behaviours. At the junior level an example of a trip of this nature that is fun and can be tied to curriculum would be to take students to drama productions put on by local high schools. These trips are relatively easy to organize, and the themes of the production can be tied to the junior curriculum fairly easily. Another benefit of field trips is the opportunity it gives students to visit places that they otherwise wouldn’t choose to go to, or wouldn’t have the opportunity to go, and likely at a reduced cost from the regular rate. Additionally field trips can help bridge the divide between parents and teachers by providing opportunities for parents to get involved in school activities as a trip chaperone. My mother will never forget the time she accompanied my grade seven class to see the Lion King, and got ‘stuck’ with the five most obnoxious boys in the class (yes…they were my friends). She continues to exaggerate about the negative effects it had to her mental state.
On the other hand there are many concerns that arise when planning a field trip. As the 8-2 document explains, many things must come together before a trip can take off. Some of these obstacles include:
1. Parental permissions: Parents may be reluctant to send their children on field trips if they are concerned with the venue, costs, or safety. There could be a variety of other reasons, but these come to mind.
2. Transportation: Buses cost money and can be unreliable especially if the trip is a good distance away. My experiences at Columbia have taught me that buses break down, have a tendency to be late or not show up.
3. Liability concerns: Some venues have students sign waivers to alleviate liability away from their facility. This could disuade some school or teachers from visiting. In addition, teachers must be very concerned about students’ safety on these trips. Injuries or much worse can happen to students – so every precaution must be taken into consideration.
4. Appropriate child supervision: Finding parent or community volunteers to chaperone a trip with teachers is usually not problematic. However, there will never be a ratio of 1:1 or even 10:1 (students : chaperones), and usually trips seem to be a more likely opportunity for “things to go bad”. My suggestion – teachers must visit the venue, meet with the staff, and be as proactive as possible to plan for any concerns.
5. Weather / Venue Alterations: Always be prepared for last minute trip cancellations. This is my final warning.
If you think any of these obstacles will become a significant issue, the trip is unlikely to occur. I suspect that principals follow field trips quite closely. As problems arise following the conclusion of a trip, the likelihood of another trip happening again decreases.
My experiences this summer at Columbia International College have been interesting to say the least. I have learned an incredible amount about managing people, interacting with international students, and working in a private school environment. I have also been introduced to an educational outdoor facility associated with Columbia. Bark Lake Leadership Centre is located near Haliburton, and focuses on providing a Total Outdoor Leadership Experience for students of all ages. They tie their activities to the Ontario Curriculum expectations, and give students an opportunity to learn at a facility that is truly “Canadian”. Bark Lake provides all food and accomodations – which takes the pressures off of teachers/schools planning the trips. http://www.barklake.com/
Thank you
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